• The effects of homework Derby on the completion and accuracy of mathematics homework of 1st grade students

      Dryndas, Katherine (State University of New York College at Fredonia, 2016)
      The purpose of this study will be to examine the effects of a relatively new and underresearched, team-based intervention called Homework Derby - an intra-class team competition program - on the homework completion and accuracy rates in mathematics of 1st grade students. Homework Derby (HD) infuses powerful components derived from the Class Wide Peer Tutoring Model (e.g., weekly team competition, daily posting of student scores, and contingent rewards) and applies them to daily homework completion and accuracy rates. This investigation will answer the following questions: (a) what effect will homework derby have on 1st graders' daily math completion rates, and (b) what effects will it have on their daily math homework accuracy? When the intervention was implemented, the percentage of students completing math homework increased from 73% to 95% in the final intervention stage. Homework accuracy also improved using homework derby as an intervention. The class' overall homework average before the intervention was put into place was failing, with a mean of only 52% and rose to 72% during the final intervention phase. Findings of the present study will be reviewed in detail and practical implications of the study will be discussed. [from author's abstract]
    • Effects of reciprocal peer tutoring for students in a 6th grade mathematics class

      Graf, Samantha (State University of New York College at Fredonia, 2016)
      The current mathematics curriculum intertwined with the Common Core State Standards has created a struggle for teachers and struggling students in the classroom to find time and successful ways for interventions. Research has shown for decades that tutoring has been a useful strategy employed with students and over time has been altered through trial and error to create different types of tutoring based upon student needs. Extensive previous research using Reciprocal Peer Tutoring (RPT) has occurred at the elementary and high school level. The purpose of this study is to select the specific research based tutoring program RPT and to use the historical research to create a study to explore its impact on struggling 6th grade mathematic students views of their math skills and show academic gains or losses. In the study described, students took a survey of their views of their individual math skills before and after the implementation as well as a pre and post-test for Quarter 1. Twelve students were selected to participate in the study that occurred 5 days per week for 3 weeks. After 3 weeks data was collected and analyzed to show the effects of RPT on academics and math viewpoint. At the completion of the study students were shown to have made growth in their math skills from quarter one.[from author's abstract]