Date of Award


Document Type


Degree Name

Doctor of Education (EdD)


Educational Leadership


Dr. Usenime Akpanudo


The purpose of this dissertation was to determine the effects by gender and by family-income level between students using Open Up Resources (OUR) curriculum (a Problem-Based Learning [PBL] curriculum) versus traditional curriculum on mathematics achievement of Grades 7 and 8 students. A stratified random sample of 320 students from four Central and Southeast Arkansas schools (n = 160 for Grades 7 and 8, respectively) was drawn for this study. Data analysis involved the use of 2 x 2 factorial ANOVAs. The key findings of the study were that the mathematics achievement of Grade 8 students using OUR was significantly higher than the scores of those using traditional mathematics curricula. The scores of Grade 7 students using both curriculum types were similar. Seventh-grade females had higher mathematics achievement than males. Students from low family-income levels had lower mathematics achievement in both grades than those from higher family-income levels. Based on these findings, PBL curricula such as OUR are recommended as a strategy for closing gaps in mathematics achievement.

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

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