ERIC Number: ED251494
Record Type: RIE
Publication Date: 1982-May
Reference Count: 0
The Influence of Class Ability Level on Student Achievement and Classroom Behavior.
Veldman, Donald J.; Sanford, Julie P.
Using a series of regression equations, classroom process and student achievement data from 136 junior high school mathematics and English classes were analyzed to answer the following questions: (1) Are the classroom behaviors and achievement levels of students systematically different across classes of higher and lower ability? (2) Within classes, are the behaviors of higher and lower ability students systematically different? and (3) Does student ability level interact with the ability level of the class to affect systematically students' classroom behavior and achievement? Results of class level analyses suggest that better learning environments are associated with classes of higher mean ability, and that both higher ability students and lower ability students achieve better in higher ability classes. Interactions obtained between class and student ability levels suggest that differences in class environment associated with class ability level have more impact on achievement and behavior of lower ability students than on high ability students. Lower ability students appear to be more reactive to or dependent on class norms than are higher ability students. (Author)
Descriptors: Ability Grouping, Academic Ability, Academic Achievement, Aptitude Treatment Interaction, Classroom Environment, Classroom Observation Techniques, Classroom Research, English Instruction, High Achievement, Individual Differences, Junior High Schools, Low Achievement, Mathematics Instruction, Student Behavior, Teacher Behavior, Teacher Effectiveness
Communication Services, R & DCTE, Education Annex 3.203, The University of Texas at Austin, Austin, TX 78712.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Texas Univ., Austin. Research and Development Center for Teacher Education.
Identifiers: California Achievement Tests; Texas Junior High School Study