Abstract :
This study presented a secondary analysis of the National Assessment of Educational Progress (NAEP) dataset. The paper examined the influence of teacher discussions about goal setting and attainment with students and adjusting teaching strategies, on the impact of fourth-grade mathematics number properties and operations achievement scores. To gain a better understanding of the impact of teacher-related strategies on mathematics achievement of fourth-grade students, this study used a quantitative descriptive research design to analyze secondary data extracted from the 2019 NAEP data set. The findings of this study relative to fourth-grade students include: achievement results are not positively influenced by [1] an increased frequency teachers set goals with students, [2] an increased frequency teachers discuss student progress toward goals, [3] an increased frequency teachers discuss student current level of performances or [4] an increased frequency of teachers adjust teaching strategies to meet student needs. These findings indicate that teacher discourse related to student goal setting and adjusting teaching strategies do not have an impact on NAEP mathematics scores. Contrary to what has often been assumed, these research findings indicate discourse frequency between teachers and students regarding goals and academic progress is not an indicator of mathematics achievement.
Keyword :
NAEP, Mathematics Achievement, Fourth grade, Goal setting, Discourse