Improving Student Achievement Through the Implementation of A Classroom Performance System

This applied dissertation was designed to implement and examine the impact of a classroom performance system (CPS) on student achievement for Grade 9 mathematics students. Seventy-five students in 4 Coordinate Algebra classes were observed during the regular school day for 9 weeks. The treatment group received CPS-based instruction, and the control group received traditional mathematics instruction without the use of a CPS. The teacher was the same for all classes. Data from benchmark assessments as well as quarterly grade reports were compared for both groups. The findings of this study showed mixed results in relation to the impact of CPS-based instruction on mathematics achievement. Using the CPS resulted in significant increases in benchmark scores but not report card scores; further, the increase in score was not statistically significantly different between the treatment and control groups. However, this research is an initial step in studying the use of CPSs with high school students; most of the research has investigated the use of CPSs at the college level