Date of Award

2017

Document Type

Open Access Dissertation

Department

Instruction and Teacher Education

Sub-Department

College of Education

First Advisor

Ken Vogler

Abstract

The purpose of this action research study was to evaluate the relationship between two third grade mathematics classroom; one with differentiated pedagogy and other with traditional pedagogy. To fulfill these purposes, the study tested the hypothesis utilizing an independent t-test. The t-test was used to identify statistical differences among variables. The participant-researcher utilized a differentiated mathematics instructional strategy of small group instruction, collaborative group instruction, and online instruction with one classroom and traditional lecture style pedagogy with the other classroom over a five week period in preparation for a Post-Assessment. Quantitative data included Mathematics Pre- and Post-Test scores which were given to students to gage their mathematical problem solving abilities before and after the comparison study.

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