Math Scores

Final Action Research: The Need to Address Math Scores

Adan Rodriguez
University of Saint Mary

Math Scores

Section I: The Issue

The United States steady decline in students mathematics scores is seen through all grades.
Since I dont currently have a classroom to implement this action research project, I will evaluate
Mabton Middle School scores and demographics. Mabton middle school students for the school
years 2011-12 and 2012-13 had less than 50 percent achieve state standards for math scores.
With less 20 percent of 8th Graders achieving score standards. The schools population is 96.7
percent Hispanic and 99.5 percent of all students are currently receiving free or reduced meals.
The averages for Washington State for 2011-12 and 2012-13 are hovering around 60 percent for
both 7th and 8th graders.
Substantiating my findings Washington State University professor Donald Orlich conducted
a study examining the scores on the Washington Assessment of Student Learning (WASL) of all
school children in Washington who were on free or reduced lunch. He compared the scores to
students who attended Mercer Island who only had 3.7 percent of the student population on free
and reduced lunch. The results are shocking, the children on Mercer Island outscored the
students who were on free or reduced lunch by 60 percent (Orlich, 2014). Thus examining
alternate methods of instructions for example computer gaming is going to be fundamental to
ensure students who face diverse challenges are not left behind. Furthermore in a study
conducted by economics professors Gordon B. Dahl and Lance Lochner also found a direct
correlation between income levels and student achievement scores. Their study showed
baseline estimates imply that a $1,000 increase in income [levels] raises math test scores by 2.1
percent (Dahl & Lochner, 2005).
Many studies have focused on how computers effect the learning environment, few studies have
actually focused on the academic achievement of students. The Computer Games for the Math

Math Scores

Achievement of Diverse Students by Sunha Kim and Mido Chang explore this exact problem.
The study focuses on diverse students and sustained game engagement between three diffident
models. The models include ELL, Gender and Interaction Models. The ELL model concluded
students who had free or reduced lunch eligibility had a significant math performance gap
between ELL and no-ELL students with ELL students having significantly lower math scores
(Kim & Chang, 2010). The implementation of computer math games will directly impact diverse
students math scores and can be measured by teacher assessments. The following research
questions guide this study: Does implementing computer math games increase diverse students
low math scores measured by teacher devised end of unit tests? A secondary research question
will be as follows: Does students confidence grow due to the implementing of computer math
games?
The Effects of Modern math Computer Games on Learners Math Achievement and Math
Course motivation in a Public High School Setting is a research brief by Dr. Kebritchi, Dr.
Hirumi and Dr. Bai. Their study examined the effect of math games on student achievement and
the motivation of the students after the implementation. Research by (Kebritchi et al., 2010)
concluded after interviewing that students who played the math video games scored
significantly higher on district-wide math benchmark exams. Their qualitative question was
also confirmed majority of teachers (4 out 5) and students (15 out 15) reported that the
participants mathematics understandings and skills improved as a result of the playing of
mathematics games ( Kebritchi et al., 2008). The article Computer Games Application within
Alternative Classroom Goal Structures: Cognitive, Metacognitive and Affective Evaluation
authored by Fengfeng Ke confirmed (Kebritchi et al., 2008) study with echoing the need to
implement math games into math curriculums. Finding the study suggest that computer games,

Math Scores

compared with paper and pencil drills are significantly more effective in promoting learning
motivation (Fe, 2008). Computer games correctly integrated with traditional teaching methods
can be used to increase both student math scores and their motivation to learn.
Section II: Desired Outcome
Furthermore these studies suggest and authenticate the need to implement computer games
into Mabton Middle School in order to increase math scores and increase confidence within the
students. This will translate to improved scores for schools end of year exam. I will implement
newly developed math games for troublesome math units which will increase scores by 25
percent. The 25 percent increase will be in unit assessments. Putting into action these math
games will also reflect in more students passing the high school proficiency exam. The
increased confidence will carry over to different subject areas, students will be eager to share
experiences with peers and family members. Thus promoting a learning environment that
encompasses the total student concept.
Section III: Artifacts
Triangulation is important to capture multiple sources. Mills states researchers should
not rely on any single source of data, interview, observation, or instrument (2014). I will create
pretest to assess students, as well as a posttest to evaluate increased scores. The test created will
be able to evaluate specific goals and objectives. Interviews/questionnaires will be conducted
before and after to capture students overall motivation and willingness to undertake the computer
games. Journals will be kept by students to provide feedback to explore future research
possibilities. I will also use the opportunity to be a privileged, active observer to capture an

Math Scores

outside view of students as they conduct computer math games during their lab time.
Allowing for total triangulation of experiencing, enquiring and examining.
References
Dahl, G., Lochner, L., & Wisconsin Univ., M. P. (2005). The Impact of Family Income on Child
Achievement. Discussion Paper No. 1305-05. Institute For Research On Poverty,
http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=ED485788&site=ehost-live
Ke, F. (2008). Computer games application within alternative classroom goal structures:
12cognitive, metacognitive, and affective evaluation. Educational Technology Research
& Development, 56(5/6), 539-556. doi:10.1007/s11423-008-9086-5
http://search.ebscohost.com/login.aspx?
direct=true&db=aph&AN=34873368&site=ehost-live

Kebritchi, M., Hirumi, A., & Bai, H. (2010). The effects of modern mathematics computer games
on mathematics achievement and class motivation. Computers & Education, 55(2), 427443.
http://search.ebscohost.com/login.aspx?
direct=true&db=eax&AN=508181264&site=ehost-live

Math Scores

Mills, G. (2014). Action Research. A Guide for the Teacher Researcher. Upper Saddle River,
NY: Pearson Education Inc.
Ortega, M. (Interviewer) & Orlich, D. (Interviewee). (2014)Poverty, Ethnicity and High-Stakes
Tests: A Challenge for Social and Educational Justice. Retrieved from Washington State
University Web Site:
http://researchnews.wsu.edu/society/169.html
Sunha, K., & Mido, C. (2010). Computer Games for the Math Achievement of Diverse Students.
Journal Of Educational Technology & Society, 13(3), 224-232.
http://search.ebscohost.com/login.aspx?
direct=true&db=a9h&AN=55428836&site=ehost-live