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ERIC Number: ED197959
Record Type: RIE
Publication Date: 1979-Apr
Pages: 15
Abstractor: N/A
Reference Count: 0
The Effects of School Environment and Student Cognitive Characteristics Upon School Achievement in Mathematics.
Horak, Virginia M.; And Others
The purpose of this study was to determine whether children with differing cognitive abilities can benefit from differing educational environments. The investigation was specifically concerned with two questions: (1) Are there differences in the mathematics achievement between children with an internal or external locus of control in both open and non-open classrooms? (2) Are there differences in the mathematics achievement between pupils with a low and high self-concept in both classroom types? The study was conducted in an independent suburban school district near a midwestern metropolitan area. Students in the non-open environments appear to exhibit higher mathematics achievement scores at the upper grade levels. Analysis of the data also reveals that internal locus of control and high self-concept are positively associated with an open classroom environment. It is suggested that the investigation needs to be replicated at lower grade levels, to examine the trends highlighted in this study. (MP)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Mathematics Education Research
Note: Paper presented at the Annual Meeting of the National Council of Teachers of Mathematics (57th, Boston, MA, April 18-21, 1979).