Math Scores and Methods of Instruction

1



Association of Math Test Scores to Methods of instruction
Based on Gender, Ethnicity and Socioeconomic Status

Is there a significant difference in student scores based on methods of instruction and assessment
by teachers among students at Harmony Creek Middle School based on students gender,
ethnicity, and socioeconomic status?


By


Samantha Burgess


April 8
th
, 2012
Introduction to Statistics and Research
Arkansas State University


Math Scores and Methods of Instruction
2

Abstract
The purpose of this study was to determine if there was any significant difference in the learning
outcome in math as a result of methods of instruction and assessment of students at Harmony
Creek Elementary School when group by gender, ethnicity and socioeconomic status.
The data provided by the teachers were the latest student standardized math scores and personal
data for each student. The data then was compiled and grouped by teacher, gender, ethnicity and
if free or reduced priced lunch was received.
The t-test and ANOVA tests were used to determine if there was any significant difference. The
tests revealed that all students no matter the teacher or the group preformed equally under each
teacher and across the board globally between teachers.
In reference to which method of teaching should be used global throughout the math department
the data does not indicate one over the other. But personal preference and the well-being of the
students should be looked at as a whole not just in terms of math achievement.



Math Scores and Methods of Instruction
3

Association of Math Test Scores to Methods of Instruction Based on Gender, Ethnicity and
Socioeconomic Status
Introduction
The standardized math scores at Harmony Creek Middle School are a concern and the
school is looking for ways to improve these test scores within the classroom. There is not a
uniform method of instruction currently. There are three teachers in the math department and one
of the teachers uses the traditional direct instruction and the other two use standards-based
instruction. The classes are currently grouped homogeniously, with no tracking of ability groups
or grouping by ethnic, socioeconomic status, or gender.
It has been proposed that a uniform method of instruction be adopted, and start using
ability tracking and grouping students in classes based on ethnicity. The teachers at the middle
school disagree on the implementation of tracking and grouping. They also disagree on the
method of instruction that will result in the highest test scores. Each method has its pros and cons
along with research to support it in it various uses.
In this paper the standardized test scores of all math students at Harmony Creek Middle
School will be analyzed globally as a whole and individually by the subgroups of race, gender,
and socioeconomic status. It is hypothesized that there is no significant different in students
grades with regards to what instructional method is used and over the subgroups.
Review of Literature
There have been many studies into inclusion, tracking and grouping. Over many cases it
has been shown a well-rounded homogenized class will yield the best results for social growth.
This set up does not always produce the best standardized test results. Having a well-rounded
class population allows for students to engage with people that they might not otherwise have a
Math Scores and Methods of Instruction
4

chance to get to know. So the question becomes is having the highest test scores what in
important in school or producing the best educated individuals they can and give their students
the best chance to succeed in life and in making a positive impact on their future. Segregating
the students by race or ability has not been proven to raise test scores but has been proven to
decrease moral and instill values of superiority in the students.
Procedures (Methods)
In order to compare the effectiveness of each teaching method (Direct Instruction
Ruger vs. Standards based instruction Smith and Wesson) the researcher used the t-test: two-
sample assuming equal variances. To analyze whether one particular group (ethnic, gender, and
socioeconomic) excelled with one particular teacher over another the researcher used the
ANOVA test.
The data analyzed contained 7 records for direct instruction method by Ruger, and 69
records for Smith and 76 Wesson who implemented standards based instruction. This gave a
total of 72 records for direction instruction and 144 records for standards based instruction. The
researcher used the t-test: two-sample assuming equal variances to determine whether or not
there was a significant difference in the two teaching styles over each class as a whole, and
within each group (gender, ethnicity, and socioeconomic) and sub group (male, female, white,
black, Asian, Hispanic, free/reduced, and full paid).
The researcher used the ANOVA test to determine if there were any significant
differences in test scores with in each sub groups (male, female, white, black, Asian, Hispanic,
free/reduced, and full paid) over the three teachers individually. This was to determine if the
teachers themselves would be more successful with a particular group.

Math Scores and Methods of Instruction
5

Results and Analysis
The total number of records for students being taught using direct instruction was 71. The
mean test score for these students was 78.87%. The total number of records for students being
taught by standards based instruction was 145. The mean test score for these students was
78.89%. The t-statistic was -0.044 and the critical value was 1.97. The t-statistic was smaller
than the critical value allowing for the researcher to accept the null hypothesis that there is no
difference in instructional methods. When looking at the three classes individually Smith had 69
students with a mean score of 78.81%, Wesson had 76 students with a mean score of 78.97%,
and Ruger had 71 students with a mean score of 78.97%. The f-value was 0.0043 and the f-
critical value was 3.03. The f-value was smaller than the f-critical value allowing for the
researcher to accept the null hypothesis that there was no difference between the achievements of
the students under the instruction of each teacher.
The number of males being taught using direct instruction was 35 with a mean score of
79.17%. The number taught by standards based instruction was 65 with a mean score of 78.2%.
The t-statistic was -0.38 and the critical value was 1.98. The t-statistic was smaller than the
critical value allowing for the researcher to accept the null hypothesis that there was no
difference in instructional methods within the subgroup of males. When looking at the three
classes individually Smith had 32 male students with a mean score of 78.12%, Wesson had 33
male students with a mean score of 78.27%, and Ruger had 35 male students with a mean score
of 79.17%. The f-value was 0.074 and the f-critical value was 3.09. The f-value was smaller than
the f-critical value allowing for the researcher to accept the null hypothesis that there was no
difference between the achievements of the male students under the instruction of each teacher.
Math Scores and Methods of Instruction
6

The number of females being taught using direct instruction was 36 with a mean score of
78.77%. The number taught by standards based instruction was 80 with a mean score of 77.46%.
The t-statistic was 0.29 and the critical value was 1.98. The t-statistic was smaller than the
critical value allowing for the researcher to accept the null hypothesis that there is no difference
in instructional methods within the subgroup of females. When looking at the three classes
individually Smith had 37 female students with a mean score of 79.40%, Wesson had 43 female
students with a mean score of 79.51%, and Ruger had 36 female students with a mean score of
78.77%. The f-value was 0.043 and the f-critical value was 3.07. The f-value was smaller than
the f-critical value allowing for the researcher to accept the null hypothesis that there was no
difference between the achievements of the female students under the instruction of each teacher.
The number of Caucasian students being taught using direct instruction was 28 with a
mean score of 80.28%. The number taught by standards based instruction was 59 with a mean
score of 78.62%. The t-statistic was -0.62 and the critical value was 1.98. The t-statistic was
smaller than the critical value allowing for the researcher to accept the null hypothesis that there
is no difference in instructional methods within the subgroup of Caucasian students. When
looking at the three classes individually Smith had 29 Caucasian students with a mean score of
78.79%, Wesson had 30 Caucasian students with a mean score of 78.46%, and Ruger had 28
Caucasian students with a mean score of 80.28%. The f-value was 0.19 and the f-critical value
was 3.1. The f-value was smaller than the f-critical value allowing for the researcher to accept
the null hypothesis that there was no difference between the achievements of the Caucasian
students under the instruction of each teacher.
The number of African American students being taught using direct instruction was 15
with a mean score of 74.13%. The number taught by standards based instruction was 36 with a
Math Scores and Methods of Instruction
7

mean score of 77.55%. The t-statistic was 0.88 and the critical value was 2.00. The t-statistic was
smaller than the critical value allowing for the researcher to accept the null hypothesis that there
is no difference in instructional methods within the subgroup of African American students.
When looking at the three classes individually Smith had 18 African American students with a
mean score of 79.05%, Wesson had 18 African American students with a mean score of 76.05%,
and Ruger had 15 African American students with a mean score of 74.13%. The f-value was 0.64
and the f-critical value was 3.19. The f-value was smaller than the f-critical value allowing for
the researcher to accept the null hypothesis that there was no difference between the
achievements of the African American students under the instruction of each teacher.
The number of Asian students being taught using direct instruction was 6 with a mean
score of 77%. The number taught by standards based instruction was 9 with a mean score of
81.22%. The t-statistic was 0.78 and the critical value was 2.16. The t-statistic was smaller than
the critical value allowing for the researcher to accept the null hypothesis that there is no
difference in instructional methods within the subgroup of Asian students. When looking at the
three classes individually Smith had 5 Asian students with a mean score of 78.6%, Wesson had 4
Asian students with a mean score of 84.5%, and Ruger had 6 Asian students with a mean score
of 77%. The f-value was 0.67 and the f-critical value was 3.88. The f-value was smaller than the
f-critical value allowing for the researcher to accept the null hypothesis that there was no
difference between the achievements of the Asian students under the instruction of each teacher.
The number of Hispanic students being taught using direct instruction was 22 with a
mean score of 81.13%. The number taught by standards based instruction was 41 with a mean
score of 79.95%. The t-statistic was -0.38 and the critical value was 1.99. The t-statistic was
smaller than the critical value allowing for the researcher to accept the null hypothesis that there
Math Scores and Methods of Instruction
8

is no difference in instructional methods within the subgroup of Hispanic students. When looking
at the three classes individually Smith had 17 Hispanic students with a mean score of 78.64%,
Wesson had 24 Hispanic students with a mean score of 80.87%, and Ruger had 22 Hispanic
students with a mean score of 81.13%. The f-value was 0.24 and the f-critical value was 3.15.
The f-value was smaller than the f-critical value allowing for the researcher to accept the null
hypothesis that there was no difference between the achievements of the Hispanic students under
the instruction of each teacher.
The number of free and reduced lunch students being taught using direct instruction was
47 with a mean score of 77.63%. The number taught by standards based instruction was 97 with
a mean score of 79.47%. The t-statistic was 0.87 and the critical value was 1.97. The t-statistic
was smaller than the critical value allowing for the researcher to accept the null hypothesis that
there is no difference in instructional methods within the subgroup of free and reduced lunch
students. When looking at the three classes individually Smith had 48 free and reduced lunch
students with a mean score of 80.27%, Wesson had 49 free and reduced lunch students with a
mean score of 78.69%, and Ruger had 47 free and reduced lunch students with a mean score of
77.63%. The f-value was 0.59 and the f-critical value was 3.06. The f-value was smaller than the
f-critical value allowing for the researcher to accept the null hypothesis that there was no
difference between the achievements of the free and reduced lunch students under the instruction
of each teacher.
The number of full paid lunch students being taught using direct instruction was 24 with
a mean score of 81.58%. The number taught by standards based instruction was 48 with a mean
score of 77.72%. The t-statistic was -1.31 and the critical value was 1.99. The t-statistic was
smaller than the critical value allowing for the researcher to accept the null hypothesis that there
Math Scores and Methods of Instruction
9

is no difference in instructional methods within the subgroup of full paid lunch students. When
looking at the three classes individually Smith had 21 full paid lunch students with a mean score
of 75.47%, Wesson had 27 full paid lunch students with a mean score of 79.48%, and Ruger had
24 full paid lunch students with a mean score of 81.58%. The f-value was 1.56 and the f-critical
value was 3.12. The f-value was smaller than the f-critical value allowing for the researcher to
accept the null hypothesis that there was no difference between the achievements of the full paid
lunch students under the instruction of each teacher.
Discussion and Recommendations
The data analysis revealed that there was no significant difference in the standardized test
scores of the students at Harmony Creek Middle School when looking at the two teaching
methods. It also revealed that there is no significant difference in the standardized test scores of
the students taught by the three different teachers. The researcher also analyzed the data for
significant differences in the subgroups of gender, ethnicity, and socioeconomic status. There
was no significant difference found globally between the three teachers or between the two
different teaching methods.
The data did not indicate one method over another. Other research has shown positive
correlations in inclusion of many different groups within the same class in order to give more
perspective over a whole for the students learning and achievement outcomes. The decision is
ultimately up to the board but my suggestion is to keep the classes inclusive of all ability, ethnic,
gender, and socioeconomic status so that the students with not only grow academically but also
socially and become well rounded productive members of our future.


Math Scores and Methods of Instruction
10

Literature Cited
Bibliography
Banks, J. A. (2010). The Flat World and Education. New York: Teachers College Press.
Marzano, R. J. (2006). Classroom Assessment and Grading that Work. Alexandria: Association for
Supervision and Curriculum Development (ASCD).
Schultz, F. (2008). Multicultural Education. New York: McGraw-Hill.
Spring, J. (202). Political Agendas for Education. Mahwah: Lawrence Erlbaum Associates, Inc.