The Relationship of Elementary Arithmetic Competencies and Achievement in Algebra I

Abstract

Many people in the field of mathematics have seen proficiency in elementary arithmetic as an essential benchmark for success in algebra. However in this technological era, calculation software has diminished the emphasis placed on this benchmark. The purpose of this study was to investigate the extent to which elementary arithmetic competencies demonstrated by students, without the use of a calculator, are related to achievement in algebra. The design of this study used regression analysis with a quasi-experimental component. The data analyzed were the participant's score on an arithmetic competency test and their final grade in Algebra I. Data from eight participants was collected due to the requirements of obtaining consent for participation. The results of the study were mixed with the consideration of an outlier taken into account, so two t-tests were performed. The first t-test with the outlier did not show a significant relationship, but the second t-test with the outlier removed did show a significant relationship. Conclusions drawn from this research are cautiously interpreted given the small sample size, but do indicate poor achievement in elementary arithmetic related to average achievement in Algebra I. Recommendations for more research and suggestions for improvement were identified as necessary to augment the findings in this study.