The purpose of this study was to investigate the effects of mathematical acceleration on gifted learners’ academic achievement. The study compared academic achievement and mathematical attitudes of accelerated and nonaccelerated first through third grade gifted students. The study was conducted using a causal-comparative, quantitative design with pre and post assessments from STAR Math for achievement and the Attitudes Toward Mathematics Inventory to evaluate change in attitudes toward the accelerated subject. Independent samples t-tests were used to analyze the differences in growth in the accelerated gifted groups’ and nonaccelerated gifted groups’ STAR Math achievement scores and attitudes on the Attitudes Toward Mathematics Inventory. Results indicated a slight increase for the accelerated gifted learners in the area of achievement. However, the differences in growth in mean scores for achievement was not statistically significant. In the area of attitudes, the domains of enjoyment and confidence reported statistically significant differences in the growth in mean scores for accelerated gifted learners. Nonaccelerated gifted learners showed the greatest growth in mean scores for the doain of motivation. However, the domain of value did not note statistically significant differences in the growth in mean scores for accelerated or nonaccelerated gifted learners.
|Advisor:||McCollum, Dr. Patricia|
|Commitee:||Hicks, Dr. David, Shirley, Dr. Michael|
|Department:||School of Education|
|School Location:||United States -- Georgia|
|Source:||DAI-A 77/02(E), Dissertation Abstracts International|
|Subjects:||Mathematics education, Gifted Education|
|Keywords:||Acceleration, Elementary education, Gifted students, Mathematics|
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