#### Presentation Title

#### Faculty Mentor(s)

Adviser Dr. Darcel Brady

Reader Dr. Kelly Brown

#### Project Type

EdD Colloquium - ONU

#### Scholarship Domain(s)

Scholarship of Community Application

#### Presentation Type

Other

#### Abstract

The meager mathematical performance of the Black male student has been a well-documented event that was well over 30 years in the making. The purpose of this study was to contribute to the literature on 9^{th} grade urban Black male algebra performance and to identify the existence of any early predictors of high school algebra 1 failure. Specifically, the study sought to identify any difference in the preferred learning styles, mathematics self-efficacy scores, and standardized test scores, among urban Black males 14-16 years who passed high school algebra 1 1^{st} semester of the 2016-2017 school year and urban Black males who failed high school algebra 1 1^{st} semester of the 2016-2017 school year. Data was collected via use of a leaning styles inventory, mathematical self-efficacy tool, and individual student standardized test perforce. The data analysis was completed via Chi Square analysis and t-test. Upon completion of the data analysis process no statistically significant findings were identified in the preferred learning styles, mathematics self-efficacy scores, or standardized test scores among the two groups investigated. The mathematics self-efficacy scores from the research participants in this current study averaged below the 60^{th} percentile indicating the research participants themselves had low math self-efficacy perceptions and are in need of high school algebra 1 supports. Furthermore, the results of self-efficacy findings are in alignment with other research that suggest low math self-efficacy is a good indicator of future poor math performance.

#### Permission type

This work is licensed under a Creative Commons Attribution 4.0 License.

#### Included in

Applied Mathematics Commons, Educational Administration and Supervision Commons, Educational Assessment, Evaluation, and Research Commons, Higher Education Commons, Teacher Education and Professional Development Commons

The Urban Black Male: Early Indicators of Algebra 1 Failure

Wisner Auditorium

The meager mathematical performance of the Black male student has been a well-documented event that was well over 30 years in the making. The purpose of this study was to contribute to the literature on 9^{th} grade urban Black male algebra performance and to identify the existence of any early predictors of high school algebra 1 failure. Specifically, the study sought to identify any difference in the preferred learning styles, mathematics self-efficacy scores, and standardized test scores, among urban Black males 14-16 years who passed high school algebra 1 1^{st} semester of the 2016-2017 school year and urban Black males who failed high school algebra 1 1^{st} semester of the 2016-2017 school year. Data was collected via use of a leaning styles inventory, mathematical self-efficacy tool, and individual student standardized test perforce. The data analysis was completed via Chi Square analysis and t-test. Upon completion of the data analysis process no statistically significant findings were identified in the preferred learning styles, mathematics self-efficacy scores, or standardized test scores among the two groups investigated. The mathematics self-efficacy scores from the research participants in this current study averaged below the 60^{th} percentile indicating the research participants themselves had low math self-efficacy perceptions and are in need of high school algebra 1 supports. Furthermore, the results of self-efficacy findings are in alignment with other research that suggest low math self-efficacy is a good indicator of future poor math performance.