Anticipated Date of Graduation
Spring 2024
Document Type
Thesis
Degree Name
Master of Science in Mathematical Sciences
Department
Mathematical Sciences
First Advisor
Doug Darbro
Abstract
Since the COVID-19 pandemic, hybrid and online instruction have become more prominent formats in the educational system. This study aimed to focus specifically on students with learning disabilities and students who are identified as gifted. Based on these two subpopulations and prior literature, instructional method, class size, attendance rate, and prior academic performance were selected as potential impactful measures of students' academic success. Academic success for this study was based on the Algebra 1 Ohio State End of Course Assessment while prior academic performance was based on the Seventh-Grade Ohio State End of Course Assessment, and Ohio’s School Report Card Data was used for class sizes and attendance rates. Seven Northeast Ohio high schools were involved in the study: four hybrid, one traditional, and two online format schools for a total sample size of 526 students.
The logistic regression analysis results indicated that the Hybrid instructional method was a statistically significant predictor of academic success on the Algebra 1 Ohio State End of Course Assessment. Additional results indicated that class size and prior academic performance were statistically significant predictors of academic success on the Algebra 1 assessment. While attendance rate was found to have no impact on the fit of the model for the data of this study and was therefore removed from consideration. The findings of this analysis contribute to prior literature for both student populations within different instructional methods, class size, and prior academic performance. The researchers acknowledge the limitations of this study, including lack of diversity in school district location, identification of IEP and gifted students, accommodations for both student populations, and instructional method in previously assessed grades. Overall, the results provided implications for Northeast Ohio secondary school districts regarding the most beneficial classroom environment for students with learning disabilities and gifted students.
Recommended Citation
Sesonsky, Nicholas and McCullough, Jonathan, "An Exploratory Study: Determining Significant Predictors of Academic Success on the Ohio State End of Course Assessment in Algebra 1 for Students with Learning Disabilities and Students Identified as Gifted" (2024). Master of Science in Mathematics. 59.
https://digitalcommons.shawnee.edu/math_etd/59