An Analysis of Fifth-Grade Teachers’ Mathematical Inputs on Eighth-Grade Students’ Mathematical Outputs

Neeraj Raj Satyal

An Analysis of Fifth-Grade Teachers’ Mathematical Inputs on Eighth-Grade Students’ Mathematical Outputs

Neeraj Raj Satyal

Research output: Thesis › Doctoral Thesis

Abstract

The purpose of this study was to explore and analyze which fifth-grade teacher inputs were the most important predictors of future outcomes of eighth-grade math students. This quantitative study looked at mathematical achievement through the lens of an education production function. The three inputs that were analyzed were fifth-grade teachers’ background; perception of professional development; and instructional practices and the relationship of those practices to achievement in eighth-grade math. In order to find the relationship between the above variables and student achievement, descriptive statistics, multiple correlations, and multi-variable regression analysis were conducted to examine which predictors had a stronger relationship between eighth-grade math outcomes than others. Taken as a whole, fifth-grade teacher math inputs in this study seemed to explain a small part of the variance regarding eighth-grade math achievement. As a whole, the more frequently students wrote and spoke about math in fifth grade as well as used math tools effectively, the better the outcome in eighth grade.

Original language	English
Qualification	Doctorate in Education
Awarding Institution	Loyola Marymount University
Supervisors/Advisors	Rose, Ernest, Dissertation Chair Bargagliotti, Anna, Committee Member
State	Published - Mar 18 2016
Externally published	Yes

Access to Document

http://digitalcommons.lmu.edu/etd/183

Cite this

@phdthesis{57d0c9c3f1784b59be2db47416436f2c,

title = "An Analysis of Fifth-Grade Teachers{\textquoteright} Mathematical Inputs on Eighth-Grade Students{\textquoteright} Mathematical Outputs",

abstract = "The purpose of this study was to explore and analyze which fifth-grade teacher inputs were the most important predictors of future outcomes of eighth-grade math students. This quantitative study looked at mathematical achievement through the lens of an education production function. The three inputs that were analyzed were fifth-grade teachers{\textquoteright} background; perception of professional development; and instructional practices and the relationship of those practices to achievement in eighth-grade math. In order to find the relationship between the above variables and student achievement, descriptive statistics, multiple correlations, and multi-variable regression analysis were conducted to examine which predictors had a stronger relationship between eighth-grade math outcomes than others. Taken as a whole, fifth-grade teacher math inputs in this study seemed to explain a small part of the variance regarding eighth-grade math achievement. As a whole, the more frequently students wrote and spoke about math in fifth grade as well as used math tools effectively, the better the outcome in eighth grade.",

author = "Satyal, {Neeraj Raj}",

year = "2016",

month = mar,

day = "18",

language = "English",

school = "Loyola Marymount University",

}

TY - BOOK

T1 - An Analysis of Fifth-Grade Teachers’ Mathematical Inputs on Eighth-Grade Students’ Mathematical Outputs

AU - Satyal, Neeraj Raj

PY - 2016/3/18

Y1 - 2016/3/18

N2 - The purpose of this study was to explore and analyze which fifth-grade teacher inputs were the most important predictors of future outcomes of eighth-grade math students. This quantitative study looked at mathematical achievement through the lens of an education production function. The three inputs that were analyzed were fifth-grade teachers’ background; perception of professional development; and instructional practices and the relationship of those practices to achievement in eighth-grade math. In order to find the relationship between the above variables and student achievement, descriptive statistics, multiple correlations, and multi-variable regression analysis were conducted to examine which predictors had a stronger relationship between eighth-grade math outcomes than others. Taken as a whole, fifth-grade teacher math inputs in this study seemed to explain a small part of the variance regarding eighth-grade math achievement. As a whole, the more frequently students wrote and spoke about math in fifth grade as well as used math tools effectively, the better the outcome in eighth grade.

AB - The purpose of this study was to explore and analyze which fifth-grade teacher inputs were the most important predictors of future outcomes of eighth-grade math students. This quantitative study looked at mathematical achievement through the lens of an education production function. The three inputs that were analyzed were fifth-grade teachers’ background; perception of professional development; and instructional practices and the relationship of those practices to achievement in eighth-grade math. In order to find the relationship between the above variables and student achievement, descriptive statistics, multiple correlations, and multi-variable regression analysis were conducted to examine which predictors had a stronger relationship between eighth-grade math outcomes than others. Taken as a whole, fifth-grade teacher math inputs in this study seemed to explain a small part of the variance regarding eighth-grade math achievement. As a whole, the more frequently students wrote and spoke about math in fifth grade as well as used math tools effectively, the better the outcome in eighth grade.

M3 - Doctoral Thesis

ER -