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dc.contributor.advisorBalzano, Betsy Ann
dc.contributor.authorProuty, John Mark
dc.date.accessioned2021-09-07T21:45:53Z
dc.date.available2021-09-07T21:45:53Z
dc.date.issued7/1/1992
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5170
dc.description.abstractThis 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.
dc.subjectAccelerated Science Program
dc.subjectStudent Achievement
dc.subjectStudent Performance
dc.subjectInstructional Grouping
dc.titleAn Evaluation of Instructional Grouping and Achievement within an Accelerated Science Program
dc.typethesis
refterms.dateFOA2021-09-07T21:45:53Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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