Date of Award


Document Type


Degree Name

Master of Arts in Education


Education, Montessori

First Advisor

Alisha Brandon


Montessori Elementary Education, Elementary Education


This action research project investigated the effect coding integration had on student engagement and academic achievement in a fifth-grade mathematics class. Research was conducted on a group of 20 fifth grade students performing on grade level, in a suburban school outside of Philadelphia. Four data collection tools were used: A student survey, teacher observations and reflections, pre and post-test data, and a tally chart. Data was categorized into two domains: student engagement and academic achievement. Coding follow-up works using Scratch, Wonder Workshop, and Turtle Academy were provided to students over the course of two mathematical topics created by Pearson Education, Inc., in addition to traditional follow-up works such as worksheets and task cards. Qualitative and quantitative data implied that coding integration had a positive effect on student engagement and overall, students’ perceptions of math class improved. Quantitative data was unable to determine the effect coding had on academic achievement due to consistent participation in the coding activities offered by all students. The findings suggest that coding integration can be used in fifth grade mathematics classes to cover a range of academic content while increasing student engagement and exposing students to 21st century skills.