Learning Contracts in a Fourth-Grade Math Classroom

Author

Kaylyn M. Hays, Abilene Christian UniversityFollow

Campus Location

Abilene Campus

Date of Award

Spring 5-9-2025

Document Type

Manuscript

Department

Teacher Education

Degree Name

Master of Education in Teaching and Learning

First Advisor

Dana Mayhall

Second Advisor

Andrew Huddleston

Abstract

This study explored fourth-grade students’ and their teacher’s perceptions of learning contracts in a math classroom, as well as their potential impact on assessment scores. Over four weeks, students alternated between using and not using contracts. During week three, participants completed a survey of Likert scale and open-ended questions; select students and the teacher were then interviewed. Field notes were taken weekly. Initial data was coded with level 1 codes, followed by level 2 codes derived from the first round. Themes were developed through indexing and analytical memos. Findings showed that students’ opinions of learning contracts were mixed: roughly equal numbers enjoyed them and felt neutral. While some students expressed appreciation for the control learning contracts offered, others preferred traditional instruction. The teacher viewed contracts as a useful differentiation tool but noted time management challenges. Changes in participation and assessment scores were minimal.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Hays, Kaylyn M., "Learning Contracts in a Fourth-Grade Math Classroom" (2025). Masters of Education in Teaching and Learning. 85.
https://digitalcommons.acu.edu/metl/85