TEACHING METHOD AND STUDENT ACHIEVEMENT 1

Research and Statistics Case Analysis:

The Impact of Teaching Method on Student Mathematics Achievement

Hilary Norwood

Arkansas State University, Department of Education

ELFN 6773 Introduction to Statistics and Research

Dr. Alicia Shaw

February 26, 2021

TEACHING METHOD AND STUDENT ACHIEVEMENT 2

Abstract

This paper is an analysis of two different styles of math instruction and the impact those styles

have had on student achievement in Wolf Junior High located in the Jackson County School

District. The two styles of math instruction taught in the eighth grade classrooms can be

described as traditional method and standards-based method. The goal of this paper was to

identify which of those methods has been statistically shown to be more effective for students of

various genders, ethnicities, and socioeconomic statuses. From this knowledge, a school vision

was developed via a committee of stakeholders. These stakeholders included district employees,

parents, and former students. Through the use of various statistical tests including T-Tests and

One-Way ANOVAs, the more effective method was statistically determined to be standards-

based instruction for male students and a subgroup of African-American students. New math text

books to better support the standards-based method of math instruction were recommended for

purchase.
TEACHING METHOD AND STUDENT ACHIEVEMENT 3

School Vision and Vision Committee

Vision Committee Selection

The following twenty-one people were selected to participate on Wolf Junior High’s

Vision Committee. Members were selected as to best represent the diversity of the school and

community. The committee is comprised of 21 members. Chosen participants are either a school

or district staff member, graduate of Jackson County School District, and/or parent or guardian

of a Jackson County School District student.

Wolf Junior High Vision Committee Members

1. Wolf Junior High Selected Faculty: Faculty members were selected to represent the

diversity of Wolf Junior High. Some members were born and raised in this community

and others are new and have different ideas based on what has worked in their past

communities and schools. These people were chosen because they work at Wolf Junior

High School, and they are dedicated to working on school improvement.

a. Principal, Caucasian female, age 35

b. Assistant Principal, African-American male, age 48

c. Counselor, Caucasian female, age 29

d. English Department Chair, African-American female, age 51

e. Electives Representative, Hispanic female, age 46

f. History Department Chair, Caucasian male, age 54

g. Math Department Chair, Asian female, age 38

h. Science Department Chair, Caucasian male, age 42

2. Jackson County School District Central Office Staff: Staff members were selected to ensure that

the vision of Wolf Junior High aligns with the vision of Jackson County School District.

a. Superintendent, Caucasian male, age 49

TEACHING METHOD AND STUDENT ACHIEVEMENT 4

b. Curriculum Specialist, Caucasian female, age 53

3. Fox Elementary School Selected Faculty: Faculty members were selected because

students advance from Fox Elementary to Wolf Junior High. A shared understanding and

vision need to exist between faculties of these schools.

a. Principal, African-American female, age 42

b. Sixth Grade Chair, Caucasian female, age 37

4. Coyote High School Selected Faculty: Faculty members were selected because students

advance from Wolf Junior High to Coyote High School. A shared understanding and

vision need to exist between faculties of these schools.

a. Principal, Caucasian male, age 44

b. Ninth Grade English Teacher, Hispanic female, age 28

c. Ninth Grade Math Teacher, Asian male, age 31

5. Jackson County School District Community Stakeholders: Stakeholders were selected to

represent the diversity of the community. Some members are past graduates of Jackson

County School District. Some are recent graduates; others are more distant graduates who

now have students enrolled in the district. Two additional parents were chosen who are

not graduates of Jackson County School District to represent newer community members.

a. Recent Graduate, African-American male, age 22

b. Recent Graduate, Asian female, age 21

c. Parent, Hispanic female, age 46, graduate of Jackson County School District

d. Parent, Caucasian male, age 50, graduate of Jackson County School District

e. Parent, African-American female, age 35

f. Parent, Asian male, age 42

TEACHING METHOD AND STUDENT ACHIEVEMENT 5

Research on School Visions

School vision statements are necessary in providing a shared understanding of learning

goals and expectations. Those expectations are necessary for current students and future students.

Cady et al. (2011) describe a method of writing “Bi-Focal” vision statements. Bi-Focal vision

statements address the “concept that stresses the need for clear vision of the distant future as well

as clear vision of the here and now.” (p. 68) A school’s vision statement must be shared by all

stakeholders and should be a reflection of those stakeholders. According to Camelia and Marius

(1970), vision statements “originate in the institution’s internal environment.” They continue by

stating those statements should consider “the needs of internal stakeholder” and that they are

“shaped by environmental pressures and challenges that may affect the institution.” (p. 655)

Diversity of stakeholders can lead to a vision statement to need to address the need for

community pride and strength. Stemler and Bebell (1999) write that for schools who boast a

diverse student population, community pride can be made stronger through participation in

various school related activities and associations and argue that “the purpose of school is to make

it possible for individuals to live together in amity.” (p. 6) A shared vision for the school

community can lead to a stronger, more accepting community. It is imperative that the vision

statement to be shared. Ozdem (2010) believes the following:

The vision must be understood and shared by all stakeholders of the organization. Vision

should help the public have an idea of the culture of the organization. Vision statements

should be formulated to strengthen the culture of the organization and unity and loyalty

among members, and to increase employee motivation. In this sense, vision statements

should reflect the organizational culture. (p. 1889)

TEACHING METHOD AND STUDENT ACHIEVEMENT 6

If a vision statement is not shared, the result is not just going to be reflected in the

community’s involvement in the school itself, but it will also be apparent in student performance.

Ireland and Hitt (1992) further this argument by stating that the “failure to involve a broad range

of stakeholders in processes intended to determine an organization’s reason for being… may

contribute to poor performance.” (p.41)

While vision statements alone cannot dictate student success, exemplary schools tend to

share common visions. Slate et al. (2008) assert that exemplary schools share a common vision

which is focused on “providing a challenging environment” which strongly focuses on academic

success. (p. 26) Furthermore, Aithal (2016) holds that institutions which aim to have innovative

educational models, which include a proper vision statement, “can create real innovators by

increasing their students’ competencies.” (p. 310)

This research has led to the development of the Wolf Junior High vision statement. This

statement was developed by a committee of stakeholders and reflects the ideals of the

community. Those ideals include ethical character, critical thinking skills, and student success

now and in the future.

Wolf Junior High Vision Statement

Our Vision is to engage our students in innovative, rigorous, and relevant student-

centered learning opportunities which will help students develop the necessary skills, character,

and critical thinking abilities so that they may have a fulfilling future.

Communication of Vision Statement

The newly formed vision statement will be shared with the community in many ways.

Firstly, the vision statement will be announced at our next board meeting. Following the board

meeting, the vision statement will be announced via social media outlets. Wolf Junior High will
TEACHING METHOD AND STUDENT ACHIEVEMENT 7

hold a community night to announce and celebrate the new vision statement with teachers,

students, family members, and community members. The vision statement will be printed on

banners and posters and placed in highly visible places on campus. The vision statement will be

put on the school and district websites. Teachers will be required to incorporate the vision

statement in their email signatures and syllabi. Mostly, the vision statement will be shared with

the community by the way the faculty members convey the message through their actions and

teaching both in and out of the classroom.

Eighth Grade Descriptive Statistics

Gender

Gender Count Percentage

Male 121 56.02%

Female 95 43.98%

Total 216

The eighth grade at Wolf Junior High has a much larger percentage of male students than

female.

Socioeconomic Status

Socioeconomic Status Count Percentage

High 109 50.46%

Low 107 49.54%

Total 216

The eighth grade at Wolf Junior High has a large percentage, about half, of students on

free and reduced lunch.

Ethnic Subgroup
TEACHING METHOD AND STUDENT ACHIEVEMENT 8

Ethnicity Count Percentage

African-American 59 27.31%

Asian 48 22.22%

Caucasian 52 24.07%

Hispanic 57 26.39%

Total 216

Wolf Junior High has a diverse eighth grade population. African-American students make

up the largest population of students.

Overview of Eighth Grade

Description Count Percentage

Male 121 56.02%

Female 95 43.98%

Free/Reduced Lunch 107 49.54%

African-American 59 27.31%

Asian 48 22.22%

Caucasian 52 24.07%

Hispanic 57 26.39%

This table displays all descriptive breakdowns side by side.

Eighth Grade Measures of Central Tendencies by Descriptive Breakdown

Mean Median Mode Standard Deviation

African-American 75.95 75 69 15.0510

Asian 76.38 78.5 56 15.8941

Caucasian 77.26 79 52 15.9416

TEACHING METHOD AND STUDENT ACHIEVEMENT 9

Hispanic 77.26 80 59 14.7655

High SES 77.29 79 83 14.8170

Low SES 75.71 73 69 15.7779

Female 77.55 80 98 15.6326

Male 75.69 76 80 15.6326

Rutger 74.64 72 98 15.3029

Smith 78.93 80.5 94 14.9056

Walter 75.96 77 89 15.5359

8th Grade 76.51 78 98 15.2855

This table displays each descriptive breakdown and gives each the mean, median, and

mode for each subgrouping. In this table, we can see that the classes taught by Smith and Walter

have higher means, but further analyses will be required to determine if the difference is

significant.

Statistical Analyses and Summary of Findings

Statistical Analyses

Traditional Method versus Standards-Based Method: All Students

Rutger Smith and Walter

Number of Students 72 144

Mean 74.64 77.44

Standard Deviation 15.30 15.24

t-value -1.27347

p-value 0.204235
TEACHING METHOD AND STUDENT ACHIEVEMENT 10

For the comparison of all students taught mathematics using the traditional method to

those taught using the standards-based method, a two-tailed T-test was performed. The t-value

for this test was -1.27347. The p-value was .204235. The result was not significant at p < .05.

The results of that T-test failed to reject the null hypothesis which meant that any variance in the

data collected and analyzed was due to random chance and was not statistically different. There

is no statistical difference between the mathematics teaching methods when comparing all

students.

Traditional Method versus Standards-Based Method: Caucasian Students

Rutger Smith and Walter

Number of Students 22 30

Mean 73.64 78.50

Standard Deviation 16.00 15.85

t-value -1.0889

p-value 0.281417

For the comparison of Caucasian students taught mathematics using the traditional

method to those taught using the standards-based method, a two-tailed T-test was performed.

The t-value was -1.0889. The p-value was .281417. The result was not significant at p < .05. The

results of that T-test failed to reject the null hypothesis which meant that any variance in the data

collected and analyzed was due to random chance and was not statistically different. There is no

statistical difference between the mathematics teaching methods when comparing only

Caucasian students.

Traditional Method versus Standards-Based Method: Asian Students

TEACHING METHOD AND STUDENT ACHIEVEMENT 11

Rutger Smith and Walter

Number of Students 16 32

Mean 74.56 77.28

Standard Deviation 16.46 15.79

t-value -0.55453

p-value 0.581903

For the comparison of Asian students taught mathematics using the traditional method to

those taught using the standards-based method, a two-tailed T-test was performed. The t-value

was -0.55453. The p-value was .581903. The result was not significant at p < .05. The results of

that T-test failed to reject the null hypothesis which meant that any variance in the data collected

and analyzed was due to random chance and was not statistically different. There is no statistical

difference between the mathematics teaching methods when comparing only Asian students.

Traditional Method versus Standards-Based Method: African-American Students

Rutger Smith and Walter

Number of Students 17 42

Mean 70.53 78.14

Standard Deviation 12.88 15.45

t-value -1.79299

p-value 0.078281

For the comparison of African-American students taught mathematics using the

traditional method to those taught using the standards-based method, a two-tailed T-test was
TEACHING METHOD AND STUDENT ACHIEVEMENT 12

performed. The t-value was -1.79299. The p-value was .078281. The result was not significant

at p < .05. The results of that T-test failed to reject the null hypothesis which meant that any

variance in the data collected and analyzed was due to random chance and was not statistically

different. There is no statistical difference between the mathematics teaching methods when

comparing only African-American students.

Traditional Method versus Standards-Based Method: Hispanic Students

Rutger Smith and Walter

Number of Students 17 40

Mean 80.12 76.05

Standard Deviation 15.23 14.59

t-value 0.95069

p-value 0.34529

For the comparison of African-American students taught mathematics using the

traditional method to those taught using the standards-based method, a two-tailed T-test was

performed. The t-value was 0.95069. The p-value was .34592. The result was not significant

at p < .05. The results of that T-test failed to reject the null hypothesis which meant that any

variance in the data collected and analyzed was due to random chance and was not statistically

different. There is no statistical difference between the mathematics teaching methods when

comparing only African-American students.

Traditional Method versus Standards-Based Method: Female Students

Rutger Smith and Walter

Number of Students 30 65
TEACHING METHOD AND STUDENT ACHIEVEMENT 13

Mean 78.53 77.09

Standard Deviation 16.93 15.11

t-value 0.41579

p-value 0.67852

For the comparison of female students taught mathematics using the traditional method to

those taught using the standards-based method, a two-tailed T-test was performed. The t-value

was 0.41579. The p-value was .67852. The result was not significant at p < .05. The results of

that T-test failed to reject the null hypothesis which meant that any variance in the data collected

and analyzed was due to random chance and was not statistically different. There is no statistical

difference between the mathematics teaching methods when comparing only female students.

Traditional Method versus Standards-Based Method: Male Students

Rutger Smith and Walter

Number of Students 42 79

Mean 71.86 77.73

Standard Deviation 13.56 15.44

t-value -2.07676

p-value 0.039976

For the comparison of male students taught mathematics using the traditional method to

those taught using the standards-based method, a two-tailed T-test was performed. The t-value

was -2.07676. The p-value was .039976. The result was significant at p < .05. The results of that

T-test caused the null hypothesis to be rejected which meant that any variance in the data
TEACHING METHOD AND STUDENT ACHIEVEMENT 14

collected and analyzed was not due to random chance and was statistically different. There is a

statistical difference between the mathematics teaching methods when comparing only male

students. Male students taught using the standards-based method performed statistically better

than the male students taught using the traditional method.

Traditional Method versus Standards-Based Method: Low Socioeconomic Status Students

Rutger Smith and Walter

Number of Students 35 72

Mean 74.54 76.28

Standard Deviation 15.92 15.79

t-value -0.53182

p-value 0.595975

For the comparison of low socioeconomic status students taught mathematics using the

traditional method to those taught using the standards-based method, a two-tailed T-test was

performed. The t-value was -0.53182. The p-value was .595975. The result was not significant

at p < .05. The results of that T-test failed to reject the null hypothesis which meant that any

variance in the data collected and analyzed was due to random chance and was not statistically

different. There is no statistical difference between the mathematics teaching methods when

comparing only low socioeconomic status students.

Traditional Method versus Standards-Based Method: High Socioeconomic Status Students

Rutger Smith and Walter

Number of Students 37 72

Mean 74.73 78.61

TEACHING METHOD AND STUDENT ACHIEVEMENT 15

Standard Deviation 14.92 14.69

t-value -1.29915

p-value 0.196685

For the comparison of high socioeconomic status students taught mathematics using the

traditional method to those taught using the standards-based method, a two-tailed T-test was

performed. The t-value was -1.29915. The p-value was .196685. The result was not significant

at p < .05. The results of that T-test failed to reject the null hypothesis which meant that any

variance in the data collected and analyzed was due to random chance and was not statistically

different. There is no statistical difference between the mathematics teaching methods when

comparing only high socioeconomic status students.

Individual Analysis by Teacher: African-American Students

Rutger Smith Walter

Number of Students 17 23 19

Mean 70.53 80.26 75.58

Standard Deviation 12.88 14.27 16.79

f-ratio 2.13176

p-value 0.128156

For the comparison of African-American students by individual teacher, a one-way

ANOVA was performed. The f-ratio value was 2.13176. The p-value was .128156. The result

was not significant at p < .05. The results of the ANOVA failed to reject the null hypothesis

which meant that any variance in the data collected and analyzed was due to random chance and
TEACHING METHOD AND STUDENT ACHIEVEMENT 16

was not statistically different. There is no statistical difference between individual teachers for

African-American students according to the ANOVA.

Two additional two-tailed T-tests were performed to check for differences between two

teachers at a time rather than all three at once. A statistical difference was determined to exist

between the African-American students taught by Ms. Smith and Ms. Rutger. The t-value was

2.22014. The p-value was .032449. The result was significant at p < .05. Ms. Smith’s standards-

based method taught, African-American students performed statistically higher than Ms.

Rutger’s traditional method taught, African-American students. No statistical difference existed

between African-American students taught by Ms. Smith and Ms. Walter.

Individual Analysis by Teacher: Hispanic Students

Rutger Smith Walter

Number of Students 17 14 26

Mean 80.12 73.57 77.39

Standard Deviation 15.23 14.43 14.78

f-ratio 0.74937

p-value 0.477514

For the comparison of Hispanic students by individual teacher, a one-way ANOVA was

performed. The f-ratio value was 0.74937. The p-value was .477514. The result

was not significant at p < .05. The results of the ANOVA failed to reject the null hypothesis

which meant that any variance in the data collected and analyzed was due to random chance and

was not statistically different. There is no statistical difference between individual teachers for

Hispanic students according to the ANOVA.

TEACHING METHOD AND STUDENT ACHIEVEMENT 17

Individual Analysis by Teacher: Caucasian Students

Rutger Smith Walter

Number of Students 22 19 11

Mean 73.64 80.74 74.64

Standard Deviation 16.00 14.69 17.72

f-ratio 1.10536

p-value 0.339206

For the comparison of Caucasian students by individual teacher, a one-way ANOVA was

performed. The f-ratio value was 1.10536. The p-value was .339206. The result was not

significant at p < .05. The results of the ANOVA failed to reject the null hypothesis which meant

that any variance in the data collected and analyzed was due to random chance and was not

statistically different. There is no statistical difference between individual teachers for Caucasian

students according to the ANOVA.

Individual Analysis by Teacher: Asian Students

Rutger Smith Walter

Number of Students 16 16 16

Mean 74.56 79.56 75.00

Standard Deviation 16.46 16.71 14.99

f-ratio 0.4748

p-value 0.625089
TEACHING METHOD AND STUDENT ACHIEVEMENT 18

For the comparison of Asian students by individual teacher, a one-way ANOVA was

performed. The f-ratio value was 0.4748. The p-value was .625089. The result was

not significant at p < .05. The results of the ANOVA failed to reject the null hypothesis which

meant that any variance in the data collected and analyzed was due to random chance and was

not statistically different. There is no statistical difference between individual teachers for Asian

students according to the ANOVA.

Method Recommendation and Summary of Findings

For all but two of the statistical tests performed, there was no statistical difference found

between the traditional method of teaching mathematics and the standards-based method of

teaching mathematics. However, the two groups that were determined to have a statistical

difference are cause enough to recommend an adoption of the standards-based method of

mathematics instruction. Because the male student population is 56.02% of the school, because

African-American students are the most represented ethnicity, and because both of these groups

performed statistically higher when taught mathematics using the standards-based method, Wolf

Junior High should adopt the standards-based method for all eighth grade mathematics classes.

This recommendation is also supported by current research. A study conducted in 2010 by Kyle

Ferguson of Cedarville University found:

Analyzing the results in light of the current research gave insight to the effectiveness of

inquiry-based mathematics instruction verses the traditional approach. Previous research

supports the present finding that teaching through inquiry improves student learning and

understanding more effectively than traditional approaches. In the current study, students

receiving instruction through inquiry showed more improvement in their pre and post test

scores for each unit of study. (p. 2)

TEACHING METHOD AND STUDENT ACHIEVEMENT 19

The students should absolutely not be separated by ethnicity, gender or socioeconomic

status. According to the data, there is no statistical reason this should occur. Furthermore,

teachers and other school faculty and staff should hold themselves to a high ethical standard. It is

the responsibility of the school and district to ensure that all students have a safe learning

environment with equitable learning opportunities. Students’ ethnicity, gender, socioeconomic

backgrounds should be respected and not subject to separation or segregation. Teachers should

aim to respect the dignity, worth, and uniqueness of each individual student and to establish and

maintain an environment that promotes the emotional, intellectual, physical, and sexual safety of

all students. The idea of separating students on any of these factors goes against the newly

developed vision statement.

Textbook Selection and Cost

Textbook Selection

To best support the transition to standards-based method of mathematics instruction for

all eighth grade students at Wolf Junior High, a comprehensive mathematics program is being

recommended for purchase. The Progress Mathematics Comprehensive Bundle offered by

Sadlier is a yearly site licensed product and includes an online version of the textbook,

workbooks for each student, and an online assessment platform that can be used for regular

progress monitoring via homework, quizzes, tests, and benchmark testing. This platform allows

for real-time data and reports for instant feedback on student learning and progress. The license

also provides digital teacher resources that can be used virtually or printed and used in class.

Cost Breakdown

This cost breakdown reflects a yearly purchase of these items.

Textbook Bundle Number of Items Cost per Item Subtotal

TEACHING METHOD AND STUDENT ACHIEVEMENT 20

Progress Mathematics 8th Grade 236 $21.49 $5,071.64

Comprehensive Bundle

Shipping Costs $352.49

Tax Tax Exempt

Total Cost $5,424.13

TEACHING METHOD AND STUDENT ACHIEVEMENT 21

References

Aithal, P. S. (2016, May 15). Creating Innovators Through Setting Up Organizational Vision,

Mission and Core Values: A Strategic Model in Higher Education. SSRN.

https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2779177.

Cady, S. H., Wheeler, J. V., DeWolf, J., & Brodke, M. (2011, January). (PDF) Mission, vision,

and values: What do they say? Organization Development.

https://www.researchgate.net/publication/259265396_Mission_vision_and_values_What_d

o_they_say.

Camelia, G., & Marius, P. (1970, January 1). Mission Statements In Higher Education: Context

Analysis And Research Agenda, by Gordan Camelia; Pop Marius Dorel. Annals of Faculty

of Economics. https://ideas.repec.org/a/ora/journl/v1y2013i2p653-663.html.

Ferguson, K. L. (2010, March 16). Inquiry Based Mathematics Instruction Versus Traditional

Mathematics Instruction: The Effect on Student Understanding and Comprehension in an

Eighth Grade Pre-Algebra Classroom.

https://digitalcommons.cedarville.edu/cgi/viewcontent.cgi?article=1025&context=educati

on_theses.

Ireland, R. D., & Hitt, M. A. (2004, November 18). Mission statements: Importance, challenge,

and recommendations for development. Business Horizons.

https://www.sciencedirect.com/science/article/pii/000768139290067J.

Ozdem, G. (2010, November 30). An Analysis of the Mission and Vision Statements on the

Strategic Plans of Higher Education Institutions. Educational Sciences: Theory and

Practice. https://eric.ed.gov/?id=EJ962679.
TEACHING METHOD AND STUDENT ACHIEVEMENT 22

Slate, J. R., Jones, C. H., Wiesman, K., Alexander, J., & Saenz, T. (2008, October 2). School

mission statements and school performance: a mixed ... New Horizons in Education.

https://files.eric.ed.gov/fulltext/EJ832903.pdf.

Stemler, S., & Bebell, D. (1999, March 31). An Empirical Approach to Understanding and

Analyzing the Mission Statements of Selected Educational Institutions. ERIC.

https://eric.ed.gov/?id=ED442202.