Increasing student performance on the Independent School Entrance Exam (ISEE) using the Gap Analysis approach.

摘要

Using the Gap Analysis problem-solving framework (Clark & Estes, 2008), this study examined the performance gap experienced by 6th grade students on the math sections of the ISEE (Independent School Entrance Exam). The purpose of the study was to identify and validate the knowledge, motivation, and organization causes of the students' low performance on the ISEE pre-test. The participants in the study were 9 students identified as scoring below a stanine of 5 (referred to as Below-5 students) on the mathematics sections of an ISEE pre-test. Quantitative surveys and qualitative interviews were used to collect data, and data was analyzed using descriptive statistics. The results of the study found a significant prerequisite knowledge gap (40%), motivational barriers of values and self-efficacy, and organizational barriers including difficulty with homework completion and lack of homework support at home. Research based solutions to close the knowledge, motivation, and organization gaps are recommended. The implications of the study indicate that in order to achieve a stanine of 5 or higher on the math sections of the ISEE, Below-5 students will need pre-training in knowledge and skills, a motivation increase in self-efficacy and values, and organizational resources such as a proper homework environment and homework help.