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The purpose of this study was to examine the effect of Connected MathematicsProject on the mathematics achievement of sixth and seventh grade students in theOlathe School District. The design of this study was an experimental, control group. Thetreatment variable was the type of mathematics instruction taught in the classroom. Students in the control group received mathematics instruction in a traditional, lecture‐based setting. The treatment for the experimental group was mathematics instructionusing CMP. The study focused on 357 seventh grade students at 5 participating junior highschools. The researcher analyzed scores from a sample of students (n=119) whoreceived two years of mathematics instruction using CMP, a sample of students (n=119)who received one year of mathematics instruction using CMP, and a sample of students(n=119) who received no mathematics instruction using CMP. The study also examinedthe effects of CMP on students qualifying for special education services and students oflow SES. The dependent variable, mathematics achievement, was measured usingscores obtained from the 2008 seventh grade Kansas Mathematics Assessment.Additional analyses were conducted on the fifteen mathematics indicators on theseventh grade KMA test. The results of the data analysis showed that while the mean score of studentsreceiving mathematics instruction using CMP were higher than the mean scores ofstudents not receiving mathematics instruction using CMP, the differences were not statistically significant at the .05 level. The results also showed the main effect ofmathematics instruction on students qualifying for special education services orstudents of low SES was not statistically significant. However, there were statisticallysignificant differences indicated on mean scores of four of the fifteen seventh gradetested indicators between students with CMP instruction and those with no CMPinstruction. |
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