The quantitative data indicate that students in the experimental group did slightly better on the problem-solving exam and final exam, although not significantly. The scores of students on the standardized exam were slightly lower than the control group, but the difference was not significant. This indicates that the cognitive apprenticeship model of instruction supports student learning as well as the traditional model. From the analysis of the hourly tests and student interviews, it appears that the cognitive apprenticeship model may work better on new knowledge rather than reinforced knowledge.

From the research and results of the qualitative data a cognitive apprenticeship matrix model was developed. The three components which emerged from analysis of the qualitative data were: (a) member of the culture, (b) metacognition/understanding, and (c) application/problem solving. Three themes which support these components were: (a) student discourse, (b) improved self esteem, and (c) teacher mentoring. The qualitative data were analyzed using this matrix. The data indicate that the cognitive apprenticeship model provides students the opportunity to become part of the culture, improve their understanding, work on application problems, and overall enjoy mathematics class.

Two recommendations were proposed. First, cognitive apprenticeship should be continued with four suggestions incorporated. These suggestions were: requiring student attendance, increased training of teachers in the technique, increased teacher training in applications, and additional time for student group work. The second recommendation was that cognitive apprenticeship should be incorporated into math-based science classes and technical classes.