| The purpose of the study was to determine the effect of real-world mathematical applications on students' achievement and classroom learning environments. A nonequivalent control group design was used to test the hypotheses. In this quasi-experimental design, the experimenter had manipulative control over the independent variable, real-world mathematical applications curriculum, and randomization was not possible. The dependent variables were the posttest performances on the Bevil Mathematics Inventory (BMI) and the Classroom Environment Scale (CES).; The sample was drawn from the population of sixth-, seventh-, and eighth-grade students in a suburban school district with a total enrollment of 12,000. The sample consisted of 320 students. Of these, 160 students (80 gifted and 80 nongifted) received the experimental treatment, the real-world mathematical applications curriculum. Likewise, 160 students (80 gifted and 80 nongifted) received the control treatment, the district's traditional mathematics curriculum. Ethnicities represented in the sample were: 82.8% African American, 16.8% Hispanic, and 0.3% White, which reflected the ethnicity of the participating school district's population.; The data were analyzed using the two-way analysis of covariance. The findings revealed that intermediate and middle school students who were exposed to the real-world mathematical applications curriculum performed significantly better academically than their counterparts who were exposed to the traditional curriculum. Additionally, significant differences were found between adjusted mean achievement scores when academic status and group status were combined.; Gifted participants had more favorable perceptions toward three of the CES subscales, as reflected in significantly higher adjusted mean scores than nongifted participants toward the involvement, task orientation, and satisfaction components. Group status and academic status together produced a significant interaction effect on the rule clarity, task orientation, satisfaction, and innovation components. In all four components of the CES, experimental gifted students had significantly higher adjusted mean scores than the other three groups. |
