Mathematical Achievement in Reduced Stress
Graduation Date
Spring 1998
Document Type
Master's Thesis
Document Form
Degree Name
Master of Science
Program Name
Education
Abstract
The study, Mathematical Achievement in Reduced Classes, evaluated qualitative data on how class size effects student achievement in math. The information was collected by interviewing teachers on their experiences of teaching multiplication in a reduced or regular class size. Two groups of teachers were assigned. Group (A) teachers teach in a reduced class size. Group (B) teachers teach in a regular size class. The data suggested that student achievement increases in a reduced class size. The results were based on teacher's observations not on standardized tests scores
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