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GROUP STRUCTURING IN ELEMENTARY SCHOOL MATHEMATICS: PEER-BASED OR ACADEMIC-BASED
Digital Document
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Author (aut): Poon, Rachel A.
Thesis advisor (ths): Ragpot, Lara
Degree committee member (dgc): Lee, Yu-Ling
Degree committee member (dgc): Luneta, Kakoma
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Degree granting institution (dgg): Trinity Western University. SGS
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| Abstract |
Abstract
This quasi-experimental pilot study examined how structuring of groups affects academic progress in math for grade 3 students (N = 71) from School X in Surrey, British Columbia. Participants completed the Vancouver Island Numeracy Assessment (INA) as a pre-test, followed by an intervention (group structuring: academic-based and peer-based). After 16 weeks, all participants, completed the INA a second time as a post-test to determine if the structuring of groups impacted mathematical abilities.
When mathematical performance was considered, a main effect was revealed: pre-test (M = 33.55, SD = 8.27, p < .001); post-test (M = 37.61, SD = -6.58, p < .001). No other main effects or interactions were observed between groups, or when sex and age were considered. Despite a small sample size and no significant results between groups, the study sheds initial ideas on the way in which groups are structured and paves the way for further inquiry. |
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Institution
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Use and Reproduction
author
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Rights Statement
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| Keywords |
Keywords
ability grouping
tracking
peer-based groups
academic-based groups
collaboration
mathematical abilities
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twu_799.pdf11.38 MB
189-Extracted Text.txt231.43 KB
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English
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| Name |
GROUP STRUCTURING IN ELEMENTARY SCHOOL MATHEMATICS: PEER-BASED OR ACADEMIC-BASED
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| MIME type |
application/pdf
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| File size |
11932597
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