Learning Contracts in a Fourth-Grade Math Classroom

This study explored fourth-grade students’ and their teacher’s perceptions of learning contracts in a math classroom, as well as their potential impact on assessment scores. Over four weeks, students alternated between using and not using contracts. During week three, participants completed a survey of Likert scale and open-ended questions; select students and the teacher were then interviewed. Field notes were taken weekly. Initial data was coded with level 1 codes, followed by level 2 codes derived from the first round. Themes were developed through indexing and analytical memos. Findings showed that students’ opinions of learning contracts were mixed: roughly equal numbers enjoyed them and felt neutral. While some students expressed appreciation for the control learning contracts offered, others preferred traditional instruction. The teacher viewed contracts as a useful differentiation tool but noted time management challenges. Changes in participation and assessment scores were minimal.