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Extended Instruction in Business Courses to Enhance Student Achievement in Math Lessie Mcnabb Houseworth Walden University

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Extended Instruction in Business Courses to Enhance Student Achievement in Math Lessie Mcnabb Houseworth Walden University Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2015 Extended Instruction in Business Courses to Enhance Student Achievement in Math Lessie McNabb Houseworth Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Other Education Commons, and the Science and Mathematics Education Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University COLLEGE OF EDUCATION This is to certify that the doctoral study by Lessie Houseworth has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Calvin Lathan, Committee Chairperson, Education Faculty Dr. Jennifer Brown, Committee Member, Education Faculty Dr. Amy Hanson, University Reviewer, Education Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2015 Abstract Extended Instruction in Business Courses to Enhance Student Achievement in Math by Lessie M. Houseworth EdS, Walden University, 2010 MS, Indiana University, 1989 BS, Indiana University, 1976 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University March 2015 Abstract Poor achievement on standardized math tests negatively impacts high school graduation rates. The purpose of this quantitative study was to investigate if math instruction in business classes could improve student achievement in math. As supported by constructivist theory, the students in this study were encouraged to use prior knowledge and experiences to make new connections between math concepts and business applications. The key research question examined if there was a significant increase in the standardized mathematics test scores of students enrolled in business classes with extended mathematics instruction compared to the standardized test scores of students not enrolled in business classes with extended mathematics instruction. The 2-sample t-test was used to compare the scores of 42 students in the treatment group to the scores of 47 students in the control group. Based on the findings, there was not a significant difference in the scores of the treatment and control groups. Recommendations for future research included redesigning the treatment to involve additional areas of mathematics instruction as well as extending the number of weeks for the treatment. This study may effect social change by informing teachers and administrators at the local site of the need to examine the effects of incorporating math into other content areas and recommending continued research in this area. The additional exposure, practice, and learning opportunities in math may help high school students achieve in mathematics and ultimately improve graduation rates. Extended Instruction in Business Courses to Enhance Student Achievement in Math by Lessie M. Houseworth EdS, Walden University, 2010 MS, Indiana University, 1989 BS, Indiana University, 1976 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University March 2015 Dedication This work is dedicated to my parents, Rev. James and Doreather McNabb, who gave me life. You always believed in me and taught me to believe in myself. I am standing on your shoulders and the shoulders of those that came before you. This accomplishment belongs to you as much as it does to me. Acknowledgments Thank you to my loving family and close friends for continuous support and encouragement throughout this process. To Jamel, Leslie, and Jonathan, it is an honor to be your mother, and I am grateful for your love and support. Nina and Eleanor, your friendships mean the world to me. Patrick Busby, you were most gracious and professional as my research assistant and I appreciate your help. This project was not possible without your input. A special thank you goes to Doris Bonaby for assistance with data collection. Dr. Calvin Lathan, you are an awesome committee chairperson! Your patience and guidance is unmatched and is the reason I made it through! My committee members, Dr. Jennifer Brown and Dr. Amy Hanson, have made me a better person. Thank you for challenging my thought processes. To Lakeshia Cox and Ernest Johnson, my colleagues with whom I started this educational journey, I am proud to now call you both my friends. You know the struggle; God bless you. Last but certainly not least, thank you to my Lord and Savior Jesus Christ for keeping me in perfect peace and in one piece. Table of Contents List of Tables ..................................................................................................................... iv List of Figures ......................................................................................................................v Section 1: Introduction to the Study ....................................................................................1 Introduction ....................................................................................................................1 Problem Statement .........................................................................................................2 Purpose of the Study ......................................................................................................3 Nature of the Study ........................................................................................................4 Hypotheses and Research Questions .............................................................................5 Theoretical Base for Quantitative Study ........................................................................6 Definition of Terms........................................................................................................6 Assumptions, Limitations, Scope, and Delimitation .....................................................7 Limitations .....................................................................................................................7 Scope and Delimitations ................................................................................................8 Significance of the Study ...............................................................................................8 Social Change ................................................................................................................9 Summary and Transition ..............................................................................................11 Section 2: Literature Review .............................................................................................12 Introduction ..................................................................................................................12 Historical View of Mathematics in Public Schools .....................................................15 Constructivism and Educational Practices in Mathematics and Business ...................19 Teacher Learning: Requisite for Student Achievement ...............................................34 i Literature Related to Methodology ..............................................................................40 Summary…………………………………………………..………...............….……42 Section 3: Research Method ..............................................................................................43 Introduction ..................................................................................................................43 Research Design and Approach ...................................................................................44 Setting and Sample ......................................................................................................45 Treatment .....................................................................................................................46 Instrumentation and Materials .....................................................................................47 Data Collection and Analysis.......................................................................................48 Measures for Ethical Protection ...................................................................................51 Section 4: Data Analysis ....................................................................................................53 Introduction ..................................................................................................................53 Research Tools …………………………………………………………………….…53 Section 5: Discussion, Conclusions, and Recommendations .............................................63 Introduction ..................................................................................................................63 Interpretation of Findings………… ............................................................................64 Implications for Social Change. ...................................................................................67 Recommendations for Action .....................................................................................68 Recommendations for Further Study ..........................................................................69
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