Date of Award

Winter 12-14-2024

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Julia Kirk

Second Advisor

Clifford Davis

Third Advisor

Andrew Courtner

Abstract

Given the problem that students were not engaged in math class and were leaving high school without the basic math skills needed to be successful for college and career, the purpose of this convergent mixed methods case study was to investigate student and teacher perceptions of how math application through a Career and Technical Education (CTE) and math co-taught lesson influenced the level of student engagement in math and whether this co-teaching affected student achievement with math. As I reviewed the literature, I found a lack of studies related to co-teaching and if providing the students with the opportunity for a real-world application of math through CTE had any impact or influence on students’ engagement and therefore achievement. Through the analysis of 70 student and four teacher questionnaire responses and a statistical analysis of 68 students’ achievement scores from a district math common assessment, I was able to determine that teachers and students perceived that application, variety, collaboration, and classroom management influenced student engagement levels in the math classroom. Teachers and administrators should utilize hands-on real-life application in math by utilizing the CTE teachers and curriculum to co-teach lessons.

Keywords

Application, Co-teaching, Engagement, Math, Real-life, Real-world

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