ERIC Number: ED047503
Record Type: RIE
Publication Date: 1971
Reference Count: 0
An Exploratory Study of the Effects of Socioeconomic Status Learning.
Programed instruction, as compared with conventional classroom teaching, is more effective for the students who belong to a lower social economic status (SES) than for other students. This hypothesis was tested and supported by a study conducted in a suburban school of Honolulu. One hundred-five students in grade 9, registered for a biology course, were taken as subjects. The experimental group, consisting of 62 students, read "DNA: The Key to Life," a linear programed textbook. The control group of 43 students were taught the same text material by the biology teacher in the usual way. The experiment continued for four weeks. A 2x2 multivariate analysis of covariance design was used for analysis of the data, using two instructional methods and two levels of SES as independent variables, posttest scores on the two achievement tests as dependent variables, and chemistry grade, SCAT-Quantitative, and two pretest scores as covariates. Although the results of the study cannot be generalized, they are very encouraging. It is planned to replicate the study on a much larger sample, at different grade levels, and in different subject areas. The results of the final studies are expected to be very useful for the improvement of individual instructions. (Author/MF)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Laval Univ., Quebec (Quebec).
Identifiers: Hollingshead Social Economic Status Measures
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, N.Y., February 4-7, 1971)