Abstract

INSTRUCTIONAL STRATEGIES FOR TUTORING MATHEMATICS TO AN ASSORTED GROUP OF LEARNERS

Dr. Vinita M. Chaudhary

Volume: 4 Issue: 4 2014

Abstract:

Planning effective instruction for a classroom full of learner’s demands that the educator should know what works and more importantly what works better for the group of people residing in the educator's classroom today. This action research study tested the efficacy of using the full complement of assessments included in the curriculum adoption at the researcher’s school and that of guided note taking. Each strategy was implemented in its own separate unit of a mathematics class. The researcher used student growth, which was determined by the difference observed between a student's pre-test percentage score and their final unit test percentage score, as the metric by which to evaluate each strategies’ efficacy. Measurable growth was observed with both strategies. The All Assessments strategy showed greater and more consistent growth among learners than that which was observed during the Notes strategy. These findings indicate that more research is needed on the effectiveness of using assessments for learning and a need for further study to evaluate the efficacy of guided note taking. Findings in this study should be considered as illuminating but not conclusive as the sample used is not generalizable.

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