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Student-centered instruction and its effects on mathematics engagement by race

Talbert, Eli (2017) Student-centered instruction and its effects on mathematics engagement by race. Undergraduate Thesis, University of Pittsburgh. (Unpublished)

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This study aimed to improve knowledge about the efficacy of student-centered instruction in mathematics and specifically examine relevant racial differences in its efficacy. In particular, the study tested student-centered instruction’s effects on four dimensions of mathematics engagement: behavioral, cognitive, emotional, and social. This was done using a multilevel path analysis that included a racial interaction variables as well as other control variables. The sample of the study was taken from Western Pennsylvania and is made up of 3883 6th through 12th graders. The study determined there was a positive relationship between student-centered instruction for all four measures of mathematics engagement. Black students appeared to benefit less from student-centered instruction than white students on all four measures of engagement, but those of low socioeconomic status seemed to benefit more from student-centered instruction on three of the dimensions. The implication that there is a racial difference in the effect of student-centered instruction should be investigated further.


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Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
Talbert, Eliejt26@pitt.eduejt26
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairWang,
Committee MemberVotruba-Drzal,
Committee MemberBinning,
Committee MemberHill, Patricia
Date: 24 April 2017
Date Type: Publication
Defense Date: 14 November 2016
Approval Date: 24 April 2017
Submission Date: 25 December 2016
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 38
Institution: University of Pittsburgh
Schools and Programs: David C. Frederick Honors College
Dietrich School of Arts and Sciences > Psychology
Degree: BPhil - Bachelor of Philosophy
Thesis Type: Undergraduate Thesis
Refereed: Yes
Uncontrolled Keywords: Student-Centered Instruction, Mathematics, Engagement, School, Race
Date Deposited: 24 Apr 2017 17:35
Last Modified: 25 Apr 2017 05:15


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