This applied dissertation was designed to provide better access to academic learning strategies among students enrolled in Algebra 1. There were five intervention strategies. The five intervention strategies were Non-Intervention (Non_Intervention), Algebra 1B (Algebra_1B), Algebra 1B with Tutoring (ALG_Tutor), Algebra 1B with Study Skills (ALG_Study_Skills), and Algebra 1B with Tutoring along with Study Skills (ALG_Tutor_Study_Skills). Despite these intervening strategies, the passage rate statewide for the Florida Standards Assessment Algebra 1 End of Course examination has declined by fifteen percentage points from 2018 to 2021. Based on the premise that interventions have significant impacts on success in algebra, the purpose of this study was to examine whether the five intervention strategies anticipated scores on the Florida Standards Assessment Algebra 1 End of Course examination. The population was made up of grade nine students registered in the Algebra 1 course. Archival data records were retrieved from the school district’s Assessment, Research, and Data Analysis (ARDA) Office, and their Data Management Department. Additionally, the archival data was uploaded unto one primary excel spreadsheet and then inputted to the IBM SPSS Statistics 29.0 for analysis. The analysis was prescribed by first expressing the five independent variables (Non_Intervention, Algebra_1B, ALG_Tutor, ALG_Study_Skills, or ALG_Tutor_Study_Skills strategy). Next, the hypotheses were evaluated at alpha or α = .05 significance level. The data analysis consisted of a linear regression analysis amongst the five groups, for any statistical differences. It was followed with an ordinal regression analysis to understand if the independent variable (Algebra_1B Levels) predicted the dependent variable of the Florida Standards Assessment Algebra 1 End of Course Levels (FSA_EOC_Levels).
| Date of Award | Jan 1 2024 |
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| Original language | English |
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| Supervisor | Sergio Guzman (Supervisor), Noel Gray (Advisor) & Kimberly Durham (Advisor) |
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