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 9th 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 1st semester of the 2016-2017 school year and urban Black males who failed high school algebra 1 1st 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 60th 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

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

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Apr 21st, 8:30 AM Apr 21st, 8:45 AM

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 9th 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 1st semester of the 2016-2017 school year and urban Black males who failed high school algebra 1 1st 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 60th 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.