Introduction
The problem to be solved in this research project is that students’ math skills in the ninth grade are inadequate for passing the minimum requirements of the FSA exam.
Problem Description
According to the Bureau of Accountability Reporting (2019), most ninth-graders in the selected institution mainly scored in levels one and two instead of a minimum level three. The school did not have enough learning gains across Algebra I to satisfy the State and District requirements. Therefore, the students will not pass Algebra I for the current year unless they go through articulation and retake the test during the summer. Moreover, the hybrid schedule during COVID-19 did not help the learners get the necessary instruction to increase their intellectual capacity in the subject. Furthermore, some students perform below their grade level in math due to their family’s late migration into the community during the school year.
Problem Documentation
Evidence of this problem is derived from analyzing the FSA exam and information provided by the State Department of Education. The official statistics show a significant decline in children’s academic success in 2020 and 2021. Specifically, the Continuous Improvement Management System (CIMS) demonstrates that proficient points rates reduced from 39% in 2019 to 34% in 2020 (CIMS: Florida Department of Education, n.d.). In 2021, the Algebra I result decreased from 38% to 24% (CIMS: Florida Department of Education, n.d.).
Of a population of 450 ninth-grade students:
- Over 20% of learners failed their math exams.
- Over 20% showed high levels of stress.
- Over 20% felt anxiety or pressure.
- FSA math scores decreased from 38% to 24%.
This data indicates that learners faced several barriers to demonstrating desired academic successes and achieving expected grades.
Anticipated Outcomes
The goal of this research project is to reduce stress and help learners with poor grades fill in the gaps of knowledge, so it is guaranteed that they will be able to pass the FSA exam.
Specifically, this research project would increase the FSA Math scores of the targeted ninth-grade students by 60%. This math rehabilitation program would occur over seven weeks using the standard item specification outlined in Florida Standards Assessments (2020). Learners would see it as a chance to alter their attitudes learning toward math concepts and generate behaviors promoting their future learning successes. Consequently, they would show increased progress in the cognitive and affective domains and be able to tackle the math FSA exam requirements successfully.
Of a population of 450 ninth-grade students:
- Less than 20% of learners will fail their math exams.
- Less than 20% will show higher levels of stress.
- Less than 20% will feel anxiety or pressure.
- FSA math scores will increase by 60%.
The outcomes of the planned intervention will be measured by evaluating children’s questionnaire data and FSA Math scores. It will help monitor scholars’ progress and report the changes in their academic successes in their datasheet. This approach will help achieve the increased credibility of data and ensure the high practical value of the project.
Research and Solutions
Research
Evidence of this problem is derived from analyzing the structure of the FSA exam and information provided by the State Department of Education. The state requires all learners to achieve a passing score on the FSA, including the end-of-course (EOC) assessment in Algebra I, to determine students’ eligibility for a standard high school diploma (Giambo, 2017). Much of the research emphasizes the need for improvement and effective teaching strategies in algebra in general and specifically for FSA EOC (Auccahuasi et al., 2021; Bureau of Accountability Reporting, 2019). The failure to establish the desired academic performance creates decreased motivation and the lack of desire to try again and put more effort (Mills & Gay, 2019). One of the ways to combat this issue is to provide step-by-step practice tests evaluations, which do not merely point out the failure but state exactly how many more problems students need to pass (Spencer, 2018). Lastly, Tidd et al. (2018) state that double-block instruction effectively improves struggling student performance in EOC Algebra I assessments.
Exams like FSA put much pressure on scholars, which may severely affect their performance (Bestiantono et al., 2020). Local students refer to FSA as a high-stakes, highly stressful event, especially challenging for underprivileged children (Giambo, 2017). Moreover, severe psychological harm can be caused if children fail to attain the minimum math score (Farrington, 2014). The critical impact comes from learners being severely disappointed by their inability to succeed, demonstrating poor performance in the math FSA due to significant stress and pressure (Farrington, 2014).
Edgell (2020) emphasizes that students whose below or at the poverty level background necessitates the establishment of Title I programs and funding live are already considered academically disadvantaged compared to those in non-Title I schools. However, Allsopp et al. (2018) call for a firm commitment from mathematics educators to embrace the expectation that all learners can become proficient through accessing a high-quality curriculum. The phrase ‘all learners’ includes the struggling ones, like those with patchy knowledge, slow problem-solving skills, learned helplessness, anxiety, attention, and memory difficulties (Allsopp et al., 2018). Jitendra et al. (2018) emphasize optimizing instructional time for struggling students, which significantly increases performance. Moreover, being gentle in evaluating learners is significantly helpful in improving performance (Spencer, 2018). Therefore, it is critical to establish programs that would comprehensively support students for sufficient time.
Furthermore, the pandemic put physical, emotional, and learning distance between teachers and students, significantly affecting learning outcomes (Chakravarti & Boukareva, 2022). One of the reasons may be the fact that mathematical phrases should be heard or spoken to give scholars an unambiguous interpretation of concepts (Chin et al., 2022). Therefore, it becomes critical to address the problem to prevent the further deterioration of success rates and achieve desired proficient grades (Mills & Gay, 2019). Alabdulaziz (2021) found wide support for digital learning in mathematics education, especially with the pandemic-related exploration of various software and online platforms. For instance, Auccahuasi et al. (2021) suggest using programming techniques that embrace the interactive, technology-based format. Leask and Younie (2022) also suggest looking for the post-pandemic gaps in mathematics knowledge through class quizzes and describing techniques students found helpful, such as working through auto-assessed algebraic examples at their own pace.
Moreover, Chan et al. (2021) describe various possibilities for designing authentic digital courses post-pandemic, stressing the significance of effective course delivery. Lindahl et al. (2019) support this view, stating that scholars’ capacity to understand what is expected depends on teachers’ explicit communication of assessment criteria. However, the face-to-face (F2F) instructional aspect is vital with numerous researchers indicating students’ preference for blended or entirely F2F format over online learning (Chan et al., 2021; Srinivasan et al., 2021).
It may be helpful to introduce standard item specifications to understand further reasons behind pervasive failure rates. Florida Standards Assessments (2020) of Algebra 1 can be done through the following six exercise types: drag-and-drop, open response with sentence format, multiple-choice, graphic response item display (GRID), equation editor, and a ‘matching item.’ All these exercise formats can be found in the FSA exam and therefore should be explicitly practiced in class.
An appropriately written mathematics learning program (LP) should fulfill several functions. The ultimate basis of any LP is its accessibility to everyone (Taba, 1962; Tyler & Hlebowitsh, 2013). The educator should clearly communicate the learning goals and analyze the learner’s concerns (Lang & Marzano, 2019; Tyler & Hlebowitsh, 2013). Next, the idea of success must be included in the content of the study course; the teacher must structure the material into a pattern that corresponds with the learners’ intelligence, concerns, and educational accomplishments (Tyler & Hlebowitsh, 2013). Additionally, the chosen teaching practices should actively engage students with the material (Lang & Marzano, 2019; Tyler & Hlebowitsh, 2013). The educator should also outline formal and informal assessments for the whole class and individuals (Lang & Marzano, 2019). Lastly, the written LP should correspond with the goals of the educational institution (Tyler & Hlebowitsh, 2013).
Causative Analysis
Determining a specific cause for this problem entails evaluating all the contributing factors from the institutional and global environment. In this context, it is vital to acknowledge that the school in question is a Title I school, which indicates that student families may experience a wide range of socio-economic disadvantages. For instance, income levels, language proficiency, quality of prior education, and others may come into play in these circumstances. The children from this institution are already in a potentially disadvantageous position compared to other, more privileged peers.
Moreover, the context of the COVID-19 pandemic brought about the lack of F2F interaction between teachers and students. Researchers agree that the stress of the pandemic, the personal struggles of social isolation, the compromised clarity of the instruction in the online format likely caused many student knowledge gaps. It is important to keep in mind that online format would require equal digital literacy to facilitate the process, and it is uncertain whether such is the case for all school students. These factors may have contributed to the poor understanding of mathematical concepts and, as a result, to inadequate performance on the FSA exam.
Based on the findings presented above and the opinions of professionals in the field of education, the main cause of the insufficient academic performance for ninth-graders may be the pandemic-related struggles that potentially exacerbated the extant socio-economic inequality.
Solutions
The problem to be solved in this research project is that students’ math skills in the ninth grade are inadequate for passing the minimum requirements of the FSA exam.
The teacher must prepare scholars to apply specifics standards in the FSA for a successful outcome. Moreover, it is crucial to consider the gaps in knowledge created by the pandemic and address them promptly to avoid accumulating issues. Solutions for this problem will comprise:
- Differentiated instruction.
- Comparable FSA district teacher-made math tests.
- Post-pandemic specific curriculum.
- Constructive math planning sessions.
- Innovative e-learning methods for teacher-student collaboration.
- Virtual platforms like Canvas or Microsoft Teams for communication.
- Provision of experience-sharing space and time for students.
- Workshops for parents in motivating their children.
These teaching strategies can help evaluate the complex content areas and guarantee that learners are provided with activities to help students attain better math results. Teachers can use differentiated instruction, comparable FSA tests, and tailored curricula to ensure education delivery lessens learners’ math knowledge gaps. Constructive planning sessions in math can help address the major causes of the student’s failing math in the FSA. Moreover, prescriptive instruction can be augmented by collaboration between teachers and students by adding an e-learning program. For instance, virtual platforms can facilitate engagement and foster more organic interactions among teachers and students. Further, teachers can enable scholars to share their experiences through assigned group projects, PowerPoint presentations, and writing assignments. Lastly, the institution can have training for parents to feel less pressure because of their children’s academic failures and motivate the latter to continue learning.
References
Alabdulaziz, M. S. (2021). COVID-19 and the use of digital technology in mathematics education.Education and Information Technologies, 26(6), 7609–7633.
Allsopp, D. H., Lovin, L. H., & Van Ingen, S. (2018). Teaching mathematics meaningfully: Solutions for reaching struggling learners (Second edition). Paul H. Brookes Publishing Co.
Auccahuasi, W., Ovalle, C., Urbano, K., Felix, E., Ruiz, M., Bernardo, M., & Cueva, J. (2021). Methodology To Improve The Teaching Of Mathematical Theories In Schoolchildren, Through The Use Of Programming Techniques. Turkish Journal of Computer and Mathematics Education, 12(7), 3133–3139.
Bestiantono, D. S., Agustina, P. Z. R., & Cheng, T.-H. (2020). How Students’ Perspectives about Online Learning Amid the COVID-19 Pandemic?Studies in Learning and Teaching, 1(3), 133–139.
Bureau of Accountability Reporting. (2019).2017-18 Guide to Calculating School Grades, District Grades, and the Federal Percent of Points Index. Florida Department of Education.
Chakravarti, S., & Boukareva, B. (2022). Cases on Global Innovative Practices for Reforming Education. IGI Global.
Chan, R. Y., Bista, K., & Allen, R. M. (Eds.). (2021).Online Teaching and Learning in Higher Education during COVID-19: International Perspectives and Experiences. Routledge.
Chin, K. E., Jiew, F. F., & Tall, D. (2022). The Articulation Principle for making long-term sense of mathematical expressions by how they are spoken and heard: Two case studies.The Mathematics Enthusiast, 19(2), 657–676.
CIMS: Florida Department of Education. (n.d.). Florida Continuous Improvement Management System.
Edgell, K. J. (2020). Proficiency Rate Differences Between the Florida Comprehensive Assessment Test and the Florida Standards Assessment in Title I and Non-Title I Schools [Ed.D., University of Florida]. In ProQuest Dissertations and Theses.
Farrington, C. A. (2014). Failing at school: Lessons for redesigning urban high schools. Teachers College Press, Teachers College, Columbia University.
Florida Standards Assessments. (2020). Algebra 1 EOC Item Specifications. Florida Department of Education.
Giambo, D. A. (2017). “I Will Study More… And Pray”: Metacognition about High-Stakes Test Preparation among Culturally & Linguistically Diverse Students. Multicultural Education, 24, 26–34.
Jitendra, A. K., Lein, A. E., Im, S., Alghamdi, A. A., Hefte, S. B., & Mouanoutoua, J. (2018). Mathematical Interventions for Secondary Students With Learning Disabilities and Mathematics Difficulties: A Meta-Analysis.Exceptional Children, 84(2), 177–196.
Lang, N. D., & Marzano, R. J. (2019). The new art and science of teaching mathematics. Solution Tree.
Leask, M., & Younie, S. (2022). Education for all in times of crisis: Lessons from Covid-19. Routledge.
Lindahl, M. G., Folkesson, A., & Zeidler, D. L. (2019). Students’ recognition of educational demands in the context of a socioscientific issues curriculum. Journal of Research in Science Teaching, 56(9), 1155–1182.
Mills, G. E., & Gay, L. R. (2019). Educational research: Competencies for analysis and applications (12th ed.). Pearson.
Spencer, K. (2018). Teaching Kids Not to Be Scared of Math. The Education Digest, 84(2), 32–37.
Srinivasan, S., Ramos, J. A. L., & Muhammad, N. (2021). A Flexible Future Education Model—Strategies Drawn from Teaching during the COVID-19 Pandemic.Education Sciences, 11(557), 557.
Taba, H. (1962). Curriculum development; theory and practice. Harcourt, Brace & World.
Tidd, S. T., Stoelinga, T. M., Bush-Richards, A. M., De Sena, D. L., & Dwyer, T. J. (2018). An intensification approach to double-block Algebra: A pilot implementation of Intensified Algebra in a large urban school district.Journal of Educational Research, 111(1), 95–107.
Tyler, R. W., & Hlebowitsh, P. S. (2013). Basic principles of curriculum and instruction. The University of Chicago Press.
Appendix: Weekly Plan of Actions
Algebra 1 Saturday Academy Plan