Author ORCID Identifier
Date Available
7-26-2024
Year of Publication
2024
Document Type
Doctoral Dissertation
Degree Name
Doctor of Philosophy (PhD)
College
Education
Department/School/Program
STEM Education
Advisor
Professor Thomas Jonathan
Co-Director of Graduate Studies
Professor Molly Fisher
Abstract
This convergent parallel mixed-methods study examines the relationship between high school mathematics teachers' research-based instructional practices and students' learning outcomes in Algebra 1 classrooms at a high school in a central region of a Southern U.S. State. The research addresses improving mathematics proficiency in the United States, where national performance remains below average. Guided by psychological and social constructivism, the study involved three Algebra 1 teachers and 171 students. Data were collected through classroom observations using the Mathematics Classroom Observation Protocol for Practices (MCOP2), teacher interviews, and student pre-and post-tests. Quantitative data from tests and MCOP2 were analyzed statistically to measure performance improvements. Qualitative data from interviews were transcribed and analyzed thematically using Nvivo to identify critical instructional practices and their impact on engagement and comprehension. Results from both analyses were triangulated to provide a comprehensive understanding of instructional practices. Key findings indicate that research-based instructional strategies support diverse student needs, particularly those with lower academic performance. Formative assessment practices, including timely feedback, are crucial for student progress. These strategies enhance engagement and foster an inclusive environment that improves academic and social outcomes. The study highlights the need for teachers to develop continuously professionally. Implications suggest adopting innovative and inclusive instructional practices to enhance mathematics proficiency and equity in education. The study underscores integrating traditional and modern methods to support diverse learners.
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2024.369
Recommended Citation
Busari, Isiaka, "Examining High School Mathematics Teachers' Research-Based Instructional Practices And Their Relationship To Students' Learning Outcomes: A Convergent Parallel Mixed-Method Study" (2024). Theses and Dissertations--Science, Technology, Engineering, and Mathematics (STEM) Education. 20.
https://uknowledge.uky.edu/stem_etds/20
Included in
Curriculum and Instruction Commons, Educational Psychology Commons, Other Teacher Education and Professional Development Commons, Science and Mathematics Education Commons, Secondary Education Commons, Secondary Education and Teaching Commons
