The purpose of this study was to examine the impact of individualized afterschool tutoring, under federal Supplemental Educational Services (SES), on mathematical and general academic intrinsic motivation and mathematical achievement of at-risk students. The population of this study consisted of two third graders and five fourth graders from an elementary school in the Reynolds School District in Portland, Oregon. One participant was male. The other six were female. Six of the students were Hispanic, and one student was multiethnic.
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- Partial requirement for: M.A., Arizona State University, 2011Note typethesis
- Includes bibliographical references (p. 70-77)Note typebibliography
- Field of study: Mathematics education