Effects of mathematics acceleration on achievement, perception, and behavior in low-performing secondary students

Abstract EN

This study evaluated acceleration used as a differentiation technique and its effects on achievement, perception and time on-task compared with the current method of remediation in low achieving mathematics students in a support classroom setting.

The intervention consisted of a 6-week period.

Students were equitably divided into two groups of eight between the acceleration and remediation groups.

All participants were given the same pre/post mathematics computerized achievement tests, Mathematics Perception Survey, and attention to task was observed using the same instrument.

Results of the study showed statistically significant gains in mathematics achievement of the acceleration group.

However, results of the survey were inconclusive and differences in the percent of time on-task were minimal.

The researcher concluded that the use of acceleration in similar groups should increase mathematics achievement more than the use of remediation