A study of increased instructional time and the relationship with the mathematical achievement of intermediate elementary students

Abstract

The purpose of this study was to determine whether two different approaches to increased instructional time led to a statistically significant increase in math achievement of fifth grade students. The null hypothesis stated that there would not be a statistically significant difference at the .05 level of significance between the math scores of the fifth grade students at schools A and B, as measured by standardized test scores. Data consisted of standardized test scores of annual statewide assessments. The test results were collected and analyzed using SPSS software. The null hypothesis could not be rejected. The results indicated that the largest gains were made by the lowest achieving students. Additionally, in both schools, the students who had scored in the highest quartile on the pre-test were not able to maintain their quartile ranking, and slipped into lower quartile rankings after the different time treatments were applied.