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ERIC Number: ED196906
Record Type: RIE
Publication Date: 1980-Nov
Pages: 210
Abstractor: N/A
Reference Count: 0
The Relationship of Individual Student Time Allocation to Reading and Mathematics Achievement. Report from the Project on Studies of Administration and Organization for Instruction.
Jacobson, Kerry
The major purposes of this study were: (1) to determine whether there were differences in student use of time in elementary schools; (2) to determine whether students who spend more time in reading and mathematics classes exhibit greater gains in reading and mathematics achievement; and (3) to determine whether there are quality measures of time which are related to achievement gains. It was hypothesized that the time factors of number of minutes of instruction, number of minutes that the student is on task, and the total amount of teacher time received by the student have no significant relationship with student achievement gains. Data were collected on 200 third grade students at three separate elementary schools in Wisconsin. Time utilization data included classroom observations at three separate periods during the 1979-80 school year. Achievement gains were determined from pretests and posttests. One-way analyses of variance were used to determine the relationships between background characteristics and time allocation measures. Major findings and conclusions include: (1) Significant differences exist in the amount of time available to individual students in reading and mathematics classes. (2) Allocated time in reading and mathematics varies significantly by school. (3) Students with greater amounts of allocated time exhibited significantly greater achievement gains in mathematics. (4) Time on task rates in reading and mathematics are significantly related to the student's school, teacher, and ability level. (5) Individual students receive significantly different amounts of teacher time in reading and mathematics. (Author/CJ)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Individualized Schooling.
Identifiers: N/A