Graduate Research Papers

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Open Access Graduate Research Paper

Abstract

This study looked into the academic effect of student grouping strategies in math class. Twentyseven third graders, attending a public charter elementary school in the South and nine sixth graders, attending a public elementary school in the Midwest, are the participants in this study. Most of the third grade students scored below grade-level, and most of the sixth grade students scored above grade-level on their recent respective state tests in math. This study focuses on the academic effect of the style of collaborative grouping based on exit tickets and a survey on student thinking about math. When collaboration was used, students were either grouped heterogeneously with a relatively high-, middle-, and low-achieving student in each group or randomly with playing cards shuffled and randomly drawn to place students into groups of three. The results indicate that grouping students heterogeneously, not randomly, in new daily groups of three each time collaboration is used, was more effective at helping students feel positively about math and score the highest on their exit tickets than using random grouping. The student attitudes towards math all increased over the entire course of the study with self-confidence growing the most in both classrooms.

Year of Submission

2025

Degree Name

Master of Arts

Department

Department of Curriculum and Instruction

First Advisor

Carolyn Weber

Date Original

2025

Object Description

1 PDF file (65 pages)

Language

en

File Format

application/pdf

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