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ERIC Number: ED070038
Record Type: RIE
Publication Date: 1971
Pages: 97
Abstractor: N/A
Reference Count: N/A
The Relationships Between Student Level of Tension, the Learning Environment, and Achievement in Reading.
Bazemore, Judith Sherrill
The purpose of this study was to explore the possibility that student achievement in reading is, in part, a function of the interaction between a student's level of tension and his learning environment. Possible relationships between absence and achievement, absence and group assignment, and absence and level of tension were also investigated. The subjects were 59 children, ages 8-12, who had finished either the third, fourth, fifth, or sixth grade and were enrolled in summer school. The subjects were grouped according to their degree of tension as measured by the Children's Personality Questionnaire and were then randomly assigned to one of two groups made distinctive by the teacher behaviors. The helping teacher encouraged the student and aided him with individual teaching when the need arose. The nonhelping teacher performed simply as an authority figure, maintaining discipline taking attendance. The Hoffman Developmental Reading Program was used as the sole instructional base for reading. The results of the analysis of data revealed (1) no significant differences in achievement score means and (2) nonsignificant correlations between absence and achievement, tension level, and group assignment. (Author/WR)
University Microfilms, A Xerox Company, Dissertation Copies, Post Office Box 1764, Ann Arbor, Michigan 48106 (Order No. 72-2452, MF $4.00, Xerography $10.00)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, University of Georgia