The basic design of this study was causal comparative, or ex post facto, because the researcher was seeking to identify a difference in achievement based on developmental scale scores between the two groups of looping and non-looping students with ESE classifications.A retrospective causal comparative study was chosen because the…students (n = 127) not receiving researched-based practices for 3 consecutive years.Tags: Essays On Steroid EffectsWriting The Title Of A Book In An EssayThe American Dream Definition EssayQualitative Research Proposal TemplateGnu Radio ThesisEssay On Arrange MarriagesTire Shop Business PlanAp Statistics Homework AnswersIt Systems Analyst Cover LetterDr Jekyll And Mr Hyde Essay
The findings also show that the use of GSP may be able to close known gender and SES related achievement gaps.
The results of this study promote policy changes in the way geometry is taught to 10th grade students in Florida’s public schools.
Students’ scores were compared based on assignment to the control or experimental group as well as gender and SES.
SES measurements were based on whether students qualified for free lunch.
The independent variable was the type of reading instructional practices.
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The dependent variables were the FCAT 2.0 reading scores of Title Î? The covariates were the FCAT 2.0 scores or the Florida Assessment for Instruction in Reading test scores taken at the end of previous year for each grade level.
The findings of the study revealed a significant difference in the FCAT mathematics scores of students who were taught geometry using GSP compared to those who used the traditional method.
No significant differences existed between the FCAT mathematics scores of the students based on SES.
Three of these schools were randomly selected for this study.
Each school sent a teacher to a summer in-service training program on how to use GSP to teach geometry.