Date of Award
Master of Education (MEd)
This research examines the implications of a differentiated curriculum on four general factors of student attitudes: motivation, enjoyment of mathematics, value of mathematics, and self-confidence. It is quasi-experimental by design. The sample included the 73 students enrolled in the Algebra I course at Western Christian High School in Hull, Iowa. During the third quarter of the school year, students with eligible grades were allowed to contract out of portions of the regular assignment. Attitudes were measured before and after the quarter using the Attitudes Towards Mathematics Inventory (Tapia, 1996). A t-test was used to compare student attitudes. There were significant differences in individual groups pre-test to post-test, but no significant differences between the control class and the intervention classes. The only significant difference between contract and non-contract students was an increase in value of mathematics among contract students compared to a decrease among non-contract students. This is an important result as it has implications for encouraging high-achieving students to continue their study of mathematics.
Zonnefeld, Valorie L., "Implications of Differentiated Instruction on Student Attitudes" (2005). Master of Education Program Theses. 9.