Date of Award

Spring 2026

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Suzy Hardie

Abstract

This improvement study investigates the potential impact of implementing choice-based assignments on student performance in fifth-grade mathematics. Recognizing that traditional, one-size-fits-all instructional models often limit student engagement and ownership, this study explores how offering students meaningful choices in their learning tasks can improve academic outcomes. Grounded in the principles of improvement science, the study began with an examination of student data, empathy interviews, and root cause analysis using tools such as the Five Whys, fishbone diagram, and driver diagram to better understand the problem of practice. This process positioned choice not as a luxury but as a strategic lever for improving achievement and narrowing equity gaps. Through iterative Plan–Do–Study–Act (PDSA) cycles, the improvement team introduced differentiated mathematics assignments that allowed students to select tasks based on interest, learning preferences, and readiness. Data collected from student feedback surveys, completion tracking, teacher observations, and academic performance metrics informed continuous adjustments to instructional practices. Early indicators suggested that when students are empowered to take an active role in their learning process, both engagement and achievement in mathematics can improve. Overall, findings indicate that structured student choice can increase engagement, strengthen students’ sense of ownership in their learning, and support improvements in mathematics performance.

Rights

©2026, Nikki G. Gilmore

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