Impact of Instruction Methods on Students Mathematics Test Scores Based on Gender, Ethnicity and Education Delivery Status: An Applicative Case of Harmony Creek School District



[Insert Date]

[Insert Course Title]

Impact of Instruction Methods on Students Mathematics Test Scores Based on Gender, Ethnicity and Education Delivery Status

Introduction

Integrated skills approach is a methodology for the development of curriculum according to the logic skills based on strategic and integrative learning objectives, aims and means in terms of outcomes and processes (Hardle, 2007). To teaching approaches that include standard-based method and traditional methods have been widely promote in the educational system of Harmony Creek School District. It aims at making students able to mobilize their knowledge and know-how to solve problem situations. Some teachers adopt a standards-based instruction method for teaching in their classroom (Golden, 2007). However, some teachers adopt a traditional top-to-bottom instruction method for teaching in their classroom (Harden, 2001).

Currently, Harmony Creek School District does not grouped classes on the basis of gender, ethnicity, and financial support for academics offered by the school. This report presents an analysis of two instruction methods (standard-based method and traditional method) that are widely followed and its impact on the test score of students. It presents an examination of whether school management should distribute the classes based on the teaching method impact on test scores with respect to gender, ethnicity, and financial support to students' differences.

Literature Review

The National Assessment of Educational Progress survey had been conducted by the Educational Testing Service and funded by the U.S. Education Department, the National Science Foundation and the Carnegie Foundation (Fisher & Levene, 2009). It had tested a total of some 75,000 students around the country. 7th grade students examined in 10 states, and 8th grade students tested in 15 states.

In mathematics, California placed first, with 88, followed by Colorado (88), Illinois (81), West Virginia (79), and Ohio (79). Among 8th grade students, California and Colorado tied for first place in mathematics, with an average score of 88, followed by Illinois (81). When the top 10% of U.S. students were compared with the top 10% of students from South Houston CBA, their performance found to be comparable (Fisher & Levene, 2009).

Analysts noted that the performance of South Houston CBA students did not appear to be influenced by factors often cited in debates on U.S. educational performance, such as teaching methods, gender, ethnic background, class size, and length of the school year or money spent on education (Harden, 2001). California, which scored at or near the top in all categories, had the largest class sizes of any state. However, Colorado, whose students also scored well, had one of the lowest average numbers of school days per year.

Factors that were found to be correlated to student test score were differences in the school curriculum, parental expectations and the amount of time students spent doing homework or reading, as opposed to watching television (Golden, 2007). Some analysts complained that the test results were influenced by the fact that different schools had selected specific ...