The Effects of Saxon Math Instruction on Middle School Students' Mathematics Achievement
Abstract
This study analyzed and evaluated the Discovery Education Assessment scores of 172 8th-grade students in a southern, rural middle school. The participants were divided into two groups: 81 students that were instructed in mathematics using Saxon Math (experimental group) and 91 students that were instructed in mathematics using a non-Saxon program (control group). ANCOVA and ANOVA tests were used to analyze data for statistically significant differences between group means. The study was conducted to test six null hypotheses at the .05 level of confidence. Results of the study indicated that there was a statistically significant difference in Discovery Education Assessment scores based on the type of mathematics' instruction, and on the type of mathematics' instruction in regard to socioeconomic condition. There were no statistically significant differences in student scores based on gender, ethnicity, or participation in special education, or English Language Learner (ELL) classes.
Subject Area
Mathematics education
Recommended Citation
Grant Bell,
"The Effects of Saxon Math Instruction on Middle School Students' Mathematics Achievement"
(2011).
ETD Collection for Tennessee State University.
Paper AAI3488140.
https://digitalscholarship.tnstate.edu/dissertations/AAI3488140