ERIC Number: ED035063
Record Type: RIE
Publication Date: 1962-Nov
Reference Count: 0
Time Allotments and Pupil Achievement in the Intermediate Elementary Grades. A Texas Gulf Coast Study.
Jarvis, Oscar T.
Designated time allotments for the various course offerings of the elementary schools have evolved with little research showing that present time allotments are the best possible. The problem of this study was to determine the relationship between varying lengths of class periods and pupil achievement in reading, arithmetic, and language. Mental maturity and achievement tests were administered to 713 sixth grade pupils who attended each of the selected schools for all their intermediate elementary grade education. The study shows that maximum class period lengths resulted in greater pupil achievement in every area tested for those with intelligence quotients of 115 or more. For the average student, longer class periods resulted in significantly higher achievement in the areas of arithmetic and language. [Table V may reproduce poorly in hard copy due to small print.] (MF)
Descriptors: Academic Achievement, Arithmetic, Intermediate Grades, Language Ability, Psychological Testing, Reading Ability, Standardized Tests, Time Factors (Learning)
Bureau of Education Research and Services, University of Houston, 3801 Cullen Blvd., Houston, Texas 77004 ($1.50)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Houston Univ., TX. Bureau of Educational Research and Services.