Teacher Education, Educational Leadership & Policy ETDs

Publication Date

5-15-1969

Abstract

The purpose of this study was to determine if there were significant differences in the scholastic achievements of children trained in an ungraded elementary school and those trained in a graded elementary school.

Children attending the only ungraded school in Albuquerque, New Mexico, in 1966 were tested after attending that school for three consecutive years, and again after five years. A neighboring graded elementary school was used for comparison in the experimental grouping. Another pair of neighboring graded schools was utilized as a control group. The total sample tested was 140 students.

The hypotheses of the study were that significant differences would occur in the areas of (1) reading achievement, (2) arithmetic achievement, and (3) language achievement. Initially, each child in the sample was administered the Lorge-Thorndike Group Intelligence Test. Near the conclusion of the third school year, the pupils were given the Science Research Associates Achievement Tests in Reading, Arithmetic, and Language. Near the completion of the fifth school year, these same students were given the Stanford Achievement Tests in Reading, Arithmetic, and Language. An analysis of covariance design was run with the data accumulated.

On the basis of data gathered and the application of standard procedures of statistical analysis, the following conclusions are justified:

1. There were no significant differences between the schools tested in reading achievement at the third grade level.

2. There were no significant differences in reading achievement between the schools tested at the fifth grade level.

3. No significant differences were noted in the gain of reading achievement between the third and the fifth grade level.

4. Significant differences were noted in the statistical data in arithmetic achievement at the third grade level favoring the Ungraded School System.

5. At the fifth grade level, there were significant differences in arithmetic achievement, demonstrating that the Ungraded School System produced greater results.

6. Students attending the Ungraded School achieved greater gains in arithmetic achievement between the third and fifth school years than did the other schools tested.

7. There were no significant differences in language achievement at the third grade level.

8. No significant differences in language achievement existed at the fifth grade level among those schools tested.

9. Between the third grade level and the fifth grade level, no significant differences were noted in language achievement among the schools tested.

Document Type

Thesis

Language

English

Degree Name

Elementary Education

Level of Degree

Masters

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Miles Vernon Zintz

Second Committee Member

Ralph David Norman

Third Committee Member

James Gordon Cooper

Download

Share

COinS