Abstract

The purpose of this study was to determine the effect of a four-week long Hip-Hop Based Education (HHBE) Unit on fifth-grade students’ math achievements. This was a mixed-methods study employing an explanatory sequential design. The quantitative data about student math achievements were collected using a pretest and posttest created from a county test bank. The pretest and posttest were given to 113 fifth-grade student participants at a high-minority, low-income school in North Central Georgia, USA, before and after the HHBE implementation. Qualitative data were collected through 452 weekly student essays and interviews with five of the six participating teachers. The results indicated that HHBE can be a useful strategy to increase student math achievements in a high-minority, low-income school. In this study, gender did not significantly affect the changes in student math achievements.