dc.contributor.advisor | Hamed, Kastro M. | |
dc.contributor.author | Alreshidi, Ahmed M | |
dc.date.accessioned | 2018-01-05T20:36:28Z | |
dc.date.available | 2018-01-05T20:36:28Z | |
dc.date.created | 2017-12 | |
dc.date.issued | 2017-12 | |
dc.date.submitted | December 2017 | |
dc.identifier.uri | http://hdl.handle.net/11141/2248 | |
dc.description | Thesis (Ph.D.) - Florida Institute of Technology, 2017 | en_US |
dc.description.abstract | The 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.mimetype | application/pdf | |
dc.language.iso | en_US | en_US |
dc.rights | Copyright held by author. | en_US |
dc.subject | Mathematics | en_US |
dc.subject | Challenging | en_US |
dc.subject | Mawhiba | en_US |
dc.subject | Attitude toward math | en_US |
dc.subject | Achievement | en_US |
dc.subject | Middle school | en_US |
dc.subject | Gifted | en_US |
dc.subject | Talented | en_US |
dc.subject | Curriculum | en_US |
dc.subject | Gifted students | en_US |
dc.subject | Regular students | en_US |
dc.subject | 7th grade | en_US |
dc.subject | 8th grade | en_US |
dc.title | The 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 Arabia | en_US |
dc.type | Dissertation | en_US |
dc.date.updated | 2017-11-28T16:51:54Z | |
thesis.degree.name | Doctor of Philosophy In Mathematics Education | en_US |
thesis.degree.level | Doctoral | en_US |
thesis.degree.discipline | Mathematics Education | en_US |
thesis.degree.department | Education and Interdisciplinary Studies | en_US |
thesis.degree.grantor | Florida Institute of Technology | en_US |
dc.type.material | text | |