DATA COLLECTION PROJECT Fisher 20

Discussion

The developmentally appropriate and engaging plans and activities that correspond with

the Mathematics SOL 6.5 (students will multiply and divide fractions and solve single and multi-

step fraction and decimal word problems) were created using the results of a pre-assessment. It

allowed for skills and content to be mastered for the post-assessment on the standard. The

standard was broken up into parts, with the first focusing solely on multiplying and dividing

fractions and the second focusing on word problems. Comparing the pre- and post-assessment

data overall, scores increased 32% between the beginning and end of the unit. Out of the ten

questions, seven questions’ percentages increased, moving from incorrect to correct. For the

other three questions, question one increased by 23.81% in the correct category. Question three

increased by 4.76%, and question ten increased by 35.72%. While not stellar in those areas,

overall, the data indicated an increased understanding of the content. The primary areas students

showed understanding were multiplying and dividing fractions with models, dividing fractions

with KFC, and solving single and multi-step operation fraction and decimal problems. Areas of

remediation focus on multiplying fractions and more intensive multi-step operation fraction and

decimal problems.

Overall, the tactics and activities were successful and served as instruments to encourage

student investigation, reflection, and participation. Each activity engaged students in the

material and was aligned and developmentally appropriate for their age. A notable advantage for

the students that worked was splitting the unit assessment in half. The first part focused solely

on multiplying and dividing fractions, and the second focused on word problems. So, once we

finished covering the first part, the students took part 1 of the unit assessment. Then, we went

over word problems and focused on that, followed by part 2 of the unit assessment. Splitting the
DATA COLLECTION PROJECT Fisher 21

SOL in half helped students focus on learning two skills under the SOL without feeling

overwhelmed.

For future instruction on this unit, there needs to be a more robust review of converting

back and forth between mixed and whole numbers to improper fractions. From the scratch work

of the students who took the pre- and post-assessment, the significant detriment they faced was

not remembering how to convert mixed numbers to improper fractions. This can be seen with

the data on question one of the assessments. Another change would be to focus more on

strategies to solve word problems. One of the activities all classes completed was creating a

keyword sheet of frequently used words associated with the four operations. While we made the

sheet, it should have been utilized more. For every word problem we covered, the sheet needed

to be on their desks and referencing it. In addition to the keyword sheet, introducing word

problems at the beginning of the unit would have served better by providing more practice.

Solving word problems deals with practicing every day. Once we uncover what the word

problem is asking, it is then problem-solving a way to answer it. By introducing and exposing

solving word problems from the beginning of the unit, the results on the word problem questions

might increase.

Furthermore, the students’ learning environment should be considered alongside the data.

Half of the students were in a classroom that required higher classroom management levels than

the others. Students in those classes were observed to struggle more when it came to learning the

content and showed minimal growth between the two assessments. As such, students who

struggled to learn when the control in the classroom was higher potentially showed minimal

growth between the two assessments. Thus, the environment the students learn in plays a more

significant role in their success (Reynolds et al., pg.91-2). Additionally, about half of the
DATA COLLECTION PROJECT Fisher 22

students, regardless of the learning environment, decided to work hard and understand the

material. Those students displayed a notable difference in their scores from pre- to post-

assessments. Notably, the students with high grades throughout their report cards scored higher

on the test due to their diligence. The intelligence of the material was showcased during the unit

assessment, but their self-control to dig deep was displayed through their work ethic (Duckworth

et al.). In the end, the data collection from the pre-assessment assisted in creating lesson plans,

activities, and mini-assessments to help students obtain mastery of the SOL.