The problem to be solved in this research project is that over half of the school’s students have failed their State Math FSA Exam.
Problem Description
Most of the 9th-grades mainly scored levels one and two instead of a minimum level 3 which psychologically harms them. They will not pass algebra I unless they go through articulation during the summer. It is necessary to analyze all possible aspects of this topic and explain the methodology used in compiling to develop the solutions to this issue. Moreover, the object of the problem itself is an effective examination system, influencing the future of young students (Lindahl et al., 2019). Consequently, to determine the existing examination system, the structure of the FSA exam and information from the Florida Department of Education proved to be essential in the conducted analysis. As a result, such a decision has benefited the overall research process and methodology.
On the other hand, mentioning the levels at which the students failed foreshadows reasoning on possible methods of resolving the problem. Based on the available research, such exams put much pressure on students, which is an important aspect that requires analysis (Agustina et al., 2020). Thus, the proposed statement combines all the elements, allowing one to determine the ways of future research, and touches on all the main aspects of the topic. It is worth noting the importance of this issue in the form of a short description. It reflects the multifaceted part of the education system and has a foundation that affects many important aspects. Issues such as a clear definition of the group affected by the problem and its main subject and multiple additional factors will be the main ones in research. Moreover, other articles are essential when writing a short form of description of the issue as they complement the general retrospective.
This Algebra 1 FSA has some standard item Specifications:
- Drag-and-Drop Hot Text where students will hold down the mouse button, and drag it to a graphic or other format
- Open Response –These questions are expressed in sentences. The student uses the keyboard to enter a response using the correct sentence into a text field.
- There is the Multiselect responses or multiple choices. The student has two or three correct answers in one question. Student must select all of the correct answers from among a number of options. There is no partial credit in these types of questions. If a student misses one answer, they automatically missing the question.
- Graphic Response Item Display (GRID) – The student will select numbers, words, phrases, or images and uses the drag-and-drop feature to place them into a graphic. This item type may require the student to use the point, line, or arrow tools to create a response on a graph.
- Equation Editor – The student must use a toolbar that includes a variety of mathematical symbols to calculate or create a response in a specific format.
- Matching Item – The student will check a box to indicate the correct response from a column or a row.
The teacher has the task to prepare the student to apply these specifics standard in the FSA for a successful outcome.
Problem Documentation
The problem and its scope can be evidenced by information from various sources. First of all, the current body of research shows serious psychological harm done to students because of their failure to attain desired levels. Thus, 70% of learners are critically disappointed by their inability to succeed and demonstrate poor performance and motivation to continue learning (Camille, 2014). It is linked to a significant level of stress and pressure. Stress is associated with several factors, such as students’ own expectations from their learning activities and close people’s hopes (Camille, 2014). The inability to demonstrate the desired academic performance creates the basis for the decreased motivation and the lack of desire to try again and put more effort (Mills & Gay, 2018). At the same time, the pressure comes from the necessity to continue education and end the courses, which might be associated with additional difficulties.
Furthermore, official statistics show a significant decline in academic success. Thus, reports evidence that proficient points rates reduced from 39% in 2019 to 34% in 2021(American Senior High School, 2021). It means that learners faced several barriers to demonstrating desired academic successes and achieving desired grades. These include the influence of the pandemic, changes in teaching methods, and reduced motivation. The situation is even more complex in the sphere of math. In 2021, Algebra I and Geometry results showed a decrease from 38% to 24% (American Senior High School, 2021). It is a threatening sign showing the critical issue in the sphere and the necessity of practical interventions to resolve the problem and ensure students are ready to engage in educational activities and demonstrate higher success rates. Otherwise, the rates will continue to become lower, and a higher level of stress and pressure will be achieved.
The numbers offered above prove the existence of a serious problem regarding math. The official reports emphasize the need for improvement by using relevant and effective strategies (American Senior High School, 2021). For instance, incentives necessary for improvement might include practical and constructive planning sessions and Math (American Senior High School, 2021). It will help to address the major causes for the growing problem’s scope and design interventions aimed at promoting better outcomes. The recommended strategies are differentiated instruction and cross-curriculum planning (American Senior High School, 2021). Using these approaches, it is possible to evaluate the complex content areas and guarantee that learners are provided with activities vital to promote their better understanding and attain better results in math (American Senior High School, 2021). Implementing the proposed measures might help to attain positive outcomes and ensure the existing goals are achieved.
In such a way, numerous official sources and documents prove the existence of the outlined problem. Learners face the problem of declined math results and growing stress associated with these failures. Under these conditions, it becomes critical to address the problem to prevent the further deterioration of success rates and achieve desired levels of proficient grades (Mills & Gay, 2018). The planned interventions are aimed at reducing the level of stress and helping learners with poor grades to fill in the gaps of knowledge and guarantee they will be able to pass the exam. The official reports attract attention to these threatening signs, proving the scope of the problem and the necessity to address it. Differentiated instruction can be implemented in different ways to guarantee that current and relevant needs are evaluated and considered to achieve desired goals.
Anticipated Outcomes
The primary goal of this research project is to reduce the number of students who fail their math exams and manage their stress levels. It can be achieved by using the outlined interventions, such as differentiated instruction, psychologic support, and specific curriculum planning to ensure that existing gaps in knowledge are considered and addressed. As the situation is improved due to the outlined interventions, students will feel relaxed and avoid too high stress levels influencing their performance. Furthermore, parents will feel less pressure because of their children’s failures and motivate them to continue learning. Students will see it as a chance to alter their attitudes to learning towards more positive ones and generate behaviors promoting their future successes in learning.
The project will promote children’s attitude to school as they will start to consider it a positive place with a friendly environment necessary for their education and future career. It is expected that the following goals will be achieved:
- Less than 20% of learners will fail their math exams.
- Less than 20% will show lower levels of stress.
- Less than 20% will feel anxiety or pressure.
- Math results will improve by 5%.
- Less than 20% will have reduced motivation levels.
The outcomes can be measured by evaluating interventions’ results and children’s data. It will help to see if any significant progress is attained and report the changes in their academic successes and moods. This approach will help to attain the increased credibility of data and ensure the high practical value of the project. Achieving the outlined outcomes, it is possible to promote the positive shift within the education sector and create the basis for future improvement.
References
Ajjawi, R., Dracup, M., Zacharias,N., & Bennet, S. (2019). Persisting students’ explanations of and emotional responses to academic failure.Higher Education Research and Development, 39(2), 185-199.
American Senior High School. (2021). 2021-22 schoolwide improvement plan. Web.
Camille, A. (2014). Failing at school. Teachers College Press.
Mills, G. E., & Gay, L. R. (2018). Educational research (12th ed.). Pearson Education.