Matching Items (5)
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- All Subjects: Academic Achievement
- All Subjects: Algebra
- Genre: Doctoral Dissertation
- Creators: Buss, Ray
- Member of: Theses and Dissertations
- Status: Published
Description
This paper addresses a local problem of practice at Arizona State University regarding the support for potentially underprepared students. The overarching goal of this study was to better understand the role rapport plays in student achievement. This study examines how the LEAD Project (Learn, Explore, Advance, Design), in particular student relationships with instructors and their peers, may or may not influence student achievement. LEAD students complete three courses as a group – Introduction to Human Communication (COM 100), Critical Reading and Thinking (UNI 110), and The LEAD Project (ASU 150). The innovation was designed to give students the opportunity to build relationships with their instructors and with each other, so class sizes are limited to 40 students. Additionally, instructors work together outside of class to develop curriculum, instructional plans, and how to best support individual students.
Guiding literature for this study included Self-Determination Theory (SDT) as well as related studies (Deci & Flaste, 1995). This theory describes human motivation as a factor of the extent to which one feels autonomy, competence, and relatedness. Though relevant in many contexts, past researchers used SDT as a tool for understanding students’ motivation to learn (Black & Deci, 2000; Freiberger, Steinmayr, & Spinath, 2012; Reeve & Jang, 2006).
The study used a concurrent mixed-method action research design including interviews, questionnaires, and institutional data. Over 400 first-year students participated in the study. Students shared their perceptions of their rapport with their instructors and peers, and their perceived learning in each of the three LEAD courses.
Data were analyzed using correlation and linear regression approaches. Significant relations occurred between many instructor-student rapport scales, peer rapport, perceived learning, and course grades. Additionally, instructor-student rapport scales significantly predicted perceived learning.
Qualitative and quantitative findings were aligned with each other, and were consistent with previous studies. This study advances the body of knowledge about instructor-student rapport by extending the findings around its role in student achievement. Results also suggested the need to further explore the role of peer rapport and its influence on student achievement. Results from the study show instructor-student rapport was mediators of student achievement.
Guiding literature for this study included Self-Determination Theory (SDT) as well as related studies (Deci & Flaste, 1995). This theory describes human motivation as a factor of the extent to which one feels autonomy, competence, and relatedness. Though relevant in many contexts, past researchers used SDT as a tool for understanding students’ motivation to learn (Black & Deci, 2000; Freiberger, Steinmayr, & Spinath, 2012; Reeve & Jang, 2006).
The study used a concurrent mixed-method action research design including interviews, questionnaires, and institutional data. Over 400 first-year students participated in the study. Students shared their perceptions of their rapport with their instructors and peers, and their perceived learning in each of the three LEAD courses.
Data were analyzed using correlation and linear regression approaches. Significant relations occurred between many instructor-student rapport scales, peer rapport, perceived learning, and course grades. Additionally, instructor-student rapport scales significantly predicted perceived learning.
Qualitative and quantitative findings were aligned with each other, and were consistent with previous studies. This study advances the body of knowledge about instructor-student rapport by extending the findings around its role in student achievement. Results also suggested the need to further explore the role of peer rapport and its influence on student achievement. Results from the study show instructor-student rapport was mediators of student achievement.
ContributorsVawter, Katherine (Author) / Kulinna, Pamela (Thesis advisor) / Buss, Ray (Committee member) / Potts, Shelly (Committee member) / Arizona State University (Publisher)
Created2018
Description
The purpose of this study was to identify the algebraic reasoning abilities of young students prior to instruction. The goals of the study were to determine the influence of problem, problem type, question, grade level, and gender on: (a) young children’s abilities to predict the number of shapes in near and far positions in a “growing” pattern without assistance; (b) the nature and amount of assistance needed to solve the problems; and (c) reasoning methods employed by children.
The 8-problem Growing Patterns and Functions Assessment (GPFA), with an accompanying interview protocol, were developed to respond to these goals. Each problem presents sequences of figures of geometric shapes that differ in complexity and can be represented by the function, y = mf +b: in Type 1 problems (1 - 4), m = 1, and in Type 2 problems (5 - 8), m = 2. The two questions in each problem require participants to first, name the number of shapes in the pattern in a near position, and then to identify the number of shapes in a far position. To clarify reasoning methods, participants were asked how they solved the problems.
The GPFA was administered, one-on-one, to 60 students in Grades 1, 2, and 3 with an equal number of males and females from the same elementary school. Problem solution scores without and with assistance, along with reasoning method(s) employed, were tabulated.
Results of data analyses showed that when no assistance was required, scores varied significantly by problem, problem type, and question, but not grade level or gender. With assistance, problem scores varied significantly by problem, problem type, question, and grade level, but not gender.
The 8-problem Growing Patterns and Functions Assessment (GPFA), with an accompanying interview protocol, were developed to respond to these goals. Each problem presents sequences of figures of geometric shapes that differ in complexity and can be represented by the function, y = mf +b: in Type 1 problems (1 - 4), m = 1, and in Type 2 problems (5 - 8), m = 2. The two questions in each problem require participants to first, name the number of shapes in the pattern in a near position, and then to identify the number of shapes in a far position. To clarify reasoning methods, participants were asked how they solved the problems.
The GPFA was administered, one-on-one, to 60 students in Grades 1, 2, and 3 with an equal number of males and females from the same elementary school. Problem solution scores without and with assistance, along with reasoning method(s) employed, were tabulated.
Results of data analyses showed that when no assistance was required, scores varied significantly by problem, problem type, and question, but not grade level or gender. With assistance, problem scores varied significantly by problem, problem type, question, and grade level, but not gender.
ContributorsCavanagh, Mary Clare (Author) / Greenes, Carole E. (Thesis advisor) / Buss, Ray (Committee member) / Surbeck, Elaine (Committee member) / Arizona State University (Publisher)
Created2016
Description
ABSTRACT
As a ninth-grade English teacher at Brophy College Preparatory Academy, I always looked toward the end of the school year with a certain amount of anticipation and trepidation. The anticipation celebrated students who had successfully completed their freshman year; whereas the trepidation resulted from the end-of-year memo indicating which students had chosen not to return to Brophy next year. Unfortunately, the latter group included a disproportionate number of Hispanic students from low-SES backgrounds. Given Brophy valued diversity and the terrific abilities of these students, an innovation was devised to foster development of ‘school-navigation’ skills to assist students in adapting to the social and academic demands of the school.
The intervention was rooted in several theoretical frameworks including Bourdieu’s (1977) Cultural Capital Perspective, McMillan and Chavis’ (1986) Sense of Community Theory, and Duckworth’s (2007) Grit Framework. Sixteen freshmen and four 12th-grade mentors participated in the study. The 12-week innovation incorporated four topics—transitioning to high school, learning about strategies for academic success, becoming involved in school culture and community, and working more effectively with teachers. Each topic was considered in a 3-week cycle. During week 1, students participated in a large group discussion about the topic led by the researcher. Subsequently, they wrote in journals to reflect on the topic. During week 2, four small groups of four freshmen and one senior, mentor met to consider the topics. Mentors led discussions and also shared how they had coped with the topic. Again, freshmen wrote in journals. In week 3, freshmen met in a large group with the researcher and shared their reflections and their experiences. In this context, the freshmen learned from each other and realized they were all experiencing similar challenges that could be overcome with grit and a community to support them.
Qualitative results indicated freshmen developed a sense of community, learned to respond in positive ways to failure, and developed academic and social school-navigation skills. Freshmen and mentors became tightly knit communities, texting each other with questions coming from freshmen and responses from mentors. The discussion focused on how the theoretical frameworks were useful in understanding the results.
As a ninth-grade English teacher at Brophy College Preparatory Academy, I always looked toward the end of the school year with a certain amount of anticipation and trepidation. The anticipation celebrated students who had successfully completed their freshman year; whereas the trepidation resulted from the end-of-year memo indicating which students had chosen not to return to Brophy next year. Unfortunately, the latter group included a disproportionate number of Hispanic students from low-SES backgrounds. Given Brophy valued diversity and the terrific abilities of these students, an innovation was devised to foster development of ‘school-navigation’ skills to assist students in adapting to the social and academic demands of the school.
The intervention was rooted in several theoretical frameworks including Bourdieu’s (1977) Cultural Capital Perspective, McMillan and Chavis’ (1986) Sense of Community Theory, and Duckworth’s (2007) Grit Framework. Sixteen freshmen and four 12th-grade mentors participated in the study. The 12-week innovation incorporated four topics—transitioning to high school, learning about strategies for academic success, becoming involved in school culture and community, and working more effectively with teachers. Each topic was considered in a 3-week cycle. During week 1, students participated in a large group discussion about the topic led by the researcher. Subsequently, they wrote in journals to reflect on the topic. During week 2, four small groups of four freshmen and one senior, mentor met to consider the topics. Mentors led discussions and also shared how they had coped with the topic. Again, freshmen wrote in journals. In week 3, freshmen met in a large group with the researcher and shared their reflections and their experiences. In this context, the freshmen learned from each other and realized they were all experiencing similar challenges that could be overcome with grit and a community to support them.
Qualitative results indicated freshmen developed a sense of community, learned to respond in positive ways to failure, and developed academic and social school-navigation skills. Freshmen and mentors became tightly knit communities, texting each other with questions coming from freshmen and responses from mentors. The discussion focused on how the theoretical frameworks were useful in understanding the results.
ContributorsSmith, Steven M. (Author) / Buss, Ray (Thesis advisor) / Zambo, Debby (Committee member) / Donlan, Tom (Committee member) / Arizona State University (Publisher)
Created2017
Description
Over the past 25 years, efforts have been made to integrate technology into teaching and learning. In particular, the personalized learning approach has sought to leverage technology to deliver instruction that is adaptive to the learner and personalized learning environments were used as tools in tailoring instruction to match learner needs. Typically, personalized instruction has been delivered using technology, such as the computer. However, little research has focused on using personalized learning as a tool for remediation. The goal of this study was to empirically investigate the efficacy of personalized learning in Algebra as a remediation tool. This study used a mixed-methods approach to analyze satisfaction with the learning environment, perception of and attitudes toward the content being delivered, and the reported overall experience and the personalized experience in the context of two versions of a computer-based multimedia Algebra learning environment. A total of 117 high school students in grades 10 through 12 participated on a voluntary basis. They had previously taken an introductory Algebra course and were now enrolled in a different math course. The students were assigned to one of two conditions: (a) the computer-based multimedia learning environment on the personalized learning platform known as Personalized Learning and (b) the same learning environment without the Personalized Learning platform. In addition to completing a pre- and post-test, participants were administered attitudinal surveys. Results indicated no knowledge gains in either group at the post-test assessment. Further, analyses by gender and race also did not reveal any significant differences among the groups. However, survey results indicated one significant finding: the students exposed to the personalized learning environment had more positive perceptions towards personalized learning than towards the overall experience with the learning environment.
Implications for these results and further goals for this line of research are discussed in greater detail within the context of personalized learning, user experience, and social aspects of learning. This work also provides opportunities in helping educators choose adequate tools for teaching and delivering instruction tailored to learners’ needs.
Implications for these results and further goals for this line of research are discussed in greater detail within the context of personalized learning, user experience, and social aspects of learning. This work also provides opportunities in helping educators choose adequate tools for teaching and delivering instruction tailored to learners’ needs.
ContributorsSavio-Ramos, Caroline Andrea (Author) / Bitter, Gary G. (Thesis advisor) / Buss, Ray (Committee member) / Legacy, Jane (Committee member) / Arizona State University (Publisher)
Created2015
Description
The purpose of this action research study was to implement and analyze an intervention designed to improve perceptions of working with others as well as practice and improve emotional tools related to such interactions through the systematic development of ability emotional intelligence (EI) related skills. The present study sought to: (1) explore high school students’ perceptions of their role as part of a team during teamwork; (1a) investigate how perceptions differed by EI level; (2) examine how students’ perceptions of their role in teamwork were influenced by being paired with more advanced (ability EI) peers or less advanced peers, based on ability emotional intelligence test scores; (3) determine if ability emotional intelligence related skills could be developed over the course of a 7-week intervention.
The intervention took place in a 12th grade US Government & Economics classroom with 34 participants for examination of general trends, and 11 focal participants for focused and in-depth analysis. Students were taught about emotion theory and engaged in two weeks of ability emotional intelligence skills training, followed by a five-week project cycle in which students were required to work together to achieve a common goal. The research design was mixed methods convergent parallel. Quantitative data were collected from post- and retrospective pre-intervention surveys regarding student perceptions about working with others and their ability EI related skills. Qualitative data were collected through on-going student reflective journal entries, observational field notes, and interviews with the focal group of participants.
Results suggested the intervention had a significant effect on students’ perceptions of working with others and perceived ability emotional intelligence related skills. Significant positive change was found through quantitative data analysis, revealing students’ perceptions about working with others in teams had improved as a result of the intervention as had their perceptions about their ability EI related skills. Qualitative analysis revealed rich, thick descriptions exploring this shift in perception among the 11 focal students, providing the evidence necessary to support the effectiveness of the intervention. Results suggested the possibilities for improved teamwork in the classroom.
The intervention took place in a 12th grade US Government & Economics classroom with 34 participants for examination of general trends, and 11 focal participants for focused and in-depth analysis. Students were taught about emotion theory and engaged in two weeks of ability emotional intelligence skills training, followed by a five-week project cycle in which students were required to work together to achieve a common goal. The research design was mixed methods convergent parallel. Quantitative data were collected from post- and retrospective pre-intervention surveys regarding student perceptions about working with others and their ability EI related skills. Qualitative data were collected through on-going student reflective journal entries, observational field notes, and interviews with the focal group of participants.
Results suggested the intervention had a significant effect on students’ perceptions of working with others and perceived ability emotional intelligence related skills. Significant positive change was found through quantitative data analysis, revealing students’ perceptions about working with others in teams had improved as a result of the intervention as had their perceptions about their ability EI related skills. Qualitative analysis revealed rich, thick descriptions exploring this shift in perception among the 11 focal students, providing the evidence necessary to support the effectiveness of the intervention. Results suggested the possibilities for improved teamwork in the classroom.
ContributorsZuniga, Alison Kara (Author) / Bertrand, Melanie (Thesis advisor) / Buss, Ray (Committee member) / Caruso, David (Committee member) / Arizona State University (Publisher)
Created2019