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dc.contributor.authorPurkey, Megan
dc.date.accessioned2015-11-05T15:34:40Z
dc.date.available2015-11-05T15:34:40Z
dc.date.issued2015-04
dc.description.abstractThe purpose of this study was to determine whether third grade students identified as gifted or highly able would have higher levels of achievement on unit tests in mathematics if they were instructed in small groups as opposed to receiving instruction as a whole class. To determine which approach resulted in higher levels of achievement, gain scores on assessments of unit content offered in small groups and in a whole group setting were compared. Students’ feelings about the content of the unit and its delivery using the two instructional conditions were assessed using a survey at the end of each unit and at the conclusion of the study. Results indicated that achievement gains were higher for the unit in which students were instructed in small groups. There was no significant difference in perceptions about the units or their content delivery through whole class versus small group instruction. While results suggested that small group instruction had benefits in terms of achievement, additional research controlling for factors which might affect the achievement outcomes and students’ perceptions, such as time of year and subject matter, appears to be warranted.en_US
dc.format.extent61 p.
dc.genreaction research papers
dc.identifierdoi:10.13016/M2KX3C
dc.identifier.urihttp://hdl.handle.net/11603/1701
dc.language.isoen_USen_US
dc.relationMaster of Education
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.rightsCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
dc.subject.lcshEducation -- Research papers (Graduate)
dc.subject.lcshMathematics -- Study and teaching (Elementary) -- Research
dc.subject.lcshAcademic achievement -- Research
dc.subject.lcshGifted children -- Education -- Research
dc.titleThe Effect of Instructional Group Size on the Academic Achievement of Highly Able Third Grade Math Studentsen_US
dc.typeTexten_US


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