dc.contributor.author	Thompson, Lindsay B.
dc.coverage.spatial	Georgia	en_US
dc.date.accessioned	2022-07-28T20:10:16Z
dc.date.available	2022-07-28T20:10:16Z
dc.date.issued	2022-05
dc.identifier.other	970E99EE-7F3D-BE9D-4B80-1FF5CC72B999	en_US
dc.identifier.uri	https://hdl.handle.net/10428/5583
dc.description.abstract	High school mathematics achievement is crucial to the success of students as they advance through their education and prepare for careers, but most Georgia high school students are not high-achievers on state mandated mathematics assessments (GaDOE, 2019; Yu & Singh, 2018). The purpose of this qualitative study was to explore the life and career experiences of successful algebra teachers, their perceptions of effective use of IXL in the mathematics classroom, and the key factors for students mastering mathematics content. IXL is one of six educational online resources created and provided by IXL Learning Company (IXL, 2021). The researcher used a phenomenological research design to describe the lived experiences of six successful algebra teachers in rural South Georgia while implementing IXL with their students (Creswell, 2014). The researcher collected data through two semi-structured interviews with each participant and a review of documents and artifacts (Ary et al., 2019; Creswell, 2014). Through data analysis, the researcher identified four themes: (1) relationships, (2) motivation, (3) IXL strategies, and (4) integration of technology. The findings suggest relationships with students could motivate and improve student learning. Technology use, including IXL, can improve student learning but some technology is a distraction. Finally, teachers should use IXL purposefully to supplement teaching for a limited amount of time daily. The study’s findings are significant for school districts, school leaders, and teachers. Keywords: Algebra, High School, IXL, Mathematics, Successful Teachers, Technology	en_US
dc.description.tableofcontents	Chapter I: Introduction 1 -- Overview 2 -- Statement of the Problem 3 -- Purpose of the Study 4 -- Research Questions 5 -- Significance of the Study 5 -- Conceptual Framework 6 -- Methodology 10 -- Qualitative Method 10 -- Limitations 13 -- Special Challenges 14 -- Definition of Terms 15 -- Chapter Summary 17 -- Chapter II: Literature Review 19 -- Introduction 19 -- Review of the Literature 20 -- Experiential Knowledge 21 -- Student Achievement 22 -- Measures of Student Achievement 25 -- Georgia Milestones 27 -- Student Growth Model 30 -- Effect of Student Achievement on Schools 31 -- Factors that Influence Learning 35 -- External 35 -- Internal 38 -- Factors that Influence Learning of Mathematics 40 -- External 40 -- Internal 42 -- Technology in the Classroom 43 -- Personalized Learning 47 -- Review of IXL 48 -- Chapter Summary 50 -- Chapter III: Methodology 52 -- Research Design and Rationale 53 -- Setting 55 -- Role of Researcher 55 -- Proposed Sampling Technique 56 -- Data Collection Procedures 57 -- Interviews 58 -- Documents 59 -- Researcher Memos 59 -- Data Analysis Procedures 60 -- Issues of Trustworthiness 61 -- Credibility 62 -- Transferability 63 -- Dependability 63 -- Confirmability 64 -- Ethical Procedures 66 -- Summary 66 -- Chapter IV: Participants 67 -- Participants 67 -- Cora 67 -- Edith 73 -- Tom 77 -- Sybil 82 -- Daisy 85 -- Anna 90 -- Summary 94 -- Chapter V: Results 95 -- Results 95 -- Discussion of Themes 97 -- Relationships 99 -- Relationships with Students 100 -- Relationships with Mentors 103 -- Relationships with Colleagues 104 -- Motivation 105 -- IXL Strategies 109 -- Integration of Technology 113 -- Chapter Summary 117 -- Chapter VI: Conclusion 118 -- Conclusion 118 -- Research Questions: Summary Discussion 120 -- Research Question 1: What are the life and career experiences of successful algebra teachers who employ IXL as a teaching strategy in rural South Georgia mathematics classrooms? 121 -- Research Question 2: What are the best implementation strategies as -- perceived by successful algebra teachers who employ IXL as a teaching strategy -- in rural South Georgia mathematics classrooms? 124 -- Research Question 3: What are the external and internal key factors for -- students mastering mathematics content as perceived by successful algebra -- teachers who employ IXL as a teaching strategy in rural South Georgia -- mathematics classrooms? 127 -- Implications of the Study 130 -- Districts and Schools 131 -- Educators 132 -- RESAs 132 -- Higher Education Institutions 133 -- Limitations of the Study 133 -- Recommendations 135 -- Final Thoughts 136 -- Summary 137 -- References 141 -- Appendix A: Request to Conduct Research 160 -- Appendix B: District Approval to Conduct Research 163 -- Appendix C: Letter to Applicants 168 -- Appendix D: Interview Guide 172 -- Appendix E: Institutional Review Board Approval 176	en_US
dc.format.extent	1 electronic document and derivatives, 189 pages. 1384456 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Algebra	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Education	en_US
dc.subject	Education, Secondary	en_US
dc.subject	Educational leadership	en_US
dc.subject	Educational technology	en_US
dc.subject	High school teachers	en_US
dc.subject	Mathematics--Study and teaching (Secondary)	en_US
dc.subject	Mathematics	en_US
dc.title	A Phenomenological Qualitative Study on Successful Algebra Teachers' Perceptions of the Implementation and Use of IXL	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Leadership, Technology, and Workforce Development of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Truby, William F.
dc.description.advisor	Lairsey, John D.
dc.description.committee	Haralson, J. Shawn
dc.description.committee	Williams, Lisa N.
dc.description.degree	Ed.D.	en_US
dc.description.major	Education in Leadership	en_US