Browsing by Author "Shabaneh, Noor"
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Item Evaluating the Effectiveness of a Math Mentoring Program on Underserved 7th-Grade Students in HISD(2023-04-13) Lee, Preston; Shabaneh, Noor; Dumitrascu, Mariam; Haidacher, Sigmund; Aithal, SachithaMath Confidence through Cubing Club (MC³) is an after-school math tutoring program that fights poverty by closing the math-achievement gap as well as teaching students self-respect. Each student was given one 20-question Math Test and one 15-question Character Questionnaire to evaluate the impacts of the program on their math skills as well as their confidence. We found that MC³ has a significant positive impact on the students in their math skills and there is a slight increase in confidence post-program. Our findings found a positive correlation between the program’s curriculum and the mentee’s math performance and confidence levels. Although the sample size remains small, future endeavors can consider expansion of the program to test the validity of our program’s curriculum in different grade levels or even different schools.Item Evaluating the Effectiveness of a Math Mentoring Program on Underserved 7th-Grade Students in HISD(2022-04-14) Shabaneh, Noor; Sierra Quintero, SophiaMath Confidence through Cubing Club, or MC3, is an after-school mentoring program housed within the Honors College’s Bonner Leaders program. MC3 is dedicated to fighting poverty in Houston’s Third Ward by working to close the math achievement gap and improve confidence in 7th-graders at Yolanda Black Navarro Middle School. Mentors visit the school twice a week and tutor math and teach students how to solve a Rubik’s cube. The COVID-19 pandemic has exacerbated an existing education gap in underserved communities, and Navarro Middle School is no exception. This research is focused on evaluating MC3’s effectiveness as a mentoring program in our first semester of service. By using math assessments and questionnaires, we were able to compare student performance before and after participating in the program. The findings suggest a correlation between mentorship and an increase in self-esteem, which may be attributed to learning to solve the Rubik’s cube. Student math performance increased as well, specifically, the amount of tries students took to solve the math problems. Based on the results, the project plans to make changes in survey phrasing to remove any bias or misunderstanding, as well as further research the correlation between program attendance, behavior, and academic performance.