Traditional (regular-curriculum) instruction did not significantly change gifted students' mathematics attitudes, with descriptive scores decreasing¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The control group showed no significant pre-test to post-test difference in mathematics attitude (z=-.863, p=.388), and its mean score decreased descriptively. → Deringöl 2020
Evidence¶
Deringöl 2020¶
Deringöl, Y., & Davaslıgil, Ü. (2020). The effect of differentiated mathematics programs on the mathematics attitude of gifted children. Malaysian Online Journal of Educational Sciences, 8(1). https://eric.ed.gov/?id=EJ1239958
q2 · i? · causal · r1
Wilcoxon signed-ranks test on the 12-student control group continuing normal education; the article states traditional education does not increase the students' mathematics attitude. Table 2 shows the control mean fell from 117.33 to 115.83; no effect size is printed.
"There was no significant difference between the Mathematics Attitude Pre-Test and Post-Test scores of the control group (z=-.863; p>.05)"
Discussion¶
Related Claims¶
- A differentiated mathematics program significantly increased the mathematics attitudes of fifth-grade gifted students from pre-test to post-test — related
- Post-test mathematics attitude scores did not differ significantly between the differentiated-instruction and control groups — related
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