Comparisons of national and international assessments show that the mathematics performance of American students trails that of students in other developed nations. U.S. educators, therefore, face the challenge of improving mathematics education for low-achieving students. This quantitative preexperimental causal-comparative ex post facto study asked how the application of an 8-step total quality management change initiative model affects Grade 6 student achievement in mathematics. Participants in the study included middle school students at-risk of failure in mathematics who were assigned to either a treatment group taught using total quality management initiatives or a nontreatment group taught using traditional teaching methods. Pre- and postintervention mathematics test scores from the 6th-Grade Academic Knowledge and Skills Mathematics Test and the Criterion-Referenced Competency Test were obtained from preexisting data obtained during the 2006-2007 school year. Scores were analyzed using ANCOVA. The findings indicated no significant difference in mathematics achievement between the treatment and nontreatment groups. The data suggested student achievement in mathematics improved following inclusion in a mathematics intervention course, regardless of type of teaching methods. It is recommended that further research be conducted to determine the efficacy of the 8-step model with a larger sample size. Implications for positive social change involve the teaching and learning of mathematics to low-achieving students, as the application of principles of effective pedagogy could result in changes to mathematics intervention instructional programs at the middle school level.Scores were analyzed using ANCOVA. The findings indicated no significant difference in mathematics achievement between the treatment and nontreatment groups.

Title | : | Increasing Middle Grades Math Achievement Through Effective Teaching Practices |

Author | : | Laurie L. Cook |

Publisher | : | ProQuest - 2008 |

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