{"id":{"repo_id":"baylor","oai_identifier":"oai:baylor-ir.tdl.org:2104/10492"},"canonical_url":"https://search.dev.ndltd.org/etd/baylor/oai:baylor-ir.tdl.org:2104/10492","repository":{"repo_id":"baylor","name":"Baylor University","base_url":"https://baylor-ir.tdl.org/server/oai/request"},"display":{"title":"An investigation on the impact of modified mathematics course sequence on student's retest scores in Algebra I end-of-course exam.","abstract":"Mathematics course sequence in the high school curriculum has been a source of continued debate in the United States due to the high failure rates in high school math courses and high failure rates in state-developed end-of-course exams (EOC). Identifying effective sequences of mathematics courses has the potential to offer high school students opportunities for advancing in mathematics as well as performing on increasingly rigorous exams like EOC. This researcher analyzed evidence that some mathematics course sequences may be more effective than traditional sequences. In this study, the researcher investigated whether a group of high school students following a modified mathematics course sequence performed better on the state-administered EOC than a similar group following a traditional course sequence. Determination of a statistically significant difference was found through an analysis comparing the results of EOC scores of the two groups of students following different mathematics sequence. The results indicated a significant difference in performance between the two groups of students. Specifically, the students following a modified mathematics course sequence outscored students following a traditional mathematics sequence. A medium effect size for this study suggested the findings are relevant and of interest to public school practitioners and educational researchers.","abstract_html":"Mathematics course sequence in the high school curriculum has been a source of continued debate in the United States due to the high failure rates in high school math courses and high failure rates in state-developed end-of-course exams (EOC). Identifying effective sequences of mathematics courses has the potential to offer high school students opportunities for advancing in mathematics as well as performing on increasingly rigorous exams like EOC. This researcher analyzed evidence that some mathematics course sequences may be more effective than traditional sequences. In this study, the researcher investigated whether a group of high school students following a modified mathematics course sequence performed better on the state-administered EOC than a similar group following a traditional course sequence. Determination of a statistically significant difference was found through an analysis comparing the results of EOC scores of the two groups of students following different mathematics sequence. The results indicated a significant difference in performance between the two groups of students. Specifically, the students following a modified mathematics course sequence outscored students following a traditional mathematics sequence. A medium effect size for this study suggested the findings are relevant and of interest to public school practitioners and educational researchers.","abstract_has_math":false,"creators":["Gasaway, Jeffrey L., 1973-"],"institution":"Baylor University.","degree_name":"Ed.D.","degree_level":"Doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Cooper, Sandra Bennett."],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-12","date_published":"2018-12","updated_at":"2026-07-24T01:08:16Z","subjects":["Algebra.","Mathematical concepts.","Mathematical proficiency.","Testing.","State of Texas Assessments of Academic Readiness (STAAR)"],"languages":["en"],"rights":["Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2104/10492","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Cooper, Sandra Bennett."]},{"key":"dc:creator","label":"Author","values":["Gasaway, Jeffrey L., 1973-"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2019-01-25T14:07:07Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2019-01-25T14:07:07Z"]},{"key":"dc:date.issued","label":"Date","values":["2018-12"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Baylor University."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Algebra.","Mathematical concepts.","Mathematical proficiency.","Testing.","State of Texas Assessments of Academic Readiness (STAAR)"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/2104/10492"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Mathematics course sequence in the high school curriculum has been a source of continued debate in the United States due to the high failure rates in high school math courses and high failure rates in state-developed end-of-course exams (EOC). Identifying effective sequences of mathematics courses has the potential to offer high school students opportunities for advancing in mathematics as well as performing on increasingly rigorous exams like EOC. This researcher analyzed evidence that some mathematics course sequences may be more effective than traditional sequences. In this study, the researcher investigated whether a group of high school students following a modified mathematics course sequence performed better on the state-administered EOC than a similar group following a traditional course sequence. Determination of a statistically significant difference was found through an analysis comparing the results of EOC scores of the two groups of students following different mathematics sequence. The results indicated a significant difference in performance between the two groups of students. Specifically, the students following a modified mathematics course sequence outscored students following a traditional mathematics sequence. A medium effect size for this study suggested the findings are relevant and of interest to public school practitioners and educational researchers."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["An investigation on the impact of modified mathematics course sequence on student's retest scores in Algebra I end-of-course exam."]}]}],"canonical_facts":{"dc:contributor.advisor":["Cooper, Sandra Bennett."],"dc:creator":["Gasaway, Jeffrey L., 1973-"],"dc:date.accessioned":["2019-01-25T14:07:07Z"],"dc:date.available":["2019-01-25T14:07:07Z"],"dc:date.issued":["2018-12"],"dc:description.abstract":["Mathematics course sequence in the high school curriculum has been a source of continued debate in the United States due to the high failure rates in high school math courses and high failure rates in state-developed end-of-course exams (EOC). Identifying effective sequences of mathematics courses has the potential to offer high school students opportunities for advancing in mathematics as well as performing on increasingly rigorous exams like EOC. This researcher analyzed evidence that some mathematics course sequences may be more effective than traditional sequences. In this study, the researcher investigated whether a group of high school students following a modified mathematics course sequence performed better on the state-administered EOC than a similar group following a traditional course sequence. Determination of a statistically significant difference was found through an analysis comparing the results of EOC scores of the two groups of students following different mathematics sequence. The results indicated a significant difference in performance between the two groups of students. Specifically, the students following a modified mathematics course sequence outscored students following a traditional mathematics sequence. A medium effect size for this study suggested the findings are relevant and of interest to public school practitioners and educational researchers."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["https://hdl.handle.net/2104/10492"],"dc:language.iso":["en"],"dc:rights":["Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission."],"dc:subject":["Algebra.","Mathematical concepts.","Mathematical proficiency.","Testing.","State of Texas Assessments of Academic Readiness (STAAR)"],"dc:title":["An investigation on the impact of modified mathematics course sequence on student's retest scores in Algebra I end-of-course exam."],"dc:type":["Thesis"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["Baylor University."]},"updated_at":"2026-07-24T01:08:16Z"}