Open Access Graduate Research Paper
Educational acceleration; Gifted children--Education;
This study examined the affects of participation in accelerated mathematics classes on the attitudes toward and the achievement in mathematics of thirty-five seventh, eighth, and ninth grade students and their parents. The respondents, from a small rural school district, completed a survey consisting of an open-form question and ten statements designed to elicit perceptions regarding their attitudes toward and achievement in mathematics.
Results indicated that parental attitudes were significantly more positive than students as a result of participation. Results also showed that participation produced no harmful effects and, in fact, many respondents expressed a desire to continue taking accelerated classes. While semester grades showed achievement to be above average for most students, respondents expressed ambivalence regarding the content and pacing. In general, the results support previously reported findings suggesting acceleration in mathematics does not harm and may even benefit participants.
Year of Submission
Master of Arts in Education
Department of Curriculum and Instruction
William Lee Waack
1 PDF file (v, 42 pages)
©1998 Nancy Preece McGill
McGill, Nancy Preece, "The effects of acceleration on the attitudes toward and achievement in mathematics" (1998). Graduate Research Papers. 1147.