|Institution:||University of Pittsburgh|
|Full text PDF:||http://d-scholarship.pitt.edu/30641/1/ETD_Finalversion.pdf;http://d-scholarship.pitt.edu/30641/|
This study aimed to improve knowledge about the efficacy of student-centered instruction in mathematics and specifically examine relevant racial differences in its efficacy. In particular, the study tested student-centered instructions effects on four dimensions of mathematics engagement: behavioral, cognitive, emotional, and social. This was done using a multilevel path analysis that included a racial interaction variables as well as other control variables. The sample of the study was taken from Western Pennsylvania and is made up of 3883 6th through 12th graders. The study determined there was a positive relationship between student-centered instruction for all four measures of mathematics engagement. Black students appeared to benefit less from student-centered instruction than white students on all four measures of engagement, but those of low socioeconomic status seemed to benefit more from student-centered instruction on three of the dimensions. The implication that there is a racial difference in the effect of student-centered instruction should be investigated further.