The relationship of certification and mathematics background of teachers and pupil performance of the NCCT-M after remediation

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Harriett Anne Hathaway (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Dale L. Brubaker

Abstract: The purpose of this study was to investigate within the Secondary Remediation Programs in Southeastern North Carolina the relationship between pupil performance on the mathematics portion of the North Carolina Competency Test after remediation and each of four teacher variables -- subject level of certification, grade level of certification, predominant type of mathematics studied, and number of semester hours of mathematics formally studied after high school. Data were obtained for 498 nonhandicapped eleventh-grade pupils and 16 teachers in 16 public high schools in Southeastern North Carolina for the two-year period, 1979-81. Teacher variable data were obtained through questionnaire. Pupil scores on the North Carolina Competency Test - Mathematics (NCCT-M) were procured through the Division of Research, North Carolina Department of Public Instruction. For each of the school years, 1979-80, 1980-81, and the two-year period, 1979-81, the relationship between each of the four teacher variables and the numbers of pupils having score gains below and score gains equal to or above the mean gain and the numbers of pupils passing and failing the NCCT-M was tested using chi square. A significance level of .05 was used for all tests.

Additional Information

Language: English
Date: 1983
Remedial teaching $z North Carolina
Mathematics $x Remedial teaching
Teachers $x Certification $z North Carolina

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