The Academic and Attitudinal Effects of a Math Summer Camp for Elementary Students
Miller, Myranda R.
MetadataShow full item record
Summer presents a major challenge for students from low-income families that may not have the resources to maintain what they have learned throughout the school year. Summer slide is described as the loss of educational achievement over the long summer break (Gray, 2017). Although summer slide is present in many subjects across the board, a meta-analysis of 39 studies (Cooper et al., 1996) found that summer slide had a larger effect on math than reading overall. In recent studies, there has been more of an emphasis on using summer camps as a solution for summer slide (Allington et al., 2010; Borman, Goetz, & Dowling, 2009; Slates, Alexander, Entwisle, & Olson, 2012; Tichenor & Plavchan, 2010). In terms of the gap in summer slide, researchers have noted the difference in resources available for children. With the use of summer camps as a possible solution, one thing to keep in mind is the effect of how students are taught math. Although there are many options for how to teach young children math, the use of physical manipulatives, such as blocks and shapes, have become increasing observed as being helpful in teaching today’s youth. Based on previous literature, I hypothesized that at a continual and interactive math camp, students will increase academic achievement as well as gain a positive attitude toward math. I am proposing that two groups, an experimental summer camp group and a control group with no academic enrichment over summer, be tested before and after the summer break to see the effect of a summer camp setting. There will be a focus on low socioeconomic level students because they are traditionally seen as needing more help due to other specific factors.