-
Title
-
Student Choice in the Mode of Instruction in the 6th-Grade Math Classroom
-
Creator
-
Deacon Cook
-
Degree Name
-
Master of Arts in Teaching (initial licensure)
-
Project Type
-
action_research_project
-
Date
-
6/13/2026
-
Abstract
-
Students who are given the opportunity to make impactful choices about their education are more engaged and have higher concept retention. This study uses Paulo Freire’s theory of critical pedagogy to frame democratic student selection of the mode of instruction. The study features several sixth grade mathematics classes voting on the method of concept introduction and review that best suits the collective learning styles of the students. The results of the study diverge: traditional summative assessment scoring shows that students in the middle-scoring bracket test slightly lower after selecting a preferred review method, while qualitative data from exit surveys shows students become more invested in their learning. Freire calls on educators to reject simple standardized assessments as the measurement of student outcomes, and so the results of the action research can be interpreted as a starting point for further, more guided, investigation.
-
Committee Member
-
Marcus Wenzel
-
Thomas Howe
-
Rights
-
Western Oregon University Library has determined, as of 07/27/2026, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.
-
https://rightsstatements.org/page/InC/1.0/?language=en
-
Language
-
eng
-
Type
-
text
