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Significance of the Research The benefits of this research in improving low-test scores on summative exams in math include internal aspects

March 31, 2025

Significance of the Research

The benefits of this research in improving low-test scores on summative exams in math

include internal aspects in helping close students’ learning gaps created by the COVID-19

pandemic (Q. Zhang & Storey, 2022). Math-based careers are becoming more in demand, and

students’ belief in their math ability positively predicts their likelihood of pursuing a career in

Science, Technology, Engineering, and Mathematics (STEM; Seo et al., 2019). For stakeholders,

including teachers and administrators, increased exam scores in math may lead to increased job

satisfaction, which may help in math teacher retention at CCS (Perera & John, 2020). This

increase in job satisfaction would be the result of increased teacher self-efficacy. Increasing

teacher retention can grow the schools’ ability to deliver quality instruction (Grissom &

Bartanen, 2019; Hanushek et al., 2016). At CCS, math teacher retention is a concern. Since 2012,

the school has had to replace at least one math teacher yearly. Increased job satisfaction can

translate into a greater likelihood of math instructors finding CCS a desirable workplace.

Purpose Statement

The purpose of the study was to provide recommendations to solve the problem of low

summative math exam scores at Christchurch School in Middlesex County, Virginia. The applied

research study used quantitative and qualitative data collection methods. The first approach was

semi-structured interviews of five faculty employed at CCS. The participants consisted of three

math teachers and two school administrators who work in the curriculum and instruction

department. The second approach was a focus group using open-ended questions. The focus

group participants included one student enrolled in each of the five sections of the Algebra 2

college preparatory math course. The total number of student participants was five. The third

approach was a quantitative survey issued as a Google Form. Survey participants included all

students enrolled in each of the five sections of the Algebra 2 course who were willing to

participate.

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