Background and Importance
The Mastery Charter School Cleveland Elementary in our community is considering implementing a curriculum change for 5th-grade math. Since the present course has been in use for a while, teachers and parents are growing more concerned about how well it prepares pupils for math competency. Given the significance of mathematics in a child’s education and the requirement for a strong foundation in this subject, it is crucial to assess the possible effects of this curriculum shift.
Research Question
The research question for this study is: “Will the implementation of a new mathematics program for 5th graders at Mastery Charter School lead to improved math proficiency compared to the existing curriculum?”
Null Hypothesis (H0)
H0: There is no significant difference in math proficiency between students who receive the new curriculum (experimental group) and students who continue with the existing curriculum (control group) at Cleveland Elementary.
Alternative Hypothesis (H1)
H1: The new math curriculum for 5th graders at Cleveland Elementary leads to improved math proficiency compared to the existing curriculum.
Type of Data and Data Collection Techniques
A wide range of data sources and data collection strategies will be used to assess the impact of the suggested adjustment to the math curriculum at Cleveland Elementary School, where Mastery Charter School is located. This thorough method attempts to give a complete picture of the program’s success.
Quantitative Data
Quantitative data capture, typically in math proficiency scores, is an integral part of the data collection. Math competency scores before and following curricular changes will be obtained. These results are quantifiable, objective measures of the pupils’ mathematical proficiency (McBeath, 2022). Learners will take standardized math exams created to match the program’s learning goals. These tests offer a reliable technique to objectively and consistently assess pupils’ scientific skills. By comparing pre- and post-curriculum-change scores, researchers may establish if the new curriculum has had a statistically significant impact on student’s performance.
Qualitative Data
To offer a more complex view of the curriculum modification, qualitative data will also be gathered in addition to quantitative measurements. Surveys and interviews with parents, teachers, and students will be a part of this qualitative dimension (McBeath, 2022). Surveys are effective instruments for understanding perspectives, attitudes, and experiences connected to curriculum reform. They will be given out to all concerned parties to gather various viewpoints and comments. Conversely, interviews provide a chance for in-depth investigation. A chosen sample of instructors will take part in meetings to learn more about their experiences, difficulties, and observations related to the curriculum change. These talks will make it easier to collect qualitative information that can help explain and contextualize quantitative findings.
Integrating quantitative and qualitative data ensures a thorough evaluation of the impact of the curriculum modification. Qualitative statistics will explain the “how” and “why” of the observed effects; quantitative data will offer statistical proof of success (McBeath, 2022). Together, these data will provide a more comprehensive knowledge of the ramifications of curriculum change, assisting educators in making wise choices and enhancing teaching methods. The whole statistics-collecting process will be supported by ethical considerations, including informed consent and confidentiality, to uphold the study’s ethical integrity and protect the rights and privacy of participants.
Statistical Test
The Independent Samples t-test was used as the statistical test for this investigation. The experimental group (pupils receiving the new curriculum) and the control group (learners continuing with the existing curriculum) can compare their mean math proficiency scores using this test (Mishra et al., 2019). The best way to determine whether there is a statistically significant difference in mathematics ability between these two groups is to use the t-test. We may regulate if the program change has significantly affected student arithmetic competency by examining the t-test findings and related p-values.
Reporting Findings
The study’s reporting of findings is an essential part since it offers information on the success of the planned adjustment to Mastery Charter School’s arithmetic program. Presenting the quantitative data derived from math proficiency scores will take up much of the “Results” portion of the study report. Stakeholders will be able to make informed decisions about the future of math instruction in the school due to the results’ transparent and thorough presentation. In this section, the experimental group and the control group will have their mean math competence scores compared.
To ascertain whether there is a statistically significant difference between the two groups, the Independent Samples t-test will be used. The revised curriculum may have substantially influenced students’ performance if the t-test demonstrates a significant change in math proficiency scores (Mishra et al., 2019). This discovery will be essential in showing how the revised curriculum may be advantageous.
The p-values linked to the t-test findings will also be provided. According to Mishra et al. (2019), the observed variations in arithmetic proficiency are unlikely to have happened by chance if the p-value is less than the standard significance level (e.g., 0.05). The alternative theory will receive increased support due to its statistical significance, supporting the claim that the new curriculum is successful.
In addition to quantitative data, this part will include a summary of qualitative data from surveys and interviews. To put the quantitative results into context, responses from teachers, parents, and students on how they felt about the curricular change will be examined. This qualitative knowledge will aid in comprehending the variables that might have affected the results (McBeath, 2022).
The “Discussion” section will follow the presentation of the results. Here, the ramifications of the results will be thoroughly examined. Researchers will try to determine why the new curriculum led to specific outcomes and how these results relate to the objectives of the curriculum reform. Thus, any unexpected consequences or difficulties observed will be handled and considered for future advancements.
Ethical Considerations
Informed Consent
A fundamental ethical need for research involving human subjects is informed permission. Participants in this study will get clear and complete information on the research goals, methods, potential drawbacks, and advantages (Zawacki-Richter et al., 2020). They will be informed that participation is optional and that leaving at any time won’t have any adverse effects. To ensure that every participant is aware of the research and agrees to engage voluntarily, it will be standard procedure to get a written agreement from parents or guardians, informed assent from children, and informed consent from teachers.
Confidentiality
Maintaining the confidentiality of participants is essential to protect their privacy and prevent potential harm. All collected data will be treated with the utmost discretion. To guarantee that the data cannot be linked back to specific persons, identifiers will be deleted or anonymized (Zawacki-Richter et al., 2020; Hasan et al., 2021). This includes safeguarding personal information and ensuring that the identities of both teachers and students remain undisclosed in any research report or publication.
Deception and Plausible Cover Stories
Even while it is typically a good idea to steer clear of dishonesty in research, there may be times when it is required, such as when you need to provide students with a convincing cover story. Any deceit in such circumstances shall be used sparingly, discreetly, and by ethical principles. Following the completion of the study, participants will get a debriefing that will identify any deceit and allow them to ask questions and get answers (Zawacki-Richter et al., 2020). One fundamental ethical principle will be transparency in the use of deceit.
Bias and Fair Treatment
All participants shall be treated equally and without prejudice to respect the values of fairness and impartiality. To reduce potential bias, random assignment will be used wherever it is practical (Zawacki-Richter et al., 2020). Thus, no experimental or control group will be given preferential treatment or experience any disadvantage during the research’s execution.
Conclusion
Finally, this study project evaluates the effects of a change in the math curriculum on students in the fifth grade at Cleveland Elementary Mastery Charter School—the study offers important insights into the efficacy of the new curriculum by combining quantitative and qualitative data-gathering techniques. The research will help guide educational choices and advance math instruction. This research seeks to support evidence-based educational advancements while upholding the strictest ethical standards.
References
Hasan, N., Rana, R. U., Chowdhury, S., Dola, A. J., & Rony, M. K. (2021). Ethical considerations in research. Journal of Nursing Research,Patient Safety and Practise, (11), 1–4. Web.
McBeath, A. (2022). The reflective online practitioner survey: The value in harvesting both qualitative and quantitative data. European Journal for Qualitative Research in Psychotherapy, 12. Web.
Mishra, P., Singh, U., Pandey, C. M., Mishra, P., & Pandey, G. (2019). Application of student’s t-test, analysis of variance, and covariance. Annals of Cardiac Anaesthesia, 22(4), 407. Web.
Suri, H. (2020). Ethical considerations of conducting systematic reviews in educational research. In O. Zawacki-Richter, M. Kerres, S. Bedenlier, M. Bond, & K. Buntins (Eds.), Systematic reviews in educational research methodology, perspectives and application (pp. 41–54). Springer VS.
