Date of Award

Summer 1975

Document Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

STEM Education & Professional Studies

Committee Director

Murray Rudisill

Committee Member

Paul Grob

Committee Member

Ann M. White

Abstract

The Central Midwest Educational Research's (CEMREL) Elements of Mathematics Program (EM) for gifted students was piloted in Tidewater for five years. Before deciding whether to continue or expand the program, it was necessary to devise a method of evaluating the program's effectiveness. In the process of this evaluation, two separate com­parisons were made:

- a lateral comparison between an experimental and an existing control class over a period of four years, and

- a longitudinal comparison of successive experimental classes over a four year period.

Lateral Study

To insure comparability between the experimental and control classes, both were administered the following tests: Otis-Lennon Mental Ability Test, Orleans-Hanna Algebra Prognosis Test, and four subtests of the Stanford Achievement Test: Arithmetic Computation, Arithmetic Concepts, Arithmetic Applications and Paragraph Meaning. A significant difference between mean scores was found only on the Paragraph Meaning subtest. After completion of two years in the program students were given the Lankton First Year Algebra Test and the Watson­ Glaser Critical Thinking Appraisal Test. As a result it was noted that

- there was no significant differences between classes on the algebra test, and

- EM students scored significantly higher on the critical thinking test.

Longitudinal Study

The Lankton First Year Algebra Test and the Watson-Glaser Critical Thinking Appraisal Test were administered to two additional classes after they had completed two years in the program. As a result it was noted that:

- each class scored as well as or better than the control class on the algebra test, and

- each class scored significantly higher than the control class on the critical thinking test.

Comparisons on the same tests were also made among the three experimental classes. Any significant differences in mean scores were attributed to teaching methods.

It was recommended that the program be continued in the school system, expanded to the high school if possible, and tried in a school devoted to gifted students.

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DOI

10.25777/tjph-8797

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