Date of Award
Doctor of Education (EdD)
Dr. Darcel Brady
Dr. Kelly Brown
Scholarship of Discovery, Scholarship of Teaching and Learning
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 I failure. Specifically, the study sought to identify any difference in the preferred learning styles, mathematics self-efficacy scores, and standardized test scores, among 31 urban Black males 14-16 years who passed high school Algebra I, first semester of the 2016-2017 school year and 11 urban Black males who failed high school Algebra I, first semester of the 2016-2017 school year. Data were collected via use of a learning styles inventory, mathematical self-efficacy tool, and individual student standardized test performance. The data analysis was completed using 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 between 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 I supports. Furthermore, the results of self-efficacy findings are in alignment with other research that suggests low math self-efficacy is a good indicator of future poor math performance.
Harris, Roy D., "The Urban Black Male: Early Indicators of Algebra 1 Failure" (2018). Ed.D. Dissertations. 116.
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