Table of Contents
Page
Chapter 1: Introduction
Statement of the Problem
The Research Problem ....
Background and Justification....
Deficiencies in Evidence..
Audience
Setting of the Study
Researchers Role
Purpose of the Study
Chapter 2: Literature Review
Theoretical Perspective
Problem Statement
Instructional Factors
Individual Factors
Teacher Perspectives
Beliefs
Instructional Strategies
Student Motivation
Curriculum
Teacher Competency
Self-efficacy
Research Questions
Summary
Conclusion
Identifying the Causes of Declining Mathematics Performance among Elementary Students
Chapter One: Introduction
Statement of the Problem
The problem of interest to the proposed study concerns a significant problem in elementary education, particularly the sustained decrease in students mathematics performance between lower and upper elementary grades in recent years. Although this decline in mathematics performance has been attributed to various factors, the research to date confirms that the COVID-19 pandemic has had significant adverse effects on mathematics achievement among elementary school students in the United States (Oostdam et al., 2024). Indeed, significant learning delays were experienced by many young learners as school closures and the rapid transition to remote learning disrupted traditional educational practices, leaving many students struggling to grasp mathematical concepts without in-person, classroom instruction (Oostdam et al., 2024).
The lack of face-to-face interactions with teachers and peers due to varying lengths of state-level lockdowns hindered collaborative learning and immediate feedback, which are crucial for developing mathematical skills. In this regard, Jason (2024) emphasizes that, In March 2020, the nationwide response to the COVID-19 global pandemic was to close all schools, disrupting the educational process for students, which may have caused significant learning loss, particularly in elementary mathematics (p. 172).
While longitudinal studies are needed to evaluate this diminished performance level with more precision, what is known for certain at present is that even prior to the onset of the Covid-19 pandemic and the subsequent school closures, the nations youth were suffering a sustained decline that warrants the attention of parents, policymakers and educators alike (Reading and Mathematics Scores for 9-Year-Olds Decline during Pandemic. Results from 2022 NAEP Long-Term Trend Assessment, 2022).
In addition, the digital divide exacerbated existing inequalities, with some students lacking access to necessary technology or reliable internet connections for online learning (Cheung et al., 2023). As a result, many elementary school students experienced learning losses in mathematics, with some studies indicating that students fell behind by several months during the height of the pandemic compared to typical academic progress in previous years (Boughammer, 2023). These learning losses are difficult to make up (if they ever are), and an entire generation of young learners is confronted with a future of trying with mixed success to just catch up with their counterparts from previous generations.
Further, the adverse impact of the pandemic has been especially pronounced among students from disadvantaged backgrounds, potentially widening achievement gaps and creating long-term challenges for mathematics education in the United States. With the focus on 1st to 2nd grade and 3rd to 5th grade, the current observation is that there is a considerable decline in the mastery of mathematical skills when students transition to upper elementary school, an issue that forms the basis for the research problem of interest to the proposed study which is discussed further below.
The Research Problem
The specific problem to be studied is the evident disparity in students mathematics performance in lower elementary grades (1st and 2nd) compared to their performance in upper elementary grades (3rd to 5th). Several studies to date have indicated that mathematical competence is a crucial factor in childrens academic success and future career opportunities, making this decline a significant concern for parents, teachers and lawmakers alike (Ramirez et al., 2022). Despite this growing body of evidence, there is still a lack of understanding about why this achievement gap is occurring and how it can be most effectively addressed (Ryan et al., 2021). This achievement gap is critically important...
…various cultural groups.
Research Questions
The research questions that will guide this study are as follows:
1. How do teacher perspectives on teaching and learning shape their choice of instructional strategies?
2. How do these instructional strategies influence student performance?
3. How does the educational context modulate the relationship between teacher perspectives, instructional strategies, and student performance?
In order to ensure that the research questions are answered as fully as possible, the study will use a mixed-methods strategy. In this regard, a qualitative approach, including semi-structured interviews and focus groups with teachers can provide deeper, nuanced insights into the ways in which teacher perspectives influence their instructional practices in ways that can help develop informed and timely answers to the above-listed research questions.
Given the above-stated research questions and the complex nature of teacher perspectives and instructional strategies, a mixed-methods approach that also included relevant quantitative data as well as deemed most appropriate. This mixed-methods approach will combine the breadth of quantitative data with the depth of qualitative insights, thereby providing a more comprehensive understanding of the relationship between teacher perspectives, instructional strategies, and student performance in ways that might not be possible otherwise (Neumann, 2018).
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Conclusion
The research showed that there is a recognized issue concerning the decline in students mathematical performance as they transition from lower to upper elementary grades. The research also showed that this problem has potential implications for childrens future academic success and life opportunities. The findings that emerge from this and subsequent studies in this area stand to benefit educators, curriculum developers, policymakers, and parents who are all invested in ensuring that children master the crucial mathematical skills necessary for their future success. In other words, the stakes are high so the response to this need must be correspondingly aggressive in order to provide young learners with the knowledge they will need…
