Analysis of interest during and after model eliciting activities: A comparison of gifted and general population students
Abstract
This study analyzed the level of situational and individual interest of students during and after model-eliciting activities. In addition, the difference in performance between the two groups was assessed and respective performance levels were correlated with interest for the activity. These activities were administered to 69 sixth grade students from a Midwestern public school. An instrument was used to assess situational and individual interest of students for text, mathematics, and the entire activity. The instrument was utilized after a reading passage was read, after the mathematics of the activity was completed, and three weeks after the final activity was complete. Significant statistical differences were not found between the two groups for any category of interest. However, a difference in performance was identified. Correlations were extremely low for interest and performance in model-eliciting activities. Similar levels of interest may indicate that students in both groups were challenged similarly due to their interpretation of the problem. Also it may suggest that model-eliciting activities may be used with students of various ability levels. The difference in performance may have come about as a result of the gifted group's exposure to advanced mathematical procedures. Low correlations for performance and interest were expected for both groups given their grade level.
Degree
Ph.D.
Advisors
Moon, Purdue University.
Subject Area
Educational psychology|Curricula|Teaching|Mathematics education|Elementary education
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