Research studies in the past have linked math ability to success in economics courses. However, most of these studies have utilized a quantitative study design with limited studies testing the influence of math interventions on student’s academic ability in economics courses. This study will use a convergent mixed-methods research design to quantitatively measure the impact of a Math intervention on High School 11th and 12th grade Economics students and qualitatively observe student engagement and motivation during the intervention. A causal-comparative research design will be utilized for the quantitative strand to compare math ability in economics courses between students who participated in the intervention (experimental group) and those who did not participate in the intervention (control group). Students will be selected for the intervention based on their algebra and/or geometry end of course test scores as well as Northwest Evaluation Association Measures of Academic Progress Math 6+ Growth scores. Participants must have earned a level of beginning or developing learner on one or both tests. This study will utilize cross-curriculum collaboration between math and economics departments to develop and refine the intervention. Two years of retrospective data will be analyzed because the intervention started in 2018-19 academic year in the targeted school. Additionally, the researcher will collect data on student’s knowledge in the beginning, middle, and end of semester in the 2020-21 academic year. A dependent t-test will be utilized to measure change in student knowledge during the intervention which would assess the extent to which the intervention is successful in improving the Economics benchmark test scores. A phenomenological research design will be used for the qualitative strand to explore student engagement and motivation during math based economic interventions. Triangulation of quantitative and qualitative strands will occur through embedding and linking integration techniques.
","abstract_html":"<p>Research studies in the past have linked math ability to success in economics courses. However, most of these studies have utilized a quantitative study design with limited studies testing the influence of math interventions on student’s academic ability in economics courses. This study will use a convergent mixed-methods research design to quantitatively measure the impact of a Math intervention on High School 11th and 12th grade Economics students and qualitatively observe student engagement and motivation during the intervention. A causal-comparative research design will be utilized for the quantitative strand to compare math ability in economics courses between students who participated in the intervention (experimental group) and those who did not participate in the intervention (control group). Students will be selected for the intervention based on their algebra and/or geometry end of course test scores as well as Northwest Evaluation Association Measures of Academic Progress Math 6+ Growth scores. Participants must have earned a level of beginning or developing learner on one or both tests. This study will utilize cross-curriculum collaboration between math and economics departments to develop and refine the intervention. Two years of retrospective data will be analyzed because the intervention started in 2018-19 academic year in the targeted school. Additionally, the researcher will collect data on student’s knowledge in the beginning, middle, and end of semester in the 2020-21 academic year. A dependent t-test will be utilized to measure change in student knowledge during the intervention which would assess the extent to which the intervention is successful in improving the Economics benchmark test scores. A phenomenological research design will be used for the qualitative strand to explore student engagement and motivation during math based economic interventions. Triangulation of quantitative and qualitative strands will occur through embedding and linking integration techniques.</p>","abstract_has_math":false,"creators":["Kelley, Kelli Leanne"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Dr. Parul Acharya","Dr. Houbin Fang","Dr. Kimberly McElveen"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-11-20T08:00:00Z","date_published":"2021-11-20T08:00:00Z","updated_at":"2026-07-24T01:45:08Z","subjects":["Mixed Methods","Cross-Curricular Intervention","Math","Economics","High School","Online Education","Curriculum and Instruction","Education","Educational Assessment, Evaluation, and Research","Educational Leadership"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/451","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Parul Acharya","Dr. Houbin Fang","Dr. Kimberly McElveen"]},{"key":"dc:creator","label":"Author","values":["Kelley, Kelli Leanne"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2022-01-24T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Teacher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Mixed Methods","Cross-Curricular Intervention","Math","Economics","High School","Online Education","Curriculum and Instruction","Education","Educational Assessment, Evaluation, and Research","Educational Leadership"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/451"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Research studies in the past have linked math ability to success in economics courses. However, most of these studies have utilized a quantitative study design with limited studies testing the influence of math interventions on student’s academic ability in economics courses. This study will use a convergent mixed-methods research design to quantitatively measure the impact of a Math intervention on High School 11th and 12th grade Economics students and qualitatively observe student engagement and motivation during the intervention. A causal-comparative research design will be utilized for the quantitative strand to compare math ability in economics courses between students who participated in the intervention (experimental group) and those who did not participate in the intervention (control group). Students will be selected for the intervention based on their algebra and/or geometry end of course test scores as well as Northwest Evaluation Association Measures of Academic Progress Math 6+ Growth scores. Participants must have earned a level of beginning or developing learner on one or both tests. This study will utilize cross-curriculum collaboration between math and economics departments to develop and refine the intervention. Two years of retrospective data will be analyzed because the intervention started in 2018-19 academic year in the targeted school. Additionally, the researcher will collect data on student’s knowledge in the beginning, middle, and end of semester in the 2020-21 academic year. A dependent t-test will be utilized to measure change in student knowledge during the intervention which would assess the extent to which the intervention is successful in improving the Economics benchmark test scores. A phenomenological research design will be used for the qualitative strand to explore student engagement and motivation during math based economic interventions. Triangulation of quantitative and qualitative strands will occur through embedding and linking integration techniques.
"]},{"key":"dc:title","label":"Title","values":["A Convergent Parallel Mixed Methods Study Measuring the Impact of Math-Economics Cross Curricular Intervention"]}]}],"canonical_facts":{"dc:contributor":["Dr. Parul Acharya","Dr. Houbin Fang","Dr. Kimberly McElveen"],"dc:creator":["Kelley, Kelli Leanne"],"dc:date.available":["2022-01-24T08:00:00Z"],"dc:description.abstract":["Research studies in the past have linked math ability to success in economics courses. However, most of these studies have utilized a quantitative study design with limited studies testing the influence of math interventions on student’s academic ability in economics courses. This study will use a convergent mixed-methods research design to quantitatively measure the impact of a Math intervention on High School 11th and 12th grade Economics students and qualitatively observe student engagement and motivation during the intervention. A causal-comparative research design will be utilized for the quantitative strand to compare math ability in economics courses between students who participated in the intervention (experimental group) and those who did not participate in the intervention (control group). Students will be selected for the intervention based on their algebra and/or geometry end of course test scores as well as Northwest Evaluation Association Measures of Academic Progress Math 6+ Growth scores. Participants must have earned a level of beginning or developing learner on one or both tests. This study will utilize cross-curriculum collaboration between math and economics departments to develop and refine the intervention. Two years of retrospective data will be analyzed because the intervention started in 2018-19 academic year in the targeted school. Additionally, the researcher will collect data on student’s knowledge in the beginning, middle, and end of semester in the 2020-21 academic year. A dependent t-test will be utilized to measure change in student knowledge during the intervention which would assess the extent to which the intervention is successful in improving the Economics benchmark test scores. A phenomenological research design will be used for the qualitative strand to explore student engagement and motivation during math based economic interventions. Triangulation of quantitative and qualitative strands will occur through embedding and linking integration techniques.
"],"dc:identifier":["https://csuepress.columbusstate.edu/theses_dissertations/451"],"dc:language":["English"],"dc:subject":["Mixed Methods","Cross-Curricular Intervention","Math","Economics","High School","Online Education","Curriculum and Instruction","Education","Educational Assessment, Evaluation, and Research","Educational Leadership"],"dc:title":["A Convergent Parallel Mixed Methods Study Measuring the Impact of Math-Economics Cross Curricular Intervention"],"thesis:degree_discipline":["Teacher Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education"]},"updated_at":"2026-07-24T01:45:08Z"}