The aim of this study was to compare motivation of sixth-grade students engaged in
instruction using reform-based curriculum with sixth-grade students engaged in
instruction using a traditional curriculum. There were 273 sixth- grade mathematics
students, 123 in the control group and 150 in the treatment group, involved in the study.
This study took place in North Florida. The researchers used a questionnaire, the Course
Interest Survey (CIS), administered to the students before and after a five-week of
instruction. The paired-samples t-test, the independent-samples t-test, and ANCOVA with
α = 0.05 were used to analyze the quantitative data. The study showed that there was a
statistically significant difference in motivation between the groups favoring the
treatment group. In other words, the reform-based curricula designed on the basis of van
Hiele theory, compared to a traditional one, had more positive effects on students’ overall
motivation in learning geometry at the sixth grade level.