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ERIC Number: ED047861
Record Type: RIE
Publication Date: 1971-Feb
Pages: 23
Abstractor: N/A
Reference Count: 0
Student Attitudes Toward Grouping and Their Effects on Self-Concept and School Satisfaction.
Lesyk, Carolee K.; And Others
Approximately 600 students (grades 6-9) in a rural school system were evaluated for student attitudes about grouping and its relation to self-concept, school satisfaction, sex, grade, and ability. The 7th and 8th graders were grouped by ability. The other 2 grades were included for purposes of comparison: 6th for anticipatory reactions and 9th for possible effects of grouping experiences. Attitudes toward grouping were obtained on a 25-item questionnaire. Self-concept was determined by a scale of bipolar adjectives in semantic differential format. The Student Opinion Poll was used to determine attitudes toward school. Grades and standardized achievement scores were obtained from student records. Data were analyzed using correlation and chi-square techniques. In general, positive attitudes toward ability grouping were expressed. Some attitudinal differences were found among students in different levels of grouping placement, with those in the highest and lowest groups being more favorable. Students perceived their grouping placement with considerable accuracy. No systematic attitudinal differences existed between sexes, but there were differences between classes. Students who had experienced homogeneous grouping were more favorable toward it than those who had not. No significant relationships existed between course grades and attitudes toward grouping, but significant relationships existed between achievement scores and attitudes toward grouping, with higher achievers being more favorable toward grouping. Little relationship existed between attitude items and self-concept or school satisfaction. (JH)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Kent State Univ., OH. Bureau of Educational Research and Services.
Note: Paper submitted to the Annual Convention of the American Educational Research Association, New York, February, 1971