Student achievement and teacher training in the Opening Eyes to Mathematics program
Luckie, Lynda Ann East
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The purpose of this study was to determine if there is a significant difference in the class average achievement scores of two groups of teachers when one group participated in the Opening Eyes to Mathematics (OEM) professional development training and the other group did not. The class average achievement data were collected on the total mathematics section of the Spring 2003 administration of the fourth grade Georgia Criterion Referenced Competency Test (CRCT). The study took place in a large suburban district in the southeast and the sample consisted of 90 teachers, 45 of whom had not received OEM training and 45 of whom had received the training. The dependent variable was the achievement data and the independent variable was the presence or absence of OEM training of the teachers. Descriptive statistics, a Levene Test of Homogeneity of Variances, and a t-test were performed to determine the level of significance. The findings of the study showed a statistically significant difference in the average class scores in mathematics achievement between teachers who have been trained in OEM and those who have not. The data showed that class average scores for teachers who were trained were higher than class average scores for teachers who were not trained. The Levene Test of Homogeneity of Variances verified the assumption of equality of variances across the groups.