EdD (Doctor of Education)
Date of Award
Committee Chair or Co-Chairs
Dr. Pamela Scott
Dr. William Flora, Dr. Donald Good, Dr. Stephanie Tweed
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.
Dissertation - Open Access
Phipps, Michelle R., "Precalculus and ACT: A Quantitative Study of Five Tennessee High Schools" (2018). Electronic Theses and Dissertations. Paper 3393. https://dc.etsu.edu/etd/3393
Copyright by the authors.