**ERIC Number:**EJ810758

**Record Type:**Journal

**Publication Date:**2008

**Pages:**30

**Abstractor:**As Provided

**Reference Count:**41

**ISBN:**N/A

**ISSN:**ISSN-1932-202X

Factors Affecting the Algebra I Achievement of Academically Talented Learners

Matthews, Michael S.; Farmer, Jennie L.

Journal of Advanced Academics, v19 n3 p472-501 Spr 2008

Understanding student performance in Algebra I is important because this course serves as the gateway to advanced coursework in mathematics and science through the remainder of high school and into postsecondary education. In the current study, we analyzed secondary data to evaluate the relationship between selected indicators of mathematics and the Algebra I performance of academically able and gifted learners who participated in above-level talent search testing. We used structural equation modeling to examine the relationship among selected variables and students' scores on a standardized measure of Algebra I achievement. Variables included prior mathematics ability, parental education level, whether a student was identified as gifted, participation in afterschool activities, the time spent on homework, and the amount of class time spent on discussions and lectures. Results indicate the strongest relationships were between mathematics reasoning and Algebra I achievement. Although gifted status was a strong predictor of mathematics reasoning, it was not strongly related to Algebra achievement, which supports the need for differentiated instruction for gifted learners. The amount of class time spent on discussion had a significant effect on the amount of time spent weekly on Algebra I homework. Rather than reliance on traditional lecture-based instruction, teachers should consider incorporating more classroom discussion on mathematical topics. (Contains 5 tables and 3 figures.)

Descriptors: Homework, Academically Gifted, Structural Equation Models, Algebra, Individualized Instruction, Mathematics Instruction, Mathematics Achievement, Standardized Tests, Prior Learning, Parent Influence, Educational Attainment, After School Programs, Student Participation, Study Habits, Discussion (Teaching Technique), Lecture Method, Correlation, Mathematical Logic, Thinking Skills, Predictor Variables

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**Publication Type:**Journal Articles; Reports - Research

**Education Level:**High Schools

**Audience:**N/A

**Language:**English

**Sponsor:**N/A

**Authoring Institution:**N/A

**IES Cited:**ED512148; ED560919