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All Journal International Journal of Social Learning (IJSL)
Zhang, Mingyuan
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Exploring the Relationship between Interest in Higher Education and 12th Grade Mathematics NAEP Scores Kolhoff, Caitlyn; Zhang, Mingyuan
International Journal of Social Learning (IJSL) Vol. 2 No. 1 (2021): December
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (474.937 KB) | DOI: 10.47134/ijsl.v2i1.87

Abstract

This study presented a secondary analysis of the National Assessment of Educational Progress (NAEP) dataset. The paper examined if a gap exists between the mathematics scores of 12th-grade public school students who have different levels of interest in higher education. - This study used a quantitative descriptive research design to analyze data from the 2013, 2015, and 2019 NAEP data sets. The findings include (1) the average mathematics scale score of students who complete college entrance exams, ACT/SAT, is higher than those who do not complete these exams. (2) The average mathematics scale score of students who complete the FAFSA is higher than those who do not complete the FAFSA. (3) Students who applied to four-year colleges performed significantly higher on the 12th-grade mathematics NAEP than those who did not. (4) Students who applied to two-year colleges performed significantly lower on the 12th-grade mathematics NAEP than those who did not. (5) Students who perceived a future benefit to mathematics scored higher on the mathematics NAEP. These findings indicate that students who are interested in higher education, particularly four-year education, do have higher 12th NAEP mathematics scores. These findings may provide insight into college preparation and guidance at the high school level.
Driving Assessment Scores with Effective Calculator Implementation Lutsic, Sarah; Zhang, Mingyuan
International Journal of Social Learning (IJSL) Vol. 3 No. 3 (2023): August
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ijsl.v3i3.216

Abstract

This study presented a secondary analysis of the National Assessment of Educational Progress (NAEP) dataset. The paper examined the impact of calculator exposures on eighth-grade students' 2019 NAEP mathematics assessment scores. To better understand the impact of calculator use on the mathematics achievement of eighth-grade students, this study used a quantitative descriptive research design to analyze secondary data extracted from the 2019 NAEP data set. The findings are: (1) the frequency of calculator use does not impact assessment scores during math lessons. (2) Students who practice using calculators on math tests and quizzes have higher math assessment scores. (3) Frequent primary calculator use can impact math assessment scores. (4) Students who use graphing calculators frequently score higher on math assessments. In conclusion, these findings indicate that using calculators in mathematics is impactful; however, teachers must be trained to implement them effectively.
Co-Authors Kolhoff, Caitlyn Lutsic, Sarah