A Quantitative Study on the Impact of Adapted School Instruction as a Result of COVID-19 Pandemic on Student Standardized Math Scores in a Midwest Public School District at the Middle School Level

Autor/in	Buschman, Matthew Walker
Titel	A Quantitative Study on the Impact of Adapted School Instruction as a Result of COVID-19 Pandemic on Student Standardized Math Scores in a Midwest Public School District at the Middle School Level
Quelle	(2022), (120 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Lindenwood University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4387-4058-2
Schlagwörter	Hochschulschrift; Dissertation; Educational Change; COVID-19; Pandemics; Standardized Tests; Mathematics Achievement; Public Schools; Middle School Students; Teaching Methods; Achievement Gains; Statistical Analysis; Racial Differences; Individual Differences + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Bildungsreform; Standadised tests; Standardisierter Test; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Public school; Öffentliche Schule; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching method; Lehrmethode; Unterrichtsmethode; Achievement gain; Leistungssteigerung; Statistische Analyse; Rassenunterschied; Individueller Unterschied
Abstract	The COVID-19 Pandemic has presented the educational system with challenges that have caused adaptive instruction techniques for all student populations in one way or another. The researcher chose to focus specifically on the impact of adaptive instruction as a result of the COVID-19 Pandemic in the area of mathematics by evaluating student growth on STAR Math Assessments at the Middle School level for a Midwest Public School District. Through evaluating the data from pre-adaptive instruction to post-adaptive instruction as a result of COVID-19, the researcher aimed to identify possible declines in growth as a result of adaptive learning from the entire population, students who learned at-home versus students who learned in the classroom, students with 504 plans, students with IEPs, Asian students, Black students, Hispanic students, White students, and students who receive free or reduced meal plans. For this study, student growth was defined as the change (increase or decrease) from consecutive mathematic STAR Assessment scores. The researcher utilized left-tailed "t"-tests of dependent and independent means to determine statistical significance on student growth. By completing the quantitative analyses through utilizing populations derived from the total student population of 4,982 students, the researcher found there was not a statistically significant decline in growth for the entire population, students who learned at-home versus students who learned in the classroom, students with IEPs, Asian students, Black students, Hispanic students, White students and students who receive free or reduced meal plans. There was a statistically significant decline in student growth for students with 504 plans. The researcher suggests future studies to analyze the correlation between parent support and student success learning at home, and identify if there was a correlation between students with anxiety or other mental health illnesses and a decline in growth across all content areas. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01