When Students Choose
Major
Educational Studies
Submission Type
Oral Presentation
Area of Study or Work
Educational Studies
Faculty Advisor
Leah Nillas
Location
CNS E102
Start Date
4-11-2026 8:30 AM
End Date
4-11-2026 9:30 AM
Abstract
A pretest–posttest design was used to measure changes in student performance over time. During daily mathematics instruction, students selected from five structured practice options focused on addition, subtraction, multiplication, and division. The activities included mathematics games, digital practice programs, and flashcards, all aligned with grade-level learning goals and designed to reinforce foundational skills. Students were encouraged to reflect on their areas of need before making their selections. Data were collected through pre- and post-intervention mathematics assessments, student reflection sheets documenting activity choices, and anecdotal notes related to student engagement and on-task behavior during practice time. Results showed improvement in students’ post-intervention assessment scores compared to their pre-intervention scores, suggesting that structured choice may have supported academic growth. Observational notes also indicated increased participation, persistence, and time on task during mathematics practice sessions. These findings suggest that giving students meaningful, structured choices during instruction can support both engagement and achievement in mathematics. The study highlights the potential benefits of incorporating student choice into elementary mathematics classrooms while maintaining clear academic expectations and structured learning goals.
When Students Choose
CNS E102
A pretest–posttest design was used to measure changes in student performance over time. During daily mathematics instruction, students selected from five structured practice options focused on addition, subtraction, multiplication, and division. The activities included mathematics games, digital practice programs, and flashcards, all aligned with grade-level learning goals and designed to reinforce foundational skills. Students were encouraged to reflect on their areas of need before making their selections. Data were collected through pre- and post-intervention mathematics assessments, student reflection sheets documenting activity choices, and anecdotal notes related to student engagement and on-task behavior during practice time. Results showed improvement in students’ post-intervention assessment scores compared to their pre-intervention scores, suggesting that structured choice may have supported academic growth. Observational notes also indicated increased participation, persistence, and time on task during mathematics practice sessions. These findings suggest that giving students meaningful, structured choices during instruction can support both engagement and achievement in mathematics. The study highlights the potential benefits of incorporating student choice into elementary mathematics classrooms while maintaining clear academic expectations and structured learning goals.