what is the null hypothesis and alternative hypothesis? Curriculum Change: Transformational Learning Background Transformational learning can be referred to as the process of deep, constructive, and meaningful learning that challenges individuals to think critically and making meaning of their lives (Desapio, 2017). Transformational learning differs from common teaching strategies because it goes beyond simple knowledge acquisition (Desapio, 2017). Transformational learning challenges the learner to critically apply the concepts learned to their life. Transformational learning helps the learner to connect learning with a deeper meaning. Though learning and applying mathematics may come easy for some students, some may report that mathematics is one of the hardest curriculums to exceed in. Research supports that some of the primary reasons that students fail in math include lack of teaching experiences, attitudes of learners, lack of appropriate teaching methods, and motivation towards the subject (VaraidzaiMakondo & Makondo, 2020). As students grow older, they may gain a better understanding of the purpose of math, and how knowing and understanding math may benefit them in the future. For example, a high school student who just got their first job may be more motivated to learn math, because they will be responsible for calculating their paycheck. Unfortunately, with younger students, teachers are challenged with implementing strategies that will not only motivate students but help them to understand a deeper meaning of the subject matter. When discussing transformational learning, the term empowerment often becomes relevant. In society today, students are learning differently compared to previous generations. Students enjoy being active in their learning and collaborative in efforts (Engelbrecht, et al., 2020). Students today prefer seeking their own information instead of being presented with it (Engelbrecht, et al., 2020). Transformational learning can be a powerful tool in the mathematic curriculum, because not only will it empower student, but it will also motivate them to find a deeper understanding. Over the last decade, technology and the internet have become powerful teaching tools in the classroom. Advances in social and connected web have encouraged the idea of network learning (Engelbrecht, et al., 2020). Transformation in the classroom setting can occur with the use of the internet and interactive digital services that cater to mathematic teaching (Engelbrecht, et al., 2020). This will be helpful for students, because not only can they visualize their learning, but they can feel empowered to do so. By implementing technological strategies in the classroom for mathematical learning, this can help 5th grade students to better understand the material, and hopefully apply these concepts. The purpose of this research is to determine if a transformational model of teaching will help 5th grade students to succeed in their math curriculum better. More specifically, this research will determine whether coupling transformational learning with technology strategies will be helpful in the 5th grade classroom. The following research questions will be targeted: By incorporating transformational teaching strategies in all math domains, will this help 5th grade students acquire mathematical skills at a faster rate? Do students prefer learning with or without technologies? By implementing transformational learning through technologies in the classroom setting, will students respond better to the math material? Will passing rates increase or decrease? Hypotheses This research will measure the impact of transformational learning through technology on student performance. The dependent variable will be the student performance (grades). The independent variables will be either transformational learning through technology or traditional teaching methods (no transformational learning or technology). Null Hypothesis: Students who receive the transformational/technology model will display no significant difference in test scores compared to students who do not receive this model. Students who receive the transformational/technology model may display lower individual and average (classroom) test scores compared to the students who do not receive this treatment model. o Null Hypothesis statistical notation. Alternative Hypothesis: It is hypothesized that students who receive transformational learning with the use of technology will score higher in math assessments compared to students who do not receive the transformational/technology model. Students who receive the transformational/technology model will display higher individual and average (classroom) test scores compared to students who do not receive this treatment model. o Alternative Hypothesis statistical notation. Data Collection and Statistical Tests Several factors tie into selecting the most appropriate statistical test (Skaik, 2015). If the incorrect test is selected, then research may be navigated in the incorrect direction (Skaik, 2015). The test use for this research will be a paired-t test. A paired-t test is a test to measure whether the mean difference between two pairs of measurements is zero or not (Skaik, 2015). Basically, this test is to test the difference between two variables from the same population. This test will measure the average 5th grade classroom mathematic grade for 2 academic years before and after implementation. The same school will be used in this study. Prior to implementation, the average math grade of 5th grade students will be pulled for two academic years. This study will compare the average individual scores, the average class scores, and the overall average score. Upon implementation, the previous scores will be compared with the new scores of 2 academic school years upon implementation. Once the transformational/mathematic curriculum is implemented for 2 academic years, these scores will be compared with the two previous years (without the implementation of this plan). The techniques for data collection will be to collect the individual average math scores, classroom average math scores, and overall average math scores of 5th graders at the selected institution. It is pertinent that all students in this study are receiving the same curriculum over the period of time, and the same concepts are being taught. For example, for the 2 years that are not receiving the transformational/technology model. If students are being taught addition and subtraction in the fall semester, before moving on to multiplication and division in the spring semester, this must be the same order of events for the 2 semesters with the treatment intervention. Reporting Findings Findings will be reported on a comparison chart. The chart will include 3 groups: average individual scores, average classroom scores, and average overall scores. The chart will compare these averages over the 4 years (2 years without the treatment, and 2 years with the treatment). There are some ethical dilemmas to consider with all research. Participation of human subjects in research may present an ethical dilemma (White, 2020). This risk is increased with the use of children subjects. In research, the goal is to do no harm. One potential harmful result of research would be the decrease in academic performance upon implementation of the treatment group. Ideally, data will be taken over a 2-year academic period upon implementation of the treatment. However, what happens after 1 semester of implementation (1/2 academic year) and the average scores of the students significantly decrease? There should be a minimum difference goal that will guide researchers to either continue the study or stop the study until a different plan is considered. Each semester, the researchers should monitor the average test scores across groups. If the average scores drop below a certain average difference, then the researchers should do what is in the best interest of the students and hold the study.

References Desapio, J. (2017). Transformational Learning: A literature review of recent criticism. Journal of Transformative Learning, 4(2), 56-63. Engelbrecht, J., et al. (2020). Transformation of the mathematics classroom with the internet. Springer, 52. Skaik, Y. (2015). The bread and butter of statistical analysis "t-test": Uses and misuses. Pakistan Journal of Medical Sciences, 31 (6). White, M. (2020). Why human subjects research participation is important. Ochsner Journal, 20(1). VaraidzaiMakondo, P. & Makondo, D. (2020). Causes of Poor Academic Performance in Mathematics at Ordinary Level: A Case of Mavuzani High School, Zimbabwe. International Journal of Humanities and Social Science Invention (IJHSSI), 9(6).