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dc.contributor.advisorHamed, Kastro M.
dc.contributor.authorAlreshidi, Ahmed M
dc.date.accessioned2018-01-05T20:36:28Z
dc.date.available2018-01-05T20:36:28Z
dc.date.created2017-12
dc.date.issued2017-12
dc.date.submittedDecember 2017
dc.identifier.urihttp://hdl.handle.net/11141/2248
dc.descriptionThesis (Ph.D.) - Florida Institute of Technology, 2017en_US
dc.description.abstractThe purpose of this study was to investigate whether the use of a supplementary math curriculum, “Mawhiba,” that was designed for gifted students, would be appropriate for regular students in a mixed-abilities classroom. The researcher investigated the effects of implementing the Mawhiba enriched supplementary math curriculum on students’ achievements in mathematics and on students’ attitudes toward mathematics in Hail State, Saudi Arabia. The research design was an experimental randomized subject pretest, post-test, control group design. Two schools were chosen (a female middle school and a male middle school). The sample consisted of 121 students (60 males and 61 females). The treatment groups received the supplementary math curriculum “Mawhiba” in addition to the Ministry of Education math curriculum while the control groups spent equal time on math but only received the math curriculum provided by the Ministry of Education. Academic achievement was assessed utilizing pretest & post-test assessments developed and validated for this project. Attitude toward math was assessed using a translated, validated attitude toward math (ATM) scale by Aiken, LR. (1979), and translated into Arabic and provided by Al-Furaihi (2003). The pre-tests further established the equivalency of the experimental and the control groups in each gender. The male experimental group scored significantly higher than the male control group on both Academic Achievement and Attitude toward mathematics. A matched t-test for the male experimental group also indicated an improvement in the attitude toward mathematics, but it was not significant. The female experimental group manifested statistically significant gains in attitude toward mathematics in the post-test compared to the pretest. Also, there was a higher but not significantly higher attitude score for the female experimental group than for the female students in the control group. Positive significant correlations between attitude toward mathematics and math academic achievement were also found in all groups except for the male students in the control group.en_US
dc.format.mimetypeapplication/pdf
dc.language.isoen_USen_US
dc.rightsCopyright held by author.en_US
dc.subjectMathematicsen_US
dc.subjectChallengingen_US
dc.subjectMawhibaen_US
dc.subjectAttitude toward mathen_US
dc.subjectAchievementen_US
dc.subjectMiddle schoolen_US
dc.subjectGifteden_US
dc.subjectTalenteden_US
dc.subjectCurriculumen_US
dc.subjectGifted studentsen_US
dc.subjectRegular studentsen_US
dc.subject7th gradeen_US
dc.subject8th gradeen_US
dc.titleThe Effects of Teaching Middle School Students Math Using the Gifted Supplementary Curriculum “Mawhiba” on Students’ Academic Achievement and Attitude Toward Math in Public Schools in Saudi Arabiaen_US
dc.typeDissertationen_US
dc.date.updated2017-11-28T16:51:54Z
thesis.degree.nameDoctor of Philosophy In Mathematics Educationen_US
thesis.degree.levelDoctoralen_US
thesis.degree.disciplineMathematics Educationen_US
thesis.degree.departmentEducation and Interdisciplinary Studiesen_US
thesis.degree.grantorFlorida Institute of Technologyen_US
dc.type.materialtext


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