Date of Award

Fall 12-15-2022

Document Type

Project (696 or 796 registration)

Degree Name

<--Select Degree Name-->


Graduate Studies

Committee Chair

Michael Coquyt


mathematics, middle-school, self-paced, achievement, motivation, attitude


A large mathematics achievement gap is a concern for researchers and educators alike, making effective teaching practices a main point of study for many researchers. Therefore, this action research, which used a quasi-experimental, quantitative research design, aimed to determine the effect of a self-paced learning environment on eighth-grade students’ mathematical achievement and motivation for learning. Baseline data on student motivation toward learning mathematics and mathematics achievement was collected before implementing a self-paced learning environment. After a mathematics unit was completed utilizing the self-paced learning model, data was collected on student achievement and motivation to determine effect of the learning environment. This research determined if the student-centered educational environment of self- paced learning had a positive effect and should be implemented permanently within the classroom of study.



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