Date of Award
8-2025
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education Systems Improvement Science
Committee Chair/Advisor
Dr. Carlos Sandoval
Committee Member
Dr. Edwin Nii Bonney
Committee Member
Dr. Brandi Hinnant-Crawford
Committee Member
Dr. Jacquelynn Malloy
Abstract
Many adult basic education (ABE) students struggle to pass the mathematics portion of the GED, limiting their access to educational and employment opportunities. This Dissertation in Practice addressed the problem of low math achievement at the New Beginnings Adult Learning Center by implementing cooperative learning strategies aimed at reducing math anxiety, increasing self-efficacy, and promoting student engagement.
Grounded in the principles of improvement science, the eight-week intervention introduced daily Think-Pair-Share routines during math instruction. The goal was to create a more supportive classroom environment where students felt encouraged to participate and build confidence in their math skills. Data were collected through pre- and post-intervention surveys measuring math anxiety and self-efficacy, GED Ready test scores, daily student engagement exit tickets, and instructor anecdotal notes.
The findings showed increased student engagement, a greater willingness to participate in collaborative learning, and improvements in both self-efficacy and math anxiety scores. Heat maps were used to track individual engagement patterns over time, while bar charts illustrated shifts in GED math readiness and survey results. Instructors also observed positive behavioral changes, including students initiating math-related peer discussions.
Although cooperative learning structures have been widely studied in K–12 settings, this study adapts and applies these strategies to an adult basic education context. It offers new insights into how cooperative learning routines, such as Think-Pair-Share, can support adult learners who often face unique challenges.
This study contributes to the limited body of research on adult basic education math instruction by demonstrating the potential of cooperative learning to address barriers. These findings suggest practical strategies ABE instructors and program leaders can use to foster supportive classrooms that strengthen student engagement and build the self-efficacy needed for success in math.
Recommended Citation
Rogers, Lacey H., "Mathematics Achievement: The Impact of Cooperative Learning Strategies on Math Anxiety and Self-Efficacy Among Adult Basic Education Students" (2025). All Dissertations. 4010.
https://open.clemson.edu/all_dissertations/4010