The Relationship Between Teachers' Warm Demandingness And The Math Achievement Scores Of African American Males In Mathematics
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AuthorEvans, Zenja Lanore
MetadataShow full item record
TitleThe Relationship Between Teachers' Warm Demandingness And The Math Achievement Scores Of African American Males In Mathematics
AbstractABSTRACT ZENJA L. EVANS THE RELATIONSHIP BETWEEN TEACHERS’ WARM DEMANDINGNESS AND THE MATH ACHIEVEMENT SCORES OF AFRICAN AMERICAN MALES IN MATHEMATICS Under the direction of JEFFREY HALL, Ed. D. The purpose of this study was to provide quantitative correlational data on the relationship between a warm demander teacher and the academic performance of African American male students in mathematics on the End of Course Test (EOCT). Research on a warm demander’s effect on academic performance of students has in general been qualitative. This research was designed to provide quantitative data to support the claims of the qualitative research. Based on the review of literature, warmth is the term used in qualitative studies; however, student-teacher relationship is used in quantitative studies to identify the same concept. Therefore, this study used a Student-Teacher Relationship Scale (STRS) developed by Pianta (2008) to measure the warmth of a teacher. Per the STRS, subscale closeness measures the affection and warmth of the teacher. The word warmth is synonymous for closeness. The Survey of Individual Beliefs was used to evaluate the teachers’ demandingness in the classroom. Four African American female mathematics teachers of 9th and 10th grade students participated in the study. Teacher completion of a survey on each student determined teacher warmth towards the student and the EOCT scores of 94 African American males. The study utilized hierarchical model selection. Using warmth and demandingness, -2 log likelihood was used to determine the best model for predicting math EOCT scores. Warmth, statistically significant with a medium effect size of R2 = 0.36 in predicting EOCT score, accounted for 10% of the variance. Teacher effect accounted for 24.97% of the variance in EOCT score. Although, demandingness was statistically significant using the Kolmogorov-Smirnov test, demandingness was not normally distributed. Therefore, the results using demandingness did not have much strength in predicting EOCT score, but it indicated some significance in predicting EOCT scores. Future research recommendations included increasing the sample size of teachers so conclusions can be drawn from the data. In addition to the inclusion of various teacher ethnicities, as well as of the male gender, identification of teachers as warm demanders can occur prior to inclusion in study, perhaps through a specified evaluation tool.