Keywords

interventions, interventionist, math interventions

Abstract

Intense intervention is needed for students who have persistent math challenges and perform below grade level. In the classroom setting, teachers need to provide additional support for some students based on their specific needs. This correlational study was an examination of interventions' impact on student achievement in math. The sample comprised students enrolled in Algebra I during the 2021–2022 school year. The results of this study showed that interventions may have a positive impact on student performance, especially when carried out in the proper educational setting. The findings from the research showed that there is no significant statistical correlation between students who received the intervention and those who didn't, as observed through the Algebra 1 EOC. Further studies are required to determine the impact of the interventionist on the academic performance of the students.

Completion Date

2023

Semester

Fall

Committee Chair

Walker, Larry

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Educational Leadership and Higher Education

Degree Program

Educational Leadership

Format

application/pdf

Identifier

DP0028009

URL

https://purls.library.ucf.edu/go/DP0028009

Language

English

Release Date

December 2023

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Campus Location

Orlando (Main) Campus

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