Robert Castaneda - 7th Grade Math - Paso Del Norte School - SISD
UTEP Mentor: Dr. Matthew Winsor
Study Technology Use in the Mathematics Classroom
The relationship between technology use and achievement in the secondary mathematics classroom is the focus of this research project. An experimental group of 7th grade math students will receive instruction that utilizes the Classroom Performance System (CPS) technology, which employs interactive software and allows for immediate assessment and feedback of students’ comprehension of a mathematical concept. The control group of 7th grade math students will receive traditional, teacher-centered instruction. He will compare the results of pre- and post-tests, verbal responses, class observations between students in the experimental group and those in the control group. He hypothesizes that the use of CPS will lead to an increase in student achievement in the experimental group.
Shella Condino - 8th Grade Science - Eastwood Middle School - YISD
UTEP Mentor: Dr. Sally Blake
Utilizing Design Challenge Curriculum to Increase Student TAKS Performance and Interests
in Careers in Science, Math and Engineering
This study will incorporate an innovative, hands-on science curriculum called the Design Challenge Curriculum in teaching to investigate its impact on student career choices and performance on the 8th grade science TAKS. Participating 8th graders in the experimental group will first complete a career interest survey to determine the interest level in math and science related careers. Following the incorporation of the Design Challenge Curriculum in instruction for these students, school-wide assessments and TAKS scores will help determine the impact of the Design Challenge in their academic performance. Another career interest survey will be administered to the group to measure any difference in career interest levels; she hypothesizes that the Design Challenge Curriculum will have a positive effect on students’ interest in math and science related careers.
Jennifer Gursky - Physics & Environmental Science - Bel Air High School- YISD
UTEP Mentor: Dr. Kastro Hamed
High Stakes, Low Thoughts: Standardizing Science Students’ Thought Processes
This correlational, quasi-experimental research study seeks to determine if pedagogy directed toward a high-stakes standardized test produces students who have underdeveloped logical thinking skills. The sample will consist of two groups of 11th grade science students, one at a school that implements high stakes testing and one that does not. With the assist of a team of veteran science teachers, she will develop and administer an attitudinal assessment to both groups, in addition to administering a reasoning ability test, and compare the results. If this study does indicate a correlation between student preparation for high-stakes standardized tests and a decrease in cognitive thinking skills, new approaches to test preparation can be investigated and developed.
Rebecca Quiroz - Integrated Physics & Chemistry - Hanks High School - YISD
Christina Velasquez - Integrated Physics & Chemistry - Hanks High School - YISD
UTEP Mentor: Dr. Sally Blake
Interclass Collaboration Using Inquiry-Based Activities to Stimulate Interest in
Learning Science
The purpose of their project is to determine if teacher and interclass collaboration using inquiry-based methods will stimulate students’ interest in learning science and increase standardized test scores of 10th grade Integrated Physics and Chemistry (IPC) students. The two collaborating teachers will design and implement inquiry-based units aligned with the Texas Essential Knowledge and Skills (TEKS), and will then divide their six classes of IPC classes into interclass groups that will work as teams to solve a challenge from one of the academic units. Results of benchmark exams and TAKS scores from these students will be compared with those of students from the previous semester, who did not participate in interclass, inquiry-based instruction. The implications of their project’s outcome include the development of useful problem solving skills and the ascension of student thinking to the levels of analysis, synthesis, and evaluation.
Sergiu Slavnicu - Algebra II & Geometry - Mountain View High School - CISD
UTEP Mentor: Dr. Eric Hagedorn
Teaching Pythagorean Theory Using Different Teaching Strategies: A Comparison
The purpose of this project is to identify the most effective method of instruction to teach Pythagorean theory to high school geometry students. Three teaching methods will be compared: teacher-centered, where he will deliver a traditional lesson to one class on Pythagorean theory; student-centered, where he will facilitate as another class learns and practices using the theory on their own; and a mixed method approach, where a third class will be taught Pythagorean theory using both the teacher-centered and student-centered methods. A questionnaire, pre-test and post-test will be administered to all three classes and the results will be compared. This comparison will help him determine the most effective method to increase student achievement and positive attitudes toward geometry among his students.
2005 - 2006 Supplemental Award Recipient
Glenn White - Algebra II & Pre-AP Algebra II - Clint High School - CISD
UTEP Mentor: Dr. Larry Lesser
Technology: Is It Worth the Cost?
The study was designed to determine if using technology in the classroom increases student understanding and application of math. All students were exposed to several technologies in the classroom. Primary instruction was delivered using a SmartBoard, ActiVote system, computer spreadsheet programs, the University of Texas homework service, and TI-84 Plus Silver edition Calculators. In order to determine if students are truly making gains from the greater use of technology in the classroom, TAKS scores from the previous year were be compared. The results indicated that for most students significant gains were made. The supplemental research project, awarded this year, will continue his research into the effect of technology on student achievement. In addition to analysis of student data (raw and scale test scores) from the TAKS, the project will attempt to determine if a change exists in a student’s perception of his or her skill level by utilizing pre- and post-surveys.
Please note: Project descriptions were edited from their original form for brevity.
Projects were funded by a grant from the National Science Foundation
For more information on the MSP Action Research Awards for Teachers, contact:
Dr. Penelope Espinoza, Assistant Director
Center for Research on Educational Reform
University of Texas at El Paso
College of Education Room 910
El Paso, Texas 79968-0727
915.747.7712
ppespinoza@utep.edu
http://research.utep.edu/crer