Virginia Mathematics Teacher Spring 2017

to ensure that the standards used for creating the test were the same. This ensured that the tests were comparable although there were different forms of the test, which helped with the reliability of the instrument used. T-tests were also used to compare the mean score of the Relations and Functions strand of the standardized test between the Table 2. Two Sample t-test for Relations and Functions Strand for Group A vs Group B

Table 4. Two Sample t-test for Relations and Functions Strand for Group A vs Group B

N

M

S.D.

S.E.

Group A

25

39.00

5.260

1.052

Group C

61

34.20

7.246

.892

The following statistical tables display the results of the study. They are presented in tabular form to assist the reader in comparing the data. An independent samples t -test, alpha = .05, two-tailed, was conducted to determine if there was a statistically significant mean difference on overall SOL test score, measured by the Virginia Algebra 1 SOL test. The Levene’s test for equality of variance indicated this assumption was met. The results were not significant, t = -1.092, p = .278. The results indicated the Algebra Project Group ( M =444.72, SD =38.495) reported higher SOL test scores than the Non-Algebra Project Group ( M =435.31, SD =35.339). This difference was not significant. An independent samples t -test, alpha = .05, two-tailed, was conducted to determine if there was a statistically significant mean difference on the Relations and Functions Strand on the SOL test, measured by the Virginia Algebra 1 SOL test. The Levene’s test for equality of variance indicated this assumption was met. The results were significant, t = -3.121, p = .002. The results indicated the Algebra Project Group ( M =39.00, SD =5.260) reported higher Relations and Functions strand scores than the Non-Algebra Project Group ( M =34.52, SD =6.324). This difference was significant. An independent samples t -test, alpha = .05, two-tailed, was conducted to determine if there was a statistically significant mean difference on overall SOL test score, measured by the Virginia Algebra 1 SOL test. The Levene’s test for equality of variance indicated this assumption was met. The results were not significant, t = 1.659, p = .101. The results indicated the Algebra Project Group ( M =444.72, SD =38.495) reported higher SOL test scores than the Non-Algebra Project Group ( M =427.53, SD =46.013). This difference was not significant.

N

M

S.D.

S.E.

Group A

25

39.00

5.260

1.052

Group B

61

34.52

6.324

.810

‘experimental’ and the ‘control’ groups. Results

The purpose of this study was to use the results from the Fall 2008 Algebra 1 Standards Of Learning test to determine whether or not the usage of the Algebra Project curriculum in Algebra classes in an urban school district made a significant difference on Algebraic understanding and achievement of students who were enrolled in the courses during the 2007- 2008 school year. Significance was determined at the p < .05 level. Table 3. Two Sample t-test for SOL Test Scores for Group A vs Group B

N

M

S.D.

S.E.

Group A

25

444.72

38.495

7.699

Group C

61

427.53

46.013

5.664

There was a significant mortality rate involved in this study. Whether it was from suspensions, placement at an alternative school, or students moving out of the district, both groups finished with fewer participants than were originally enrolled. To combat this situation, the researcher used the data of all Algebra 1 students enrolled at this particular high school for the sessions in question. The students completed their respective courses then were administered the same end of course test.

Virginia Mathematics Teacher vol. 43, no. 2

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