The effects of a generalizable mathematics skills instructional intervention on the mathematics achievement of learners in secondary vocational programs
Abstract
The purpose of the study was to develop a generalizable mathematics skills instructional intervention and determine its effects on the mathematics achievement of learners in secondary vocational programs. A pretest-posttest experimental and control group design was used in this quasi-experimental study. One program from each of four vocational program areas at an area career center was randomly assigned to the experimental and control groups. The four vocational program areas included Business, Family and Consumer Sciences, Health Occupations, and Industrial. The results of this study indicated that the six-week generalizable mathematics skills instructional intervention significantly improved the mathematics achievement of those students receiving instruction as compared to those students receiving traditional mathematics instruction in their vocational programs. However, there were no similar effects on the generalizable mathematics skills student self-ratings. Based on the findings of this study, the Generalizable Mathematics Skills Instructional Intervention should eventually be implemented to improve the mathematics skills of students in secondary vocational programs. Future research should use larger sample sizes and a wider range of vocational programs to determine potentially larger effects of the Intervention. In addition, other subskills in the generalizable mathematics skills curriculum that include Percents, Mixed Operations, Measurement and Calculation, and Estimation should also be investigated within the instructional intervention.
Degree
Ph.D.
Advisors
Greenan, Purdue University.
Subject Area
Mathematics education|Curricula|Teaching|Inservice training
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