Impact of Mathematics Content Course Sequence on CBASE and Praxis II Scores of Elementary Teacher Candidates
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The focus of this study was to investigate the impact of the number of developmental mathematics courses and the level of algebraic integration of general education mathematics courses have on elementary teacher candidates’ performance on the CBASE and Elementary Praxis II: Curriculum, Instruction & Assessment. Course work and standardized achievement test performance of 104 elementary teacher candidates at a midsize university located in the state of Missouri from 2001 to 2011 were analyzed. The files of 104 teacher candidates had the mathematics scores for the CBASE and the overall scores for the Elementary Praxis II; 65 of the files contained the mathematics score for the Elementary Praxis II. Nonequivalent groups were formed by using the number of developmental mathematics courses completed, then using the level of algebraic integration in the general education mathematics course completed and, lastly, using the two combined. Developmental mathematics course work had categories of: (1) None, (2) Intermediate Algebra Only and (3) Introductory/Intermediate Algebra Sequence. General education mathematics course work had categories of: (1) Course Emphasized Algebra and (2) Course De-emphasized Algebra. A two-way MANOVA was used to investigate the interaction of the factors of developmental mathematics course work and general education mathematics course work on the dependent variables of mathematics scores on CBASE and overall scores on Elementary Praxis II. Furthermore, two separate follow-up analyses using ANOVA on each of the dependent variables were performed. In addition, a two-way ANOVA was performed to investigate the interaction of the two factors on the dependent variable of mathematics score on Elementary Praxis II. The results of the present study found no significant differences in the mathematics scores on CBASE, the overall score of the Elementary Praxis II or the mathematics score of the Elementary Praxis II among the groups formed using the developmental and general education mathematics courses completed. As a result, the teacher candidates who entered college with deficiencies in mathematics or completed a general education mathematics course that de-emphasized algebra proved to not be at a disadvantage for passing the tests needed for obtaining teaching credentials in Missouri based on the available data information.
Table of Contents
Introduction -- Review of the related literature -- Research design and methodology -- Results -- Discussion.