res 5153 module 4 analysis

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American College of Education *

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5153

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Mathematics

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Feb 20, 2024

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docx

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1 Action Research Proposal: Research Procedures 2 Kristin McCarthy American College of Education RES5153 – Research Methods Dr. Angela Lee December 9, 2023

2 Action Research Proposal: Research Procedures 1 For the past three years I have been a fifth grade math teacher at Darby Township School (DTS). DTS is one of four district’s grade 1-8 schools. The district also has a school solely for kindergarten, and one high school. Data from Future Ready PA Index (2022) noted that the school is made up of 80.3% students who are economically at a disadvantage, while .9% are homeless, and .8% are in foster care. Three.3% of our student population are ELL. Also, 14.1% of students are in special education, while .4% are gifted. Problem The problem is that a significant number of 5th-grade students in the school are scoring below basic in math on the Pennsylvania System of School Assessment (PSSA). Examining Darby Township School’s data on fifth grade students, there was a 12.7% reduction in points for Mathematics. Math skills that are developed in 5th grade lay the foundation for more advanced concepts in middle and high school. Below-basic scores suggest a gap in understanding fundamental math principles, potentially hindering future learning. Addressing below-basic math scores is crucial for ensuring the academic success of individual students, maintaining educational equity, and meeting broader educational and accountability goals. It highlights areas where targeted interventions and support can make a significant positive impact on student learning and future opportunities. This is indicating a need for targeted intervention to improve their math proficiency. Purpose

3 The purpose is to implement small-group differentiated instruction more into the students learning environment, and recognize whether there is improvement in the student’s achievement on their 5th-grade math PSSA. Research Questions This research aims to investigate the potential impact of incorporating small-group differentiated instruction on the PSSA math scores of 5th-grade students. “Differentiated instruction is an approach that enables teachers to plan strategically to meet the needs of every student” (Corley, 2005). The primary research question guiding this study is whether the implementation of small-group differentiated instruction by math teachers and math interventionists can lead to a measurable improvement in the PSSA math scores of 5th-grade students. The following research questions will guide the literature review of the action research study: 1. Will incorporating small-group differentiated instruction improve the PSSA math scores of 5th grade students? 2. Why would small-group differentiated instruction by math teachers and math interventionists impact 5th grade students PSSA math scores to enhance from below basic? 3. How will PSSA math scores improve from below basic to a higher level of achievement when small-group differentiated instruction is implemented? Literature Review

4 In examining the existing body of literature, a comprehensive review of articles related to improving math scores among 5th-grade students on the Pennsylvania System of School Assessment (PSSA) has revealed common themes and strategies. These articles collectively address the challenges associated with below-basic scores and propose interventions that may contribute to academic enhancement. The synthesis of these articles identifies recurring themes, offering valuable insights into effective approaches for elevating math proficiency in 5th-grade students. Differentiated Instruction Several studies underscore the effectiveness of differentiated instruction in improving math outcomes. “Differentiated instruction allows the teacher to tailor the curriculum to meet the needs of individual students” (Stager, 2019, p. 2). This approach tailors teaching to individual learning needs, allowing educators to address specific gaps in understanding among students. By providing varied instructional methods and content, differentiated instruction caters to diverse learning styles, fostering a more inclusive and supportive learning environment. Differentiated instruction, supported by a wealth of research, involves tailoring teaching methods to accommodate diverse learning needs. One evidence-based instructional strategy within this approach is the implementation of tiered assignments. “Differentiated Instruction (DI) was a suggested practice for effectively implementing RtI to serve diverse learner needs in general classrooms” (Bondie et. al, 2019, p. 337). Tiered assignments involve presenting students with tasks of varying complexity based on their readiness levels. This strategy has shown a significant positive impact on student achievement in mathematics. Through research, it has been proven that “the stronger the mathematics self-efficiency of fifth grade students is, the better their mathematics learning motives are, which, in turn, advance their mathematical

5 problem-solving skills” (Lai et. Al, 2020, p. 12). By customizing content and tasks, differentiated instruction addresses individual learning preferences, fostering a more inclusive and supportive learning environment for 5th-grade students aiming to improve their PSSA math. Small-Group Learning A recurring theme in the literature highlights the benefits of small-group learning environments. “Diverse group of learners need and environment where they can learn and reach grade-level standards” (Newton, 2021, p. 5). These studies emphasize that smaller instructional groups enable teachers to provide targeted support and address individual challenges more effectively. Collaborative learning within small groups not only facilitates peer interactions but also allows for personalized attention, leading to increased engagement and understanding. Small-group learning environments, supported by evidence, are recognized as effective instructional settings for improving student achievement in mathematics. “Teachers can use a small group in learning to invite students to talk more and critique more” (Crisianita & Mandasari, 2022, p. 63). Collaborative learning frameworks have a positive impact on student results. Cooperative learning involves students working together in small groups on collaborative tasks, such as peer tutoring or problem-solving activities. Educators should be incorporating cooperative learning into all aspects of learning as it is deemed to be the “most important and most successful teaching method reform in the last decade” (Cheng, 2023, p. 1). This approach enhances engagement, facilitates peer interactions, and provides opportunities for students to explain and reinforce mathematical concepts, making it a valuable strategy for addressing below-basic math scores among 5th-grade students. Formative Assessment Strategies

6 The literature consistently emphasizes the importance of formative assessment strategies in gauging student progress and adapting instruction accordingly. Evidence suggests that regular formative assessments, both formal and informal, play a pivotal role in identifying areas of weakness, enabling teachers to tailor interventions to meet specific student needs. A data- informed approach, supported by evidence-based formative assessments, is considered essential for sustained academic improvement. “Students who were taught by employing formative assessment strategies improved” ( Wafubwa & Csíkos, 2022, p. 127). Formative assessment strategies, supported by extensive research, play a pivotal role in addressing below-basic math scores among 5th-grade students. “Black and Wiliam’s theoretical framework on formative assessment” (Barana et. al, 2019, p. 80) highlights that utilizing exit tickets and quick checks enables teachers to assess student comprehension in real-time. These brief assessments serve as valuable tools for identifying misconceptions and adjusting instruction accordingly. “ A basic misapprehension about formative assessment is that the teacher is responsible for setting all the students straight” ( Burkhardt & Schoenfeld, 2019, p. 48) . By integrating formative assessments into regular teaching practices, educators can provide targeted support, fostering continuous academic improvement. Research Procedures The purpose is to acknowledge that the below-basic scores on the 5th-grade math PSSA include a range of complexities, involving both immediate and long-term objectives. A mixed- methods approach would be best suited for this action research proposal. This approach is chosen to ensure a comprehensive and triangulated understanding of the intervention's impact on 5th-grade math scores. (American College of Education, 2023). Quantitative data will offer statistical evidence of changes in PSSA scores and provide a broad overview of student

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