Giving Underachieving Students a Voice: Exploring Student Perspectives to Improve the GRIN Program
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| Title: | Giving Underachieving Students a Voice: Exploring Student Perspectives to Improve the GRIN Program |
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| Language: | English |
| Authors: | Penelope Kalogeropoulos, James Russo, Anne Roche, Peter Sullivan, Mathematics Education Research Group of Australasia (MERGA) |
| Source: | Mathematics Education Research Group of Australasia. 2025. |
| Availability: | Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ |
| Peer Reviewed: | N |
| Page Count: | 8 |
| Publication Date: | 2025 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Foreign Countries, Elementary School Students, Secondary School Students, Mathematics Education, Elementary School Mathematics, Secondary School Mathematics, Underachievement, Numeracy, Small Group Instruction, Tutoring, Student Attitudes, Program Improvement |
| Geographic Terms: | Australia |
| Abstract: | The Getting Ready in Numeracy (GRIN) program supports underachieving students by preparing them for upcoming mathematics lessons through small-group tutoring. While prior research suggests positive outcomes, student perspectives remain underexplored. This study thematically analyses responses from 311 GRIN participants (Year levels 1-9) on improving the program. Three-quarters of participants suggested changes, with key themes including more or longer sessions, more games, scheduling, degree of challenge and group composition. Findings highlight the need for flexibility in GRIN implementation and the importance of student voice in refining intervention programs. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED676435 |
| Database: | ERIC |
| Abstract: | The Getting Ready in Numeracy (GRIN) program supports underachieving students by preparing them for upcoming mathematics lessons through small-group tutoring. While prior research suggests positive outcomes, student perspectives remain underexplored. This study thematically analyses responses from 311 GRIN participants (Year levels 1-9) on improving the program. Three-quarters of participants suggested changes, with key themes including more or longer sessions, more games, scheduling, degree of challenge and group composition. Findings highlight the need for flexibility in GRIN implementation and the importance of student voice in refining intervention programs. |
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