TWS Part 6: Analysis of Student Learning and Learning Gain Score

Graphs: Analysis of Student Learning of Whole Class

WHOLE CLASS
Pretest Post Test

100% 95% 96% 95%

87% 89%
90% 85% 86% 86% 86%
81% 81% 82%
77%
80%
69%
70% 62%
60%
50%
40% 33% 33% 33% 33%
29% 29%
30% 24% 24% 24%
20%
10% 10%
10%
0%
Student Student Student Student Student Student Student Student Student Student Student Student All
1 2 3 4 5 6 7 8 9 10 11 12

Data Analysis:
The above graph exemplifies and evaluates the learning progress of my students.
It reflects where each student started in their understanding of multiplying fractions by
whole numbers and where they ended-up in their understanding through the use of a
summative evaluation at the end-of-chapter test. In order to establish what they already
knew about multiplying fractions by whole numbers, I gave them a shortened version of
the summative test so that my students would be tested on the same material for more
accurate evaluation results. The chart shows that most of my students knew 33% or less
about how to multiply a fraction by a whole number at the beginning of the unit. This
data also shows somewhat erroneously, that two students were 62% and 81%
knowledgeable in this area prior to the teaching of this unit. When I graded their pretests,
I thought this to be quite a surprise. Eventhough, both young ladies are extremely
proficient in math, I decided to investigate further. As I was looking over their
handwritten math work, I realized that, due to their high capability to use what they
already knew from previous math units, they solved these problems, not by understanding
for sure about the rules for multiplying a fraction by a whole number; but rather, by
educated guessing. I was most impressed with these two students who were not afraid to
use what they knew from previous lessons to predict the new multiplication math rule.
Several of my other students used this strategy to make correct educated guesses.
Likewise, both girls and several of my other students earned points on the pretest due to
their knowledge of math terminology that I have been consciously making an effort to
highlight and emphasize during each of our math lessons. I was happy to see success in
this area. The scores of my students showed me that they were “ready” for our new unit
in that there was not one student who scored a zero. To me, this indicated that they were
familiar with the previous unit content (adding and subtracting fractions) and ready to
build on that knowledge. Overall, my whole class learned a great deal as indicated by the
chart above. Each student scored higher on the post-test than they had on the pretest.
Yeah! My students’ overall learning gain score was 78%.