The Effects of Participation in an Accelerated Academic Math Course on the Academic Performance of Middle School Students

Autor/in	Pond, Jeff G.
Titel	The Effects of Participation in an Accelerated Academic Math Course on the Academic Performance of Middle School Students
Quelle	(2017), (116 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3554-6747-5
Schlagwörter	Hochschulschrift; Dissertation; Student Participation; Mathematics Instruction; Academic Achievement; Middle School Students; Advanced Courses; Acceleration (Education); Statistical Analysis; Comparative Analysis; Reading Achievement; Grade 5; Grade 6; Grade 7; Grade 8; Mathematics Achievement + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Mathematics lessons; Mathematikunterricht; Schulleistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Fortgeschrittenenunterricht; Acceleration; Beschleunigung; Statistische Analyse; Leseleistung; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	Acceleration refers to placing students in advanced courses to meet their individual learning ability. The problem of focus in this study was that the increased placement of students in advanced courses was often associated with negative impacts, including a lack of readiness, as well as emotional and social immaturity. As such, the purpose of this quantitative causal comparative study was to determine whether significant differences existed in the reading and math achievement of students in accelerated math classes, as compared to those who were not in accelerated math classes. Existing data were gathered from a selected school focusing on student performances in reading and math for two groups of fifth through eighth graders; students enrolled in advanced mathematics courses were compared to those who were in age-appropriate mathematics courses. The overall effect of accelerated math programs did not affect performance in standard level reading classes. Standard level reading scores were only affected by acceleration in math over time when independent variables, such as different student groups, grade levels, times, and demographics, were factored in. When testing math scores, after acceleration students were found to function optimally on accelerated math program level and scored satisfactory on the accelerated level. Significant statistical differences were recorded when independent variables, such as different student groups, grade levels, times, demographics, and more specifically ethnic background, were factored into the measurement process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01