evaluation of a math ramp-up program-1
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Running head: EVALUATION OF A MATHEMATICS RAMP-UP PROGRAM 1
Evaluation of a Mathematics Ramp-Up Program
for Economically Disadvantaged Students
Adam Williams
Jennifer Worrilow
Ryan Rickard
Georgia Southern University
FRIT 8435
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Table of Contents
Executive Summary ................................................................................................3
Introduction to the Report .......................................................................................4
Focus of the Evaluation ..........................................................................................4
Evaluative Questions ..............................................................................................7
Brief Overview of Evaluation Plan and Procedures ................................................8
Presentation of Evaluation Results ......................................................................... 9
Conclusions and Recommendations ...................................................................... 13
References ............................................................................................................ 17
Appendices ........................................................................................................... 18
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Executive Summary
Evaluation of a Mathematics Ramp-Up Program for Economically Disadvantaged Students
The nature of high stakes testing and consequences of failing to meet federal academic
progress requirements collectively have kindergarten through twelfth grade (K-12) institutions
continuously seeking remediation procedures that can improve student achievement. Ten years
after the implementation of the No Child Left Behind Act of 2001 (NCLB), the legislation
remains a controversial piece of educational legislation. Through this legislation, adequate
yearly progress (AYP) was constructed as a method of evaluating schools based on the
percentage of students who attained a proficient level on state-mandated tests. In response to
the legislation, school personnel strive to meet AYP requirements. However, the educational
means, access, and proficiencies that institutions implement to meet these standards vary. Many
inner city and rural institutions already lack the resources, qualified teachers, and technological
elements to accomplish accountability requirements appropriately. The result is a cycle of
institutions punished for failing to meet AYP year after year.
Cass High School, a rural institution in northwest Georgia, consists of a population in
which over half of the students come from low-socioeconomic subgroup (SES). In 2010, Cass
met AYP requirements for the eleventh grade students who completed the Georgia High School
Graduation Test (GHSGT) but failed to have the needed success rates for the economically
disadvantaged (ED) population (Georgia Department of Education, 2010b). With sanctions
inevitable if the school fails to meet AYP for a second year in the same ED subgroup, school
personnel implemented an intervention created for this critical population. Upon completion, the
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researcher conducted an evaluation of the Math Ramp-Up program in order to review the success
and efficiency of the intervention.
Introduction to the Report
High-stakes testing has become more prevalent as state departments of education, state
school boards, and local schools systems implement these assessments to measure student
progress under NCLB (National Center for Education Statistics, 2008). In order to adequately
assess secondary schools performance annually, Georgia institutions administer a graduation
test to eleventh grade students. The Georgia High School Graduation Test consists of five
elements: Mathematics, Science, Social Studies, English and Language Arts (ELA), and Writing;
yet only the Mathematics and ELA tests are used to assess AYP (Georgia Department of
Education, 2010a). Georgia educators have placed emphasis on student achievement through
standardized assessments, and the consequences of failing to meet these standards have caused
an increase in teacher accountability. Thisheightened accountability on teachers with respect to
student achievement, the weighted emphasis schools have place on meeting standards, and the
dire consequences the federal government has placed on institutions that fail have made
educators desperate to meet AYP.
Many schools have begun to use detailed data analysis and academic-strand achievement
identifiers to create specialized intervention programs that target weak areas of student
performance and enhance learning. These approaches discover the areas where an institution
may fall short within AYP content domains, and seek to improve these areas to adequate levels.
Focus of the evaluation
Members of Cass High Schools staff created the Math Ramp-Up Program through the
collaboration of the Principal, an Assistant Principal, three math teachers who teach eleventh
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graders, an external consultant, and officials within the school system. The programs foundation
started in reaction to the school institutions failure to meet AYP in the economically
disadvantaged subgroup for mathematics in the 2009-2010 school year. Consequences exist for
schools that do not meet AYP in a particular subgroup for two consecutive years. In order to
avoid sanctions, the school required an appropriate intervention to ensure proficient test scores
from eleventh graders enrolled for the 2010-2011 school year who are economically
disadvantaged. The first step in creating the Ramp-Up Program involved a brainstorming session
with the intervention committee. These individuals discussed the criteria needed to identify
individuals as participants. The committee identified a list of Cass High School students who
qualified for free and reduced lunchas economically disadvantaged. The committee then
condensed the list to only eleventh graders because only these individuals are subject to the
administration of the graduation test. Upon completing this list, the members reviewed the Math
2 End of Course Test (EOCT) results. The curriculum standards of Math 1 and Math 2 contain
the majority of the information included on the Math GHSGT. Those students who did not
receive aproficientscore on either of the EOCTs were labeled as at-riskand placed in the
program.
After identifying the students that were to participate in the program the committee then
searched for the best methods to remediate the students. A review of state-produced test resource
materials included specifically written GHSGTCoach Books for review lessons and practice
items and anonline Math test preparation program (ExPreSS)online program created for
GHSGT review by the Georgia Department of Education. The committee decided that the
curriculum for the intervention would consist of ExPreSS as the primary source and the coach
books as secondary elements.
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The ExPreSS program consists of approximately 12 modules that involve a standardized
pretest per module, interactive lessons, and a posttest. Each student in the program must start
with the pretest in each module. The committee agreed that if a student attained a perfect score
on a particular module pretest, then the student could skip the lesson and posttest and move to
the next module. Any result lower than a perfect score resulted in the student completing the
interactive module and taking the posttest. A score of 80 or higher on the posttest would allow a
student to progress to the next module. A score of less than 80 on the posttest would require the
student to complete the lesson again from start to finish and retake the posttest.This process
would continue until the student earned the required score. In addition to the modules, ExPreSS
also contained a full-length practice GHSGT for students to complete at the end of the twelfth
module.
The committee decided that the Coach books would complement ExPreSS throughout the
intervention. The books are used when a student encountered particular difficulty completing a
module. A different format in instrumentation, pen and paper instead of computer-based, may
help the student where ExPreSS could not. The Coach books are used by students who may have
difficulty logging in to the computer program for various reasons, for student who complete all
12 modules before the timeframe of the intervention is completed, or if the student is placed in
In-school Suspension for discipline reasons and the student is not allowed to come to the
computer lab where the intervention takes place.
The committee set the time length for the intervention at 45 school days starting on
January 3rd
, the first day back from Winter Break for students. Administration decided that the
at-risk students would be transferred from an elective course to the Math Ramp-Up Program for
a set class period lasting 50 minutes for the duration of the intervention. For this reason, students
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staff members describe the aspects of the program that were successful and the elements that
could be improved for efficiency of future interventions?
Evaluation Plan and Procedures
The participants of this evaluation consisted of the eleventh-grade students of economic
disadvantage that were labeled as at-risk and placed in the intervention program (n = 101).
However, only existing data was used in assessing the performance of these individuals. To
complement this population, the researcher also interviewed teachers and administrators that
developed the program and others that assisted in the programs implementation (n = 10). The
group consisted of administrators from the initial intervention committee, mathematics teachers
who tutored during the intervention sessions, non-mathematics teachers who assisted in student
tutoring, and the external teacher who acted as the overseer of the entire implementation. These
individuals are valuable due to their close proximity to the elements of the program and the rich
data they can provide through their experiences. The researcher excluded all members of the
program that did not have the depth of involvement as the previously mentioned sample.
To measure the quantitative element of the study, a comparison of means will be conducted
on existing data. The evaluator reviewed the results of the at-risk students three benchmark
tests, aspects of the intervention, so that he could determine if any evidence that supported an
improvement in scores existed. A significant difference is defined as an improvement of ten
points or more, cumulatively among all three tests. In addition to the statistical analysis, the
administrators and teachers completed a questionnaire. The survey consisted of items with a five-
point Likert scale through statements concerning the perceived success of the program and the
adequacy of the elements implemented.
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Presentation of Evaluation Results
The purpose of the evaluation of Cass High Schools Math Ramp-Up Programinvolvedthe process of reviewing the elements and resources that the data showed as effective, those
found as ineffective, and other unused sources that may improve the intervention so that
stakeholders may take appropriate action based on the information. The data collected served the
purpose of answering the question: Did the intervention have an effect on the at-risk students
achievement resulting in a difference between benchmark test scores? In addition, the evaluator
was interested in the responses to the question: How do the teachers and school staff members
describe the aspects of the program that were successful and the elements that could be improved
for efficiency of future interventions?
Statistical Analysis of Benchmark Tests
Reviewing the existing data from the 101 students of the ramp-up program, means were
calculated for each benchmark assessment. The average scores for the first, second, and third
benchmarks were 25.3, 35.8, and 33.8, respectively (see Appendix C). The difference between
the first and second assessment demonstrated a significant, holistic improvement of +10.5.
However, the mean of the third assessment reveals a change of only +8.8 from the beginning to
end of the program, thus forcing the conclusion that the intervention showed no significant
improvement in students test scores on the benchmark assessments. For this reason a closer look
at the data was necessary. Each benchmark, as well as the GHSGT, is divided into three strands:
Algebra, Geometry, and Data Analysis. The Algebra strands of the assessments increased from a
mean score of 22.6 to a 36.9, for a significant +14.3 differential. A review of the Geometry
strands reflected a +8.4 difference throughout the intervention, a non-significant score, although
not too far from a +10 point variance. The Data Analysis aspect of the benchmarks consisted of
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means of 27.8, 25.0, and 27.6; the result shows a meager -0.2 differential. Upon closer
evaluation, it appears that the Math Ramp-Up Program had a significant effect on students
Algebra understanding, a small effect on Geometry competency, and absolutely no effect with
the Data Analysis curriculum intervention.
Quantitative Questionnaire Items
The results from the questionnaires reflected the opinions and observations of the
individuals who assisted in the implementation of the intervention. Based upon a 4 point Likert-
scale, a score of one means that the individual strongly agreed with the statement, a response of
two is equivalent to agreement with the statement, three means that the individual disagreed with
the statement, and four demonstrates that the individual strongly disagreed with the statement. A
not observed response was available as well, if applicable. When asked to respond to the
effectiveness of the Math Ramp-Up Program in terms of the goals outlined by the development
committee, the sample responded at a mean of 1.78 which represents a score between agree and
strongly agree. A statement concerning the reliability and efficiency of the ExPreSS computer
program resulted in a mean response of 2.78, which borders the disagreement scale. The sample
generally agreed (
X = 1.89) that the GHSGT Coach Books were a helpful and necessary part of
the intervention. A mean of 1.88 shows that the individuals involved in the intervention agree
that the benchmark tests were good examples of rigor and relevance to the actual GHSGT.
Finally, the sample agreed, though more moderately than the other items, that the ExPreSS
programs content was congruent to the standards covered by the Georgia Performance
Standards for Math 1, Math 2, and Math 3 with respect to the GHSGT.
Qualitative Questionnaire Items
In addition to the quantitative data, the evaluator desired to give the members of the sample
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an opportunity to voice concerns or positive comments for the elements of the Math Ramp-Up
Program. Of the qualitative responses concerning aspects of the intervention that the sample
believed contributed to student achievement, a common theme that emerged attributed program
success to the self-guided, small class sizes. One member of the sample commented, I believe
that having the students working at their own pace on the computer with a math teacher by their
side was the biggest help of all. Another individual stated that smaller class sizes with direct
GHSGT item instruction was the most helpful aspect of the intervention. The sample also
believed that consistent and direct teacher support contributed to a positive impact as well.
Additional adult/teacher support in the small group and having a former math teacher as the
instructor helped in that Mr. Slider was able to explain concepts in several different ways to
ensure that the students understood the concepts demonstrated the positive regard the sample
has towards the teacher/student interaction the Math Ramp-Up Program fostered. However, not
every aspect of the intervention met the standards of the sample.
Nearly all members of the sample had negative comments concerning the ExPreSS
program. One member assessed the computer-based program by simply stating the Express
Program not as useful as we would have liked.Members of the sample called the program
flawed, full of grammatical errors, and possessing missing pieces in the questions or
answer choices. However, the most glaring issue with the program concerns a glitch that allows
students to answer each question incorrectly multiple times, until they reach the correct answer,
with little or no penalty to their final score on the module test. One member of the sample wrote
the students learned quickly that there are a few different ways to cheat the program and get a
good score on a lesson without having really learned anything from the lesson. The express
program did not work as students would just click on the answers until they guessed the correct
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answer.they did this without reading the question or understanding the contentwas offered
by another individual. The overwhelming majority of comments demonstrated that the ExPreSS
program did not contribute to the overall goals of the intervention.
When asked to describe materials or techniques that could improve the Math Ramp-Up
Program, the first theme that emerged was earlier implementation. The programs duration
consisted of 45 total days. Members of the sample believed that an earlier start along with more
time spent in the program could help in future interventions; the statement identify at risk
students earlier and implement many of the same strategies sooner demonstrates this need.
Another individual adds that implementation of similar interventions could start earlier if
students who do not pass math in middle school were ramped up before they get to high school.
Yet other members of the intervention believed that better reading comprehension and
vocabulary training could increase the effectiveness of the program. One person stated that
emphasis math on vocabulary would help while another individual delved a little deeper into
their response:
The benchmarks indicated progress for many of the students, but achievement was still
low. Reading comprehension was a big obstacle. Future interventions should be earlier.
We have Math Support, Language Arts needs a READING intervention (this
recommendation comes from a LA teacher). Most of the students in the intervention can
do the algebra, but do not understand what is being asked.
A higher emphasis on reading comprehension and vocabulary can assist students when trying to
decipher the mathematical content and requirements in lengthy, word-laden test items. A longer
implementation period could allow for more time spent not only on mathematics curriculum, but
reading strategies and word recognition as well.
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Conclusions and Recommendations
The purpose of the study consisted of discovering the overall success of the Math Ramp-
Up Program, the elements that contributed and did not contribute to student achievement, and
valuable aspects missing from the intervention. The overarching themes of the data are that of
the programs content and structure.
The elements of the programs curriculum included the ExPreSS self-guided computer
program, the GHSGT Coach Books, and instruction from the outsourced teacher. The data
suggests that the intervention may have not been as successful as hoped, but that the content of
the program was generally acceptable. However, a slight contradiction existed between the
questionnaires quantitative and qualitative elements concerning ExPreSS. The computer
program received a mean score of 2.78 on the quantitative section of survey demonstrating that
at considerable percentage of the sample agreed that the program was reliable. Yet, in the
qualitative responses, nearly all of the individuals of the sample spoke of the flaws of ExPreSS
and the ease in which student could cheat the program, but wrote little or no positive remarks.
Without serious editing to the format of the questions and answers and corrections made to the
computer programming that will correct the score glitches, the ExPreSS program cannot be
relied upon as a valid intervention tool. Conversely, the GHSGT Coach Books received rave
reviews in the quantitative and qualitative sections, and through the samples observation,
contributed to student understanding. The instruction of the outsourced teacher assisted where
the ExPreSS program and coach books could not. The presence of this individual allowed for
students to have consistency in curriculum delivery, which is quite important under the 45-day
duration. In addition, by having an outsourced teacher, employed mathematics teachers could
come at their leisure to assist students and were not forced to sacrifice planning periods for the
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intervention period, thus affecting their preparation for other math courses.
Due to the nature of disadvantages that students with economic disadvantage (ED)
encounter, the format of the program enabled the at-risk students to get relevant learning
experiences that their socioeconomic situation would normally not allow. To implement the
program during school hours at no cost to the individual gave the ED population access to
resources that the students would otherwise not receive. Monetary and transportation issues often
thwart any opportunities that institutions offer to students of ED. Yet, the structure of the Math
Ramp-Up Program accounted for these obstacles and gave access to this marginalized group.
However, improves to the intervention could be made. TheM
ath Ramp-Up Programs time
constraints did not give students the opportunity to get the most out of the intervention content.
Program construction began in December and implementation in January. With the GHSGT
administered in the second week of March, this process only allowed for 45 days of intervention
content. Other than the cost of the outsourced instructor, there is no reason why identification of
at-risk students could not begin after the End of Course Test (EOCT) results arrive in May of
their sophomore year and students be placed in the intervention when they begin their junior year
the following August. This process would increase the interventions timeframe from 45 days to
135 days. With such an increase in instruction time, the mathematics curriculum could be
covered more in-depth, more emphasis could be placed on standardized testing strategies, and
reading comprehension lessons could be taught. The main argument from the sample concerning
the structure of the intervention simply called for more time.
Elements of the quantitative and qualitative data contribute to practice in the field of
education. Results from Likert-scale items on the questionnaire demonstrate that official, state-
licensed GHSGT review materials were more reliable for curriculum review. The Coach books
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were release by the state of Georgia to serve the purpose of preparing students for the graduation
test. The ExPreSS program, also created by Georgia Department of Education officials, was
intended for at-home use and not for large group intervention methods. Used at the students
home, through individual parent supervision, the ExPreSS program, while still full of many
errors, could contribute to student achievement. However, as seen in the qualitative responses of
the sample, in the setting of this particular intervention, the integrity of the computer-based
program was easily violated and without individual supervision, ExPreSS caused more problems
than it was worth. Finding adequate resources and using them for the purpose they were intended
for will save time, effort, and money when implementing interventions.
Conclusion
The Math Ramp-Up Program intended to serve the purpose of assisting eleventh-grade
students of low socioeconomic backgrounds in improving their mathematics standardized test
scores. Due to the high-stakes nature of the GHSGT and the consequences of AYP, this
intervention can either act as a life-ring for the institution by increasing academic performance,
or lack efficiency and waste resources. The Math Ramp-Up Program did not have a significant
impact on the benchmark test results. However, the existence of this intervention, in light of
issues of access for students of ED, is better than no intervention at all. The GHSGT Coach
Books, the instruction of the outsourced teacher, and the assistance of volunteer teachers
contributed as valuable assets to the program. Unfortunately, the ExPreSS program did not serve
the purpose that the development committee intended and the evaluator questions its efficiency,
reliability, and adequacy for future implementation. Future interventions should have longer
durations and include reading comprehension strategies. The Math Ramp-Up Program serves the
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purpose of providing students of ED the opportunity to review curriculum and access to
resources that their social capital often excludes.
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References
Georgia Department of Education. (2010a). Georgia High School Graduation Tests (GHSGT).
Retrieved from http://www.doe.k12.ga.us/ci_testing.aspx?PageReq=CI_TESTING_
GHSGT
Georgia Department of Education. (2010b). 2009 AYP. Retrieved from http://public.doe.
k12.ga.us/ayp2009/overview.asp?SchoolID=608-0577-g-8-0-0-0-0-0-0-0-0-0
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Appendix A
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Appendix B
Questionnaire
1. I feel that the Math Ramp-Up Program met the goals as outlined by the development
committee.
1 Strongly Agree 2 Agree 3 Disagree 4 Strongly Agree
2. I feel the ExPreSS computer intervention was a reliable aspect of the program.
1 Strongly Agree 2 Agree 3 Disagree 4 Strongly Agree
3. I feel the ExPreSS programs content was congruent to the standards covered by the
GHSGT.
1 Strongly Agree 2 Agree 3 Disagree 4 Strongly Agree
4. The Coachbooks offered were an adequate resource for GHSGT review.
1 Strongly Agree 2 Agree 3 Disagree 4 Strongly Agree
5. The benchmark tests were good indicators of rigor and relevance to the GHSGT.
1 Strongly Agree 2 Agree 3 Disagree 4 Strongly Agree
6. Please explain any aspects of the intervention that you believe were appropriate and led
to student achievement.
7. Please list the elements of the program that you feel did not work. What are the issues
that you noticed in any of the materials?
8. Please list any materials that you feel would make to intervention better.
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Appendix C
Table 1: Overview of Benchmark Assessment Means (
X) by Strand
AssessmentTitle
Algebra Geometry Data Analysis Overall
Benchmark 1
X! 22.6
X! 25.5
X! 27.8
X! 25.3
Benchmark 2
X! 39.4
X! 42.6
X! 25.0
X! 35.8
Benchmark 3
X! 36.9
X! 33.7
X! 27.6
X! 33.8
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Appendix D
Table 2: Existing Data of Students Scores on all Three Assessments by Strand
4-
Feb
15-
Feb
8-
Mar
Test
#1
Test
#1
Test
#1
Tes
t
#1
Test
#2
Test
#2
Test
#2
Tes
t
#2
Test
#3
Test
#3
Test
#3
Tes
t
#3Student
Number Period Algebra Geometry
Data
Analysis Total Algebra Geometry
Data
Analysis Total Algebra Geometry
Data
Analysis Total
5 26 21 28 25 40 40 0 27 43 25 11 28
2 13 29 22 21 30 40 30 33
1 22 17 44 26 20 20 0 13 26 25 22 25
5 17 29 33 25 60 40 30 43 17 58 11 31
4 13 28 14
6 13 29 22 23 30 60 20 37 31 50 44 46
1 13 38 44 31 20 40 40 33
5 22 33 11 25 60 40 40 47 30 33 33 32
2 4 21 44 22 20 30 20 23 48 38 22 37
4 22 21 28 23 20 30 40 30 26 25 28 26
1 17 33 33 28 40 70 30 47 30 17 39 28
3 26 25 11 21 30 40 10 27 26 29 22 26
4 17 29 28 25 50 20 20 23 61 29 33 42
3 39 29 39 35 20 50 30 33 26 25 33 28
5 35 21 22 28 20 60 10 40 26 38 33 32
2 22 33 22 26 30 30 20 27 57 50 39 49
2 17 33 33 31 60 40 20 40 43 38 39 405 39 38 44 40 30 30 10 23 30 21 17 23
7 13 21 17 17 20 40 30 30 48 46 28 42
2 13 25 17 18 40 50 20 37 30 17 28 25
5 17 13 28 20 50 50 40 47 43 25 22 31
6 22 33 33 29 70 60 20 50 30 58 22 38
3 26 33 44 35 50 50 30 43
5 30 33 39 34 50 70 40 53 56 33 39 43
6 30 10 0 13
4 30 29 17 26 40 70 60 57 48 63 22 46
2 26 21 50 31 40 80 30 50 57 42 22 43
2 4 33 17 23 30 60 30 40 52 38 17 37
7 30 21 6 20 40 30 10 27 26 13 17 18
7 35 46 39 40 80 30 50 53 57 46 50 51
6 35 46 28 37 70 80 0 50 48 42 33 42
3 30 21 28 26 30 40 20 30 35 33 17 29
2 22 8 22 18 30 80 20 43 26 25 22 25
6 13 13 17 14 20 10 30 20 17 29 11 18
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4 9 25 28 22 30 0 20 17
4 26 17 22 21 10 30 10 17
5 9 8 17 11 20 30 20 23 35 42 50 42
4 35 33 50 38 50 50 40 47 65 46 33 49
5 26 17 33 25 10 30 40 27 48 50 17 38
3 30 33 17 28 30 30 30 30 17 42 39 324 22 17 33 23 50 40 30 40 52 46 50 49
1 30 25 33 23 30 20 20 23
5 35 17 39 29 30 60 50 47 43 42 39 40
6 26 42 17 29 30 20 20 23 35 21 28 28
4 26 21 28 25 60 40 10 37 61 42 22 43
1 23 25 28 25 50 40 30 40 37 17 39 37
5 17 29 17 23 50 50 20 40 52 38 22 37
1 26 13 33 23 20 10 10 13 30 17 22 23
1 17 50 39 35 90 40 30 53 61 38 61 51
2 26 21 17 23 50 50 30 43 26 29 17 25
6 35 29 33 32 70 70 10 50 31 38 17 35
7 17 38 17 28 20 50 40 37 52 50 34 46
7 17 17 28 20 40 40 50 43 52 29 33 42
1 17 21 22 20 40 30 10 27 9 29 28 22
3 17 21 33 23 40 20 40 33 17 33 28 29
6 22 33 33 28
2 30 29 39 32 20 50 40 37 35 33 28 31
7 22 23 17 25 39 38 39 38
5 50 70 30 50 43 33 22 34
2 22 33 33 31 60 50 50 53 57 46 33 46
6 4 13 17 11 70 20 0 30 61 42 22 431 30 13 39 23 30 20 10 20
2 17 25 28 25 60 50 20 43 39 38 17 32
2 35 29 28 31 70 50 40 53 74 33 50 52
7 26 38 17 28 30 20 20 23 35 38 17 31
5 50 40 20 37 22 13 22 18
1 26 13 6 15 30 40 20 30 39 25 22 31
7 13 21 28 22 10 60 40 37
2 22 29 39 29 40 40 20 33 35 42 50 42
3 17 25 17 22 40 80 30 50 65 46 39 65
4 17 33 33 28 20 40 30 30 26 38 28 31
4 22 33 17 25 50 50 30 43 39 46 28 38
4 22 30 44 29 20 30 30 27 39 42 11 32
3 13 25 33 20 50 40 20 37 30 29 22 28
7 26 25 0 18 20 30 20 23 30 29 28 29
4 35 38 44 38 60 60 30 50 61 42 28 45
4 22 25 39 28 60 60 20 47
3 13 21 22 18 30 80 30 47 32 35 25 33
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4 26 25 39 29 40 30 40 37 17 21 28 20
4 22 13 33 23 40 10 0 17 30 25 22 26
6 22 25 17 22 30 30 20 27 35 17 28 26
7 26 25 50 32 60 50 30 47
1 13 17 22 17 20 30 10 20 39 33 17 32
3 48 13 33 31 0 40 30 23 12 4 13 222 35 21 28 28 30 90 20 47 30 29 22 28
1 13 38 11 23 40 40 40 40 30 38 39 35
2 26 21 17 23 50 50 30 43 48 33 33 38
5 21 25 17 22 70 50 30 50 26 33 28 29
7 30 8 28 22 30 40 30 33
2 17 21 33 23 40 40 20 33 30 42 17 31
6 17 21 39 25 40 30 10 27 9 25 22 20
6 26 38 33 32 20 40 0 20 35 33 6 28
1 30 25 33 29 30 10 0 13 22 29 17 23
5 17 25 56 29 40 60 40 60 39 17 33 294 80 80 60 73 57 38 33 51
5 17 17 11 15 10 60 20 30 17 21 22 22
7 17 38 11 23 40 40 40 40 52 54 22 45
5 13 21 22 18 60 20 10 30 26 29 11 23
4 26 25 11 23 50 30 20 35 26 46 28 34
4 22 13 33 21 40 40 30 37 9 8 33 15
6 30 29 33 31 40 40 10 30 48 29 33 38
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EVALUATION OF A MATHEMATICS RAMP-UP PROGRAM 26
Appendix E
Table 3: Representation of scores on the Likert-scale items of the Questionnaire
Strongly
Agree(1)
Agree
(2)
Disagree
(3)
Strongly
Disagree(4)
Not
ObservedMean
Question
12 7 0 0 1 1.78
Question2
0 5 1 3 1 2.78
Question
32 6 1 0 1 1.89
Question
41 7 0 0 2 1.88
Question5
1 5 2 0 2 2.13