An investigation on the impact of modified mathematics course sequence on student’s retest scores in Algebra I end-of-course exam.


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Mathematics course sequence in the high school curriculum has been a source of continued debate in the United States due to the high failure rates in high school math courses and high failure rates in state-developed end-of-course exams (EOC). Identifying effective sequences of mathematics courses has the potential to offer high school students opportunities for advancing in mathematics as well as performing on increasingly rigorous exams like EOC. This researcher analyzed evidence that some mathematics course sequences may be more effective than traditional sequences. In this study, the researcher investigated whether a group of high school students following a modified mathematics course sequence performed better on the state-administered EOC than a similar group following a traditional course sequence. Determination of a statistically significant difference was found through an analysis comparing the results of EOC scores of the two groups of students following different mathematics sequence. The results indicated a significant difference in performance between the two groups of students. Specifically, the students following a modified mathematics course sequence outscored students following a traditional mathematics sequence. A medium effect size for this study suggested the findings are relevant and of interest to public school practitioners and educational researchers.



Algebra. Algebra I end-of-course (EOC). Complexity level. Conceptual understanding. Mathematical proficiency. Retesting. State of Texas Assessments of Academic Readiness (STAAR).