The Effects of Differentiated Mathematics Instruction on the Academic and Attitudinal Outcomes of Gifted Students: A Meta-Analysis

Şule Şahin Doğruer

doi:10.18009/jcer.1660375

TR EN

The Effects of Differentiated Mathematics Instruction on the Academic and Attitudinal Outcomes of Gifted Students: A Meta-Analysis

Öz

This meta-analysis investigates the impact of differentiated mathematics instructions on gifted students’ academic achievement and attitudes. Such programs address advanced learning needs through curriculum compacting, acceleration, and enrichment. Synthesizing data from multiple studies, this analysis explores overall effectiveness, effects on attitudes, and moderating factors. Findings indicate positive effects on academic performance (effect size = 0.23) and attitudes toward mathematics (effect size = 0.34), though significant variability exists. Moderating factors included study origin and grade level; international and elementary-level studies showed greater academic gains, whereas high school students exhibited stronger improvements in attitudes. Results highlight the potential of differentiated instructions to support gifted learners academically and emotionally, emphasizing the importance of considering context, age groups, and cultural settings. The study calls for additional research into long-term impacts across diverse populations

Anahtar Kelimeler

Differentiated mathematics instruction, gifted students, mathematics achievement, mathematics attitude, meta-analysis

The Effects of Differentiated Mathematics Instruction on the Academic and Attitudinal Outcomes of Gifted Students: A Meta-Analysis

Öz

This meta-analysis investigates the impact of differentiated mathematics instructions on gifted students’ academic achievement and attitudes. Such programs address advanced learning needs through curriculum compacting, acceleration, and enrichment. Synthesizing data from multiple studies, this analysis explores overall effectiveness, effects on attitudes, and moderating factors. Findings indicate positive effects on academic performance (effect size = 0.23) and attitudes toward mathematics (effect size = 0.34), though significant variability exists. Moderating factors included study origin and grade level; international and elementary-level studies showed greater academic gains, whereas high school students exhibited stronger improvements in attitudes. Results highlight the potential of differentiated instructions to support gifted learners academically and emotionally, emphasizing the importance of considering context, age groups, and cultural settings. The study calls for additional research into long-term impacts across diverse populations

Anahtar Kelimeler

Differentiated mathematics instruction, gifted students, mathematics achievement, mathematics attitude, meta-analysis

Etik Beyan

Due to the scope and method of the study, ethics committee permission was not required.

Kaynakça

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Ayrıntılar

Birincil Dil

İngilizce

Konular

Matematik Eğitimi, Özel Yetenekli Eğitimi

Bölüm

Araştırma Makalesi

Yazarlar

Şule Şahin Doğruer ^*
0000-0002-6663-5370
Türkiye

Erken Görünüm Tarihi

14 Eylül 2025

Yayımlanma Tarihi

21 Ekim 2025

Gönderilme Tarihi

18 Mart 2025

Kabul Tarihi

12 Eylül 2025

Yayımlandığı Sayı

Yıl 2025 Cilt: 13 Sayı: 26

DOI

https://doi.org/10.18009/jcer.1660375

IZ

https://izlik.org/JA27WF79JK

APA

Şahin Doğruer, Ş. (2025). The Effects of Differentiated Mathematics Instruction on the Academic and Attitudinal Outcomes of Gifted Students: A Meta-Analysis. Journal of Computer and Education Research, 13(26), 980-1007. https://doi.org/10.18009/jcer.1660375

AMA

1.Şahin Doğruer Ş. The Effects of Differentiated Mathematics Instruction on the Academic and Attitudinal Outcomes of Gifted Students: A Meta-Analysis. JCER. 2025;13(26):980-1007. doi:10.18009/jcer.1660375

Chicago

Şahin Doğruer, Şule. 2025. “The Effects of Differentiated Mathematics Instruction on the Academic and Attitudinal Outcomes of Gifted Students: A Meta-Analysis”. Journal of Computer and Education Research 13 (26): 980-1007. https://doi.org/10.18009/jcer.1660375.

EndNote

Şahin Doğruer Ş (01 Ekim 2025) The Effects of Differentiated Mathematics Instruction on the Academic and Attitudinal Outcomes of Gifted Students: A Meta-Analysis. Journal of Computer and Education Research 13 26 980–1007.

IEEE

[1]Ş. Şahin Doğruer, “The Effects of Differentiated Mathematics Instruction on the Academic and Attitudinal Outcomes of Gifted Students: A Meta-Analysis”, JCER, c. 13, sy 26, ss. 980–1007, Eki. 2025, doi: 10.18009/jcer.1660375.

ISNAD

Şahin Doğruer, Şule. “The Effects of Differentiated Mathematics Instruction on the Academic and Attitudinal Outcomes of Gifted Students: A Meta-Analysis”. Journal of Computer and Education Research 13/26 (01 Ekim 2025): 980-1007. https://doi.org/10.18009/jcer.1660375.

JAMA

1.Şahin Doğruer Ş. The Effects of Differentiated Mathematics Instruction on the Academic and Attitudinal Outcomes of Gifted Students: A Meta-Analysis. JCER. 2025;13:980–1007.

MLA

Şahin Doğruer, Şule. “The Effects of Differentiated Mathematics Instruction on the Academic and Attitudinal Outcomes of Gifted Students: A Meta-Analysis”. Journal of Computer and Education Research, c. 13, sy 26, Ekim 2025, ss. 980-1007, doi:10.18009/jcer.1660375.

Vancouver

1.Şule Şahin Doğruer. The Effects of Differentiated Mathematics Instruction on the Academic and Attitudinal Outcomes of Gifted Students: A Meta-Analysis. JCER. 01 Ekim 2025;13(26):980-1007. doi:10.18009/jcer.1660375

Cited By

An Examination of Türkiye-Based Research on Differentiation Practices in the Education of Gifted Students

European Journal of Psychology and Educational Research

https://doi.org/10.12973/ejper.8.4.229

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The Effects of Differentiated Mathematics Instruction on the Academic and Attitudinal Outcomes of Gifted Students: A Meta-Analysis

Öz

Anahtar Kelimeler

The Effects of Differentiated Mathematics Instruction on the Academic and Attitudinal Outcomes of Gifted Students: A Meta-Analysis

Öz

Anahtar Kelimeler

Etik Beyan

Kaynakça

Ayrıntılar

Birincil Dil

Konular

Bölüm

Yazarlar

Erken Görünüm Tarihi

Yayımlanma Tarihi

Gönderilme Tarihi

Kabul Tarihi

Yayımlandığı Sayı

DOI

IZ

Kaynak Göster

Cited By

An Examination of Türkiye-Based Research on Differentiation Practices in the Education of Gifted Students