Document Type
Article
Publication Date
Spring 2024
Abstract
The purpose of this action research project was to determine the relationship between daily spiral review bell ringers and students' assessment scores. The research was driven by the problem of students reaching the end-of-year assessments and being unable to remember material they had learned throughout the year. A quantitative study was used to determine the effectiveness of a ten-week spiral review intervention. The researcher is a seventh and eighth grade math teacher in her fifth year of teaching. Data was collected from a pre-test and post-test created by the researcher consisting of material from the Common Core State Standards and the ISASP Mathematics Blueprint. Data analysis revealed a significant difference in students' scores from the pre-test to the post-test. Students were more likely to remember the material after being frequently exposed to it. The research findings from this study may prove that spiral review is beneficial for all teachers to implement in their classroom to strengthen students' understanding of the material being taught.