Low socio-economic status (SES) students are less likely to gain access to the gatekeeper mathematics courses necessary for high school graduation and entrance to college. This study examined the effects of a constructivist-based fraction intervention on mathematics achievement, self-efficacy beliefs, and Algebra One enrollment of mathematically at risk low SES sixth grade students. Students' fifth grade mathematics CST and sixth grade fraction benchmark scores served as covariates in each analysis. Achievement was measured by the students' scores on their seventh grade fraction benchmark and mathematics California Standards Test (CST). A Fraction Self-Efficacy Survey measured students' beliefs. The sixth grade fraction intervention was a one week, 35 hour program. The experiment included 45 students who attended the intervention and 43 matched students who served as the comparison group. Teacher effects were controlled. The scores of students in the treatment group were significantly higher on both their seventh grade fraction benchmark (p < 0.001) and mathematics CST (p < 0.001). Students in the treatment group scored higher in overall self-efficacy beliefs than students in the comparison group and, although there was a trend towards significance (p = 0.065), the difference was not statistically significant. Additionally, logistic regression was used to determine that students' self-efficacy beliefs partially mediated the relationship between participation in the fraction intervention and their enrollment in Algebra One. Students who attended the intervention were three times as likely to enroll in Algebra One as their matched peers.
","abstract_html":"<p>Low socio-economic status (SES) students are less likely to gain access to the gatekeeper mathematics courses necessary for high school graduation and entrance to college. This study examined the effects of a constructivist-based fraction intervention on mathematics achievement, self-efficacy beliefs, and Algebra One enrollment of mathematically at risk low SES sixth grade students. Students' fifth grade mathematics CST and sixth grade fraction benchmark scores served as covariates in each analysis. Achievement was measured by the students' scores on their seventh grade fraction benchmark and mathematics California Standards Test (CST). A Fraction Self-Efficacy Survey measured students' beliefs. The sixth grade fraction intervention was a one week, 35 hour program. The experiment included 45 students who attended the intervention and 43 matched students who served as the comparison group. Teacher effects were controlled. The scores of students in the treatment group were significantly higher on both their seventh grade fraction benchmark (p < 0.001) and mathematics CST (p < 0.001). Students in the treatment group scored higher in overall self-efficacy beliefs than students in the comparison group and, although there was a trend towards significance (p = 0.065), the difference was not statistically significant. Additionally, logistic regression was used to determine that students' self-efficacy beliefs partially mediated the relationship between participation in the fraction intervention and their enrollment in Algebra One. Students who attended the intervention were three times as likely to enroll in Algebra One as their matched peers.</p>","abstract_has_math":false,"creators":["Turner, Sylvia A."],"institution":null,"degree_name":"Doctor of Education (Ed.D.)","degree_level":"Dissertation - Pacific Access Restricted","degree_discipline":"Curriculum and Instruction","degree_department":null,"school":null,"contributors":["Rachelle Hackett"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-01-01T08:00:00Z","date_published":"2012-01-01T08:00:00Z","updated_at":"2026-07-24T05:35:52Z","subjects":["Mathematics education","Elementary education","Educational psychology","Constructivism","Academic achievement","Socioeconomic factors","Intervention","High school graduates","College students","Education","Algebra 1","At risk","Elementary","Low SES","Low socioeconomic status","Poverty","Remediation","Curriculum and Instruction"],"languages":[],"rights":[],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["9781267217660"],"render_values":[{"text":"9781267217660","href":null,"code":true}]}]},"links":{"outbound_url":"https://scholarlycommons.pacific.edu/uop_etds/26","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Rachelle Hackett"]},{"key":"dc:creator","label":"Author","values":["Turner, Sylvia A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-06-29T08:57:39Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Pacific Access Restricted"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Mathematics education","Elementary education","Educational psychology","Constructivism","Academic achievement","Socioeconomic factors","Intervention","High school graduates","College students","Education","Algebra 1","At risk","Elementary","Low SES","Low socioeconomic status","Poverty","Remediation","Curriculum and Instruction"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["9781267217660","https://scholarlycommons.pacific.edu/uop_etds/26"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Low socio-economic status (SES) students are less likely to gain access to the gatekeeper mathematics courses necessary for high school graduation and entrance to college. This study examined the effects of a constructivist-based fraction intervention on mathematics achievement, self-efficacy beliefs, and Algebra One enrollment of mathematically at risk low SES sixth grade students. Students' fifth grade mathematics CST and sixth grade fraction benchmark scores served as covariates in each analysis. Achievement was measured by the students' scores on their seventh grade fraction benchmark and mathematics California Standards Test (CST). A Fraction Self-Efficacy Survey measured students' beliefs. The sixth grade fraction intervention was a one week, 35 hour program. The experiment included 45 students who attended the intervention and 43 matched students who served as the comparison group. Teacher effects were controlled. The scores of students in the treatment group were significantly higher on both their seventh grade fraction benchmark (p < 0.001) and mathematics CST (p < 0.001). Students in the treatment group scored higher in overall self-efficacy beliefs than students in the comparison group and, although there was a trend towards significance (p = 0.065), the difference was not statistically significant. Additionally, logistic regression was used to determine that students' self-efficacy beliefs partially mediated the relationship between participation in the fraction intervention and their enrollment in Algebra One. Students who attended the intervention were three times as likely to enroll in Algebra One as their matched peers.
"]},{"key":"dc:source","label":"Dc Source","values":["140"]},{"key":"dc:title","label":"Title","values":["The effects of a constructivist-based fraction intervention on the achievement and self-efficacy beliefs of low socio-economic status students"]}]}],"canonical_facts":{"dc:contributor":["Rachelle Hackett"],"dc:creator":["Turner, Sylvia A."],"dc:date.available":["2018-06-29T08:57:39Z"],"dc:description.abstract":["Low socio-economic status (SES) students are less likely to gain access to the gatekeeper mathematics courses necessary for high school graduation and entrance to college. This study examined the effects of a constructivist-based fraction intervention on mathematics achievement, self-efficacy beliefs, and Algebra One enrollment of mathematically at risk low SES sixth grade students. Students' fifth grade mathematics CST and sixth grade fraction benchmark scores served as covariates in each analysis. Achievement was measured by the students' scores on their seventh grade fraction benchmark and mathematics California Standards Test (CST). A Fraction Self-Efficacy Survey measured students' beliefs. The sixth grade fraction intervention was a one week, 35 hour program. The experiment included 45 students who attended the intervention and 43 matched students who served as the comparison group. Teacher effects were controlled. The scores of students in the treatment group were significantly higher on both their seventh grade fraction benchmark (p < 0.001) and mathematics CST (p < 0.001). Students in the treatment group scored higher in overall self-efficacy beliefs than students in the comparison group and, although there was a trend towards significance (p = 0.065), the difference was not statistically significant. Additionally, logistic regression was used to determine that students' self-efficacy beliefs partially mediated the relationship between participation in the fraction intervention and their enrollment in Algebra One. Students who attended the intervention were three times as likely to enroll in Algebra One as their matched peers.
"],"dc:identifier":["9781267217660","https://scholarlycommons.pacific.edu/uop_etds/26"],"dc:rights":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:source":["140"],"dc:subject":["Mathematics education","Elementary education","Educational psychology","Constructivism","Academic achievement","Socioeconomic factors","Intervention","High school graduates","College students","Education","Algebra 1","At risk","Elementary","Low SES","Low socioeconomic status","Poverty","Remediation","Curriculum and Instruction"],"dc:title":["The effects of a constructivist-based fraction intervention on the achievement and self-efficacy beliefs of low socio-economic status students"],"thesis:degree_discipline":["Curriculum and Instruction"],"thesis:degree_level":["Dissertation - Pacific Access Restricted"],"thesis:degree_name":["Doctor of Education (Ed.D.)"]},"updated_at":"2026-07-24T05:35:52Z"}