Degree Name

EdD (Doctor of Education)

Program

Educational Leadership

Date of Award

5-2018

Committee Chair or Co-Chairs

Dr. Pamela Scott

Committee Members

Dr. William Flora, Dr. Donald Good, Dr. Stephanie Tweed

Abstract

The purpose of this study was to determine if students scored significantly higher on the ACT after taking precalculus than they had scored on the ACT prior to taking precalculus. The researcher investigated whether there is an increase, not only in ACT composite scores, but also in ACT math subtest scores after high school students completed a precalculus course. The researcher also investigated differences regarding gender, socio-economic status, and race.

Five Tennessee high schools from four counties and five different districts were used in this study. The study involved 208 participants and covered a span of three years. The findings indicated a significant difference in mean ACT composite and mathematics subtest scores for students after completing precalculus. The data were also compared by gender, race, and socioeconomic status for students who completed precalculus. The data indicated a significant difference in ACT composite scores for students completing a precalculus course regardless of gender or socioeconomic status.

Document Type

Dissertation - Open Access

Copyright

Copyright by the authors.

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