{"id":{"repo_id":"dominican","oai_identifier":"oai:scholar.dominican.edu:education-print-theses-1116"},"canonical_url":"https://search.dev.ndltd.org/etd/dominican/oai:scholar.dominican.edu:education-print-theses-1116","repository":{"repo_id":"dominican","name":"Dominican University of California","base_url":"https://scholar.dominican.edu/do/oai/"},"display":{"title":"Mathematical Achievement in Reduced Stress","abstract":"<p>The study, Mathematical Achievement in Reduced Classes, evaluated qualitative data on how class size effects student achievement in math. The information was collected by interview­ing teachers on their experiences of teaching multiplication in a reduced or regular class size. Two groups of teachers were assigned. Group (A) teachers teach in a reduced class size. Group (B) teachers teach in a regular size class. The data suggested that student achievement increases in a reduced class size. The results were based on teacher's observations not on standardized tests scores</p>","abstract_html":"&lt;p&gt;The study, Mathematical Achievement in Reduced Classes, evaluated qualitative data on how class size effects student achievement in math. The information was collected by interview­ing teachers on their experiences of teaching multiplication in a reduced or regular class size. Two groups of teachers were assigned. Group (A) teachers teach in a reduced class size. Group (B) teachers teach in a regular size class. The data suggested that student achievement increases in a reduced class size. The results were based on teacher&#x27;s observations not on standardized tests scores&lt;/p&gt;","abstract_has_math":false,"creators":["Weber, Kristie A."],"institution":null,"degree_name":"Master of Science","degree_level":"Master's Thesis","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1998,"date_issued":"1998-01-01T08:00:00Z","date_published":"1998-01-01T08:00:00Z","updated_at":"2026-07-24T02:05:19Z","subjects":["Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.dominican.edu/education-print-theses/117","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Weber, Kristie A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholar.dominican.edu/education-print-theses/117"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["<p>The study, Mathematical Achievement in Reduced Classes, evaluated qualitative data on how class size effects student achievement in math. The information was collected by interview­ing teachers on their experiences of teaching multiplication in a reduced or regular class size. Two groups of teachers were assigned. Group (A) teachers teach in a reduced class size. Group (B) teachers teach in a regular size class. The data suggested that student achievement increases in a reduced class size. The results were based on teacher's observations not on standardized tests scores</p>"]},{"key":"dc:title","label":"Title","values":["Mathematical Achievement in Reduced Stress"]}]}],"canonical_facts":{"dc:creator":["Weber, Kristie A."],"dc:description.abstract":["<p>The study, Mathematical Achievement in Reduced Classes, evaluated qualitative data on how class size effects student achievement in math. The information was collected by interview­ing teachers on their experiences of teaching multiplication in a reduced or regular class size. Two groups of teachers were assigned. Group (A) teachers teach in a reduced class size. Group (B) teachers teach in a regular size class. The data suggested that student achievement increases in a reduced class size. The results were based on teacher's observations not on standardized tests scores</p>"],"dc:identifier":["https://scholar.dominican.edu/education-print-theses/117"],"dc:subject":["Education"],"dc:title":["Mathematical Achievement in Reduced Stress"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Master's Thesis"],"thesis:degree_name":["Master of Science"]},"updated_at":"2026-07-24T02:05:19Z"}