Research Reports
Summaries of JUMP research.
Lambeth (2006)
During the 2006 summer term, JUMP Math implemented a six-week pilot program in the London, UK borough of Lambeth. The Lambeth pilot took the form of a daily teaching program from May to July 2006, using units taken from the Grade 3 workbooks. Each participating school was asked to commit one teacher and one teaching assistant for daily JUMP math lessons for the duration of the six weeks. Only those children working below age-related expectations in mathematics were selected to participate.
All schools indicated that the main gain was a clear increase in student confidence. Post-pilot interviews with teachers suggested that participating children showed an increase in confidence related to math and in their self-esteem more generally. Significantly, many of the children brought this increased confidence and enthusiasm for learning to their other subjects as well. In terms of the impact on student math skills, test results indicated improvement for all students, with some showing more significant improvement. Most teachers, however, felt that the test results did not fully reflect the improvement in math skills they saw among students.
The pilot program also had a notable impact on the participating teachers. Many reported increased confidence in their math teaching skills and the application of the step by step approach to learning in their other subjects.
The enthusiasm generated by the Lambeth pilot has led to plans for further dissemination of the JUMP mathematics program in both pilot and non-pilot schools. Through 2006-07, it is expected that 5000 additional Lambeth students will benefit from the JUMP approach.
JUMP Math-Brock University Pilot Study (2005)
This study was a collaborative effort between JUMP, the Institute for Enterprise Education (IEE), and the Brock Enterprise Education Program (B.Ed. program). The timeline of the study was February 21- March 11, 2005. 160 students from grades 3-6 participated in the study.
A pre-test was administered to the students to get a baseline measure of their math ability prior to the implementation of the JUMP math program. After the duration of the JUMP math program, a version of the same test was administered to these students in order to measure any change.
The following is a selected summary of the results:
- Of 160 students who participated in this study, 0% of students passed the pre-test; after the implementation of the JUMP Math program, 100% of students passed the post test (average math post-test scores by classroom ranging from 77%-92%).
- Of 160 students, the average test score improvement was 74%.
After the implementation of the JUMP math program, 100% of students showed an improvement in their post test scores (minimum improvement was 22%, maximum improvement was 100%).
JUMP for Joy! The Impact of JUMP on Student Math Confidence (2004)
This study examined 14 classrooms in 4 elementary schools in Toronto, Ontario over a four week period. A survey was designed by JUMP in consultation with academics from the Ontario Institute for Studies in Education (OISE/University of Toronto). The survey was administered by JUMP staff at the conclusion of the one-month study with the help of10 interns from OISE.
- 100% of participating teachers said that students showed an improvement in student confidence in subjects other than mathematics as a result of using the JUMP Math program.
- 100% of participating teachers said they would use JUMP inclass next year.
- 100% of participating teachers said that their weaker students were more enthusiastic about doing math as a result of the JUMP Math program.
Effects of the JUMP Program on Elementary Students’ Math Confidence (2004)
Based on a graduate research study conducted by Kaitlin Hughes at the Ontario Institute for Studies in Education (OISE) at the University of Toronto, this study examines the JUMP program and its effect on students’ math confidence. A pre- and post-survey were administered to 120 students in six different classrooms at three different schools. Participants ranged from grades 3 and 4 students who had never worked with JUMP curriculum before.
Analysis of quantitative and qualitative data shows that there is “a very significant relationship between students’ math confidence and the JUMP program”. Analysis reveals that “students both enjoy the program and feel more confident about their math education after receiving the program”.
- Research shows that with the pervasiveness of math anxiety and negative attitudes towards math in students, there is a need for math program to encourage confidence-building.
- Statistical analysis of math confidence scores reflects an overall growth and statistically significant increase in math confidence from pre-JUMP program implementation to post-JUMP program implementation, with the most growth occurring in males.
- Of those students who participated in this study, most felt confident about their math work after having completed the JUMP program. JUMP students said they were successful in doing mathematics, they were not worried about doing math, and they felt confident about their skill level. 57.4% of respondents to the post-survey said they were good at math. 61.7% of respondents to the post-survey said they don’t worry about doing math in class.
- Of the 74 students out of 116 who identified a difference between JUMP math and regular math curricula, 88% commented that they favoured JUMP to regular math or like both programs. Students were able to notice a change in their math program and most students responded positively to the change.
