• The Effects of Math Literacy Utilizing a Reading Apprenticeship Framework on Math Achievement of Analytic Geometry Students

      Foster, Karonda Antwanette; Tift College of Education
      This study addresses the issue of a lack of math literacy skills that are necessary for academic achievement. The purpose of this quantitative study was to determine if the literacy intervention, Reading Apprenticeship (Schoenbach, Greenleaf, & Murphy, 2012), effects the student achievement of high school Analytic Geometry students. Previous research suggests that the Reading Apprenticeship (Schoenbach, Greenleaf, & Murphy, 2012) effects student achievement and self-efficacy of students and teachers in science, English, and history. However, no previous research study measured student achievement of Analytic Geometry students. In this study, data was collected and analyzed from 84 students from a suburban high school in Georgia. Due to preexisting schedules, students were conveniently placed into experimental and control groups. The experimental group received the Reading Apprenticeship (Schoenbach, Greenleaf, & Murphy, 2012) during classroom instruction, while the control group received traditional classroom instruction. Both groups of students were administered a pretest and posttest developed by USATestprep. The instrument used was closely aligned to the Georgia Milestones assessment. The posttest results were analyzed using an ANCOVA. There was a statistically significant difference in the mathematical achievement of Analytic Geometry students who receive a literacy intervention using the Reading Apprenticeship model (Schoenbach, Greenleaf, & Murphy, 2012). Recommendations for future research include increasing the sample size, balancing group sizes, implementing the study in a face-to-face classroom setting, and extending research to other topics in mathematics. Recommendations for future practice includes exposure to math text in math classes and an increase of math literacy skills used in math classes.