Date of Award

Spring 2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Committee Chair

Dale Lamb

Abstract

This study examined the instructional experiences of Math 1 students in the Green Valley (pseudonym) County School District during the 2022-2023 academic year. Using an explanatory sequential mixed methods approach grounded in constructivism (Bruner, 1960; Vygotsky, 1978), behaviorism (Skinner, 1938), universal design for learning (CAST, 2021; Meyer et al., 2014), multiple intelligences (Gardner, 1983), and Piaget's (1954) stages of development, this study explored how students' lived instructional experiences impact academic outcomes. Data, analyzed descriptively and thematically in Qualtrics, revealed a widespread dissatisfaction among students regarding engagement, instructional pace, preparation, and classroom disruptions. Qualitative insights particularly underscore issues with a passive, teacher-centered learning environment and a lack of preparedness for assessments. Students expressed feeling unprepared and unsupported, noting discomfort in asking questions and suggesting a need for more interactive and personalized teaching. The findings indicated that current instructional methods and classroom dynamics do not fully address students' academic and emotional needs in Math 1. Consequently, the study emphasized the need for student-centered, engaging teaching strategies; additional support systems; and a nurturing environment to boost student confidence and participation. The findings will guide instructional improvements in future Math 1 courses at both High School A and High School B, with an action plan and recommendations proposed to the district to address identified gaps.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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