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1. Cavanaugh, Gary Scott. Effect of Balanced Math Instruction on Math Performance of Grade 1 and Grade 2 English Language Learners.

Degree: 2017, Grand Canyon University

Research affirmed that instructional strategies that promote English Language Learners’ (ELLs) Academic Language Proficiency (ALP) are essential in the primary grades for ELLs to succeed in school. This quantitative causal-comparative study relied on the premise of Vygotsky’s sociocultural theory and addressed to what extent Balanced Math instruction affected ELLs’ math performance in Grade 1 and Grade 2, as measured by STAR Math. This study examined the extent differences existed on STAR Math Scores and Student Growth Percentiles of ELLs in Grade 1 and Grade 2 based on exposure to Balanced Math instruction in a rural school district located in the Pacific Northwest. The Mann-Whitney <i> U</i> test examined the extent there were significant differences, <i> p</i> < .05 of the dependent variable, Student Growth Percentile, based on exposure to Balanced Math instruction. The results of the Mann-Whitney <i> U</i> were not statistically significant, <i>U</i> = 1034.50, <i> p</i> = .062, and the null hypothesis could not be rejected. ANOVA assessed if there were significant differences based on the alpha level <i>p</i> < .05 of the dependent variable, STAR Math Scaled Scores, based on exposure to Balanced Math instruction. The results of the ANOVA were not statistically significant, <i>F</i> (1,114) = 0.12, <i>p</i> = .729, &eegr; 2p = 0.00, and the null hypothesis could not be rejected. This study concluded there were no significant differences between ELLs who received Balanced Math instruction and ELLs who did not receive Balanced Math instruction.

Subjects/Keywords: English as a second language; Elementary education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Cavanaugh, G. S. (2017). Effect of Balanced Math Instruction on Math Performance of Grade 1 and Grade 2 English Language Learners. (Thesis). Grand Canyon University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10603399

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cavanaugh, Gary Scott. “Effect of Balanced Math Instruction on Math Performance of Grade 1 and Grade 2 English Language Learners.” 2017. Thesis, Grand Canyon University. Accessed October 23, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10603399.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cavanaugh, Gary Scott. “Effect of Balanced Math Instruction on Math Performance of Grade 1 and Grade 2 English Language Learners.” 2017. Web. 23 Oct 2017.

Vancouver:

Cavanaugh GS. Effect of Balanced Math Instruction on Math Performance of Grade 1 and Grade 2 English Language Learners. [Internet] [Thesis]. Grand Canyon University; 2017. [cited 2017 Oct 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10603399.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cavanaugh GS. Effect of Balanced Math Instruction on Math Performance of Grade 1 and Grade 2 English Language Learners. [Thesis]. Grand Canyon University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10603399

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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