| The purpose of the quantitative ex-post facto study was to examine the effects of looping on mathematics achievement of middle school students in Georgia by demonstrating its low cost, effects on test scores, and expansion of individual instruction. The population for this study consisted of students from a pilot study of looping conducted at the target school. Fifty students were included in both the looped and the non-looped groups, resulting in a total sample size of 100 individuals. There was a difference in CRCT scores for mathematics achievement between students in a looped classroom when compared to students in a non-looped classroom with those in the looped classroom improving from the pretest to the posttest, while students in the non-looping classroom did not improve. Moreover, females in a looped classroom improved more from the pretest to the posttest than females in a non-looped classroom. Mathematic achievement for males in the looping group improved from the pretest to the posttest, while the mathematics achievement for males in the non-looping condition decreased from the pretest to the posttest. There was no difference in CRCT mathematics achievement scores between male and female in a looping class. In conclusion, compared with pupils in a non-looped classroom, students in a looping class performed better on their mathematics scores. Future research should be conducted to further discover the effects of looping regarding different levels of education, other indicative factors, and other states. |
