• The Effectiveness Of Project-based Learning On Mathematics Proficiency With African American Students / By Justina S. Jenkins.

      Jenkins, Justina S
      This sequential exploratory mixed methods study addressed the problem of low academic achievement in mathematics, specifically for African American middle school students who historically score below proficient levels on standardized mathematics assessments. The purpose was to investigate the effectiveness of the Project-Based Learning (PBL) approach on African American students’ academic achievement, and to determine what factors, if any, impact African American students’ motivation during PBL mathematics. Eight sixth-grade students from a private school in the southeastern United States, identified as performing below proficient level in mathematics, participated in this study. Data collection included two focus group interviews, a six-week PBL mathematics unit, classroom observations, and a pre-and post-benchmark assessment. The quantitative results indicated that on average, the students performing below proficient level significantly improved their performance from the pre-test to the post-test. However, their scores were significantly lower than the students who historically performed at math proficient levels, and the PBL unit did little to close the achievement gap. The qualitative data suggest three factors, student perceived level of rigor of the mathematics assignments, the nature of the peer-to-peer interactions, and the presence of classroom-based student activities that the students perceived to be fun and valuable, impact the students’ motivation in PBL. Recommendations for future research include studies of long term impacts on mathematics academic achievement and motivation when students are immersed in PBL over longer periods of time and studies comparing students’ mathematics scores on the SAT or ACT that completed PBL instruction opposed to more traditional methods.
    • The Effects Of Immediate Elaborative Feedback Using Student Response Systems On The Mathematics Achievement Of Fifth-grade Students

      Byrd, Liinda Ann
      Mathematics is one of the core subjects for students. In 2017, the National Center for Education Statistics shared results of the most recent tests in mathematics. Although students have increased in their proficiency since 2000, the 2017 results indicated that the scores of students in the United States continue to be lower in mathematics than the scores of students in other countries, especially students in grades fourth and eighth. Thus, educators need to work on implementing strategies to assist students in increasing their math skills. This quasi-experimental study with pretest and posttest with control group design investigated the effects of elaborative feedback and self-regulation strategy instruction on the mathematics achievement of fifth-grade students. The study’s theoretical framework consisted of distributed cognition and self-regulation. The participants were 26 fifth-grade students from a private Christian school in the southeastern United States. The researcher collected data for 12 weeks. The researcher analyzed data using ANCOVA and independent samples t-tests. The results of the tests showed no significant difference between the experimental and control groups on the STAR Math test and the Self-Regulation Questionnaire. The control group scored slightly higher on the posttest than the experimental group scored. Although the results did not yield a statistically significant difference, educators can recognize the importance of utilizing various strategies to assist students in constructing knowledge in mathematics. Additionally, when educators teach students self-regulation skills and how to collaborate using distributed cognition, they can help students understand the significance of their voices in the learning process. Thus, future research should involve the connection of self-regulation and distributed cognition in the early grades.
    • 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.
    • The Effects Of The Line-1 Protein Orf1p On Mapk P38 Pathways

      Ezell, Brian
      ABSTRACT THE EFFECTS OF THE LINE-1 PROTEIN ORF1P ON MAPK P38 PATHWAYS By BRIAN EZELL Under the direction of PAMELA COOK, Ph.D. Transposable elements make up approximately 50% of the human genome and include endogenous retroviruses, retrotransposons, and remnants of inactive transposons. LINE-1 is the only currently active autonomous retrotransposon in humans and replicates via a “copy-and-paste�? mechanism termed retrotransposition. This process is highly mutagenic to genomic DNA. In addition, LINE-1 encodes two proteins, ORF1p and ORF2p, that can also perturb cellular function. LINE-1 is repressed in most somatic cells, but approximately 80 – 100 of the > 500,000 genomic copies of LINE-1 are capable of re-activation in epithelial precancerous and malignant cells and by exposures to environmental toxicants. Previous studies have shown that LINE-1 retrotransposition depends on activation of the mitogen activated protein kinase (MAPK) p38. Prior data in our lab showed that p38 phosphorylates the LINE-1 protein ORF1p on motifs whose phosphorylation is required for LINE-1 function, supporting a possible mechanistic role for p38 in LINE-1 activation. The experiments outlined in this thesis test our hypothesis that ORF1 exerts reciprocal effects on p38 by measuring p38 mRNA and protein expression in the presence or absence of transfected ORF1. In addition, we determined the effect of ORF1p on the phosphorylation of p38 on Thr180/Tyr182, which is required for p38 kinase activity. Phosphorylation of p38 induces biological responses such as inflammation, apoptosis, growth, or cell differentiation via activation of multiple, complex downstream pathways. Deregulation of p38 is implicated in the pathologies of many diseases, including cancer. Identification of crosstalk between LINE-1 and p38 will therefore inform our understanding of how LINE-1 contributes to tumorigenesis, tumor progression, and cellular responses during environmental exposures.
    • The Effects Of The Stock Market Gameâ© Simulation And Curriculum On The Financial Literacy Of High School Students

      Patterson, Brian Roderick
      The focus of this quantitative study was to measure the impact of the Stock Market Game© (SMG©) curriculum and simulation of the financially literacy of high school students. While previous research suggests that students who participate in a stock market simulation improve financial literacy, no previous study measured the impact of the accompanying stock market curriculum independently from the simulation. In this study, 73 students from a suburban high school in Georgia were randomly placed in either a curriculum only group or a curriculum plus simulation group. Students in the curriculum only group were taught the 24 Learning from the Market lessons of the SMG© curriculum, but they did not participate in the SMG© simulation. Students in the curriculum plus simulation group were taught the 24 Learning from the Market lessons, and they participated in a 10-week SMG© simulation. Both groups completed the Jump$tart Survey of Financial Literacy for High School Seniors pretest and posttest. The results of the groups were analyzed using an ANCOVA. The main finding of the study was that exposure to the SMG© curriculum and SMG© simulation game was associated with improvements in financial literacy, although, it was observed that neither of these groups had significantly greater improvement than did the other. The curriculum was roughly equal in effect to the combination of the curriculum and the simulation. Research recommendations included utilizing mediation and moderation models that include instruments to measure associated psychological constructs. Recommendations for practice included use of the SMG© curriculum and simulation because race, gender, socioeconomic status, job experience, or prior academic experience of the students had no bearing on the results; therefore, their use is appropriate to increase financial literacy of all students.
    • The Essence of Caring™: Exploring Six Steps for Effective Spiritual Conversations at Mayo Clinic

      Valino, Estrella L; McAfee School of Theology
      Under the direction of Denise Massey, Ph.D. Spiritual care has important implications for an individual’s health and wellbeing. This study explored the effectiveness of the process of CARING™: Six Steps for Effective [Spiritual] Conversations, as the methodology was taught to a nurse and then evaluated. Over seven weeks, the CARING™ process was to be found effective, reliable, and beneficial in her role as a nurse. This mixed-method approach of research demonstrated the effectiveness of the educational tool. This participant was able to rate her beliefs based on her own experiences as a nurse working with patients who go through life-changing events. This participant developed her competence, shared her experiences, and articulated a clear understanding of the CARING™ methodology through her responses in pre-test and post-test questionnaires, personal reflection, and the post-focused interview process. This participant experienced spiritual growth and acquired skills and knowledge of the CARING™ process by participating in this study. Learning the six steps of CARING™ increased her knowledge. She developed a new set of skills for her daily routine to continuously use this tool for effective [spiritual] conversations. This nurse greatly benefited by the CARING™ model. She described feeling empowered to work collaboratively with hospital chaplains as they might seek to implement spiritual care interventions in a healthcare setting. Further development of this work might include sharing this material with healthcare providers, allied health workers, chaplains, and other ministers. Doing so might build rapport and trust, not only in multi-disciplinary healthcare settings, but more importantly in every person’s home, community, and parish settings.