An Evaluation of Instructional Grouping and Achievement within an Accelerated Science Program
type: CreativeWork
description: This thesis was designed to determine if an accelerated science program had an effect on the performance of accelerates and nonaccelerates on New York State Regents Exams. Four groups of students representing 54 students were used in the study. Two groups were heterogeneous and two were homogeneous. A t - test analysis was performed to determine if a significant difference in Regents exams existed due to instructional grouping. Results indicated that this study has shown that no statistically significant difference in scores occurred due to instructional grouping.
abstract: This thesis was designed to determine if an accelerated science program had an effect on the performance of accelerates and nonaccelerates on New York State Regents Exams. Four groups of students representing 54 students were used in the study. Two groups were heterogeneous and two were homogeneous. A t - test analysis was performed to determine if a significant difference in Regents exams existed due to instructional grouping. Results indicated that this study has shown that no statistically significant difference in scores occurred due to instructional grouping.
author: Prouty, John Mark
language: en_US
date published: 1992-07-01
date modified: 2026-07-27T19:03:22Z
provider: College at Brockport
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: College at Brockport

PropertyValue
property ID: Handle
value: http://hdl.handle.net/20.500.12648/5170