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Enhancing Science Achievement Through Remedial Math Skills Integration

This retrospective action research investigates the impact of focusing on remedial math skills integrated with relevant science applications in a freshman Physical Science class. The initial problem was that students struggled with basic math-related questions on assessments. The study employed a mixed-method, quasi-experimental design, utilizing pre-test and post-test assessments to evaluate math/science skills. By identifying critical math skills based on pre-test results and tracking quiz performance, this research explores whether such an approach can help students effectively apply math in real-life contexts and future science courses.

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Enhancing Science Achievement Through Remedial Math Skills Integration

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Presentation Transcript

  1. Action Research on the Fly: a retrospective look :

  2. The Problem: Students in my freshman Physical Science class were unable to answer simple math-related questions on tests. Evidence: Post-test from previous unit shows nearly every student missing every math-related question.

  3. The Question “Does focusing on remedial math skills, with relevant science applications, lead to increased achievement for students in science?” Or: “How can I be sure that my students will be able to apply the math they have learned to real-life situations and future science classes?”

  4. The “Research” Mixed-Method, quasi-experimental for ease of use and multiple data sources. Design: Historical Inquiry with open-ended questions, Pre-test/Post-test assessment of math/science skills, and 3 quizzes along the way. M – S – T – M Or, Ideally: S – M – m1 – m2 – m3 – M

  5. Procedure: • Identified critical skills to focus on, using pre-test results. • Matched survey answers to test scores, to look for trends. • Pre- and post-tests used identical math questions, but different format and color. • Discarded scores for students who never showed up for class.

  6. Threats: Threats to Validity: Identical tests can produce a confounding variable. Threats to Fidelity: Implementation – did I teach to the test?   Threats to Reliability: Each group of students will likely have different ability level.

  7. Results:

  8. References: • Collier, K., Guenther, T., & Veerman, C. (2002). Developing critical thinking skills through a variety of instructional strategies. Saint Xavier University. Chicago, Ill.(ERIC Document Reproduction Service No. ED469416) • McDonough, T. (2004). Motivational Techniques for Middle School Mathematics. The University of Tennessee at Chattanooga (ERIC Document Reproduction Service No. ED490030) • Romine, X. (2004). Using Games in the Classroom to Enhance Motivation, Participation, and Retention: A Pre-test and Post-test Evaluation.The University of Tennessee at Chattanooga (ERIC Document Reproduction Service No. ED 490030)

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