ERIC Number: ED039538
Record Type: RIE
Publication Date: 1970-Mar-5
Reference Count: 0
Effects of Classroom Sociometric Status on Achievement Prediction.
Peper, John B.
The purpose of the study was to determine the relative importance of: (1) generalized ability; (2) prior specific learning; (3) self concept; (4) peer esteem; and (5) teacher esteem for pupils on the prediction of arithmetic achievement. The study included proportional numbers of fifth grade students from four community classification strata (center city, suburban, rural farm and rural non-farm) and their teachers from 11 elementary schools. Pretest consisting of IQ tests, arithmetic achievement tests and sociometric paired comparison tests were administered. Similar post tests were administered five months later, excluding the IQ test. Teachers completed a sociometric paired comparison of each pupil's arithmetic performance. Four major conclusions are drawn: (1) achievement is positively correlated with status within the classroom, but achievement could be treated as a separate construct independent of status; (2) as a predictor of achievement IQ was more accurate than pretest achievement; (3) sociometric status variables did not improve accuracy of achievement prediction when IQ and achievement pretests were in the equation; and (4) there were no significant differences among the four types of communities with respect to prediction of achievement. (Author/MC)
Publication Type: N/A
Education Level: N/A
Authoring Institution: American Educational Research Association, Washington, DC.
Note: Paper presented at the American Educational Research Association Convention, Minneapolis, Minnesota, March 2-6, 1970