ERIC Number: ED099869
Record Type: RIE
Publication Date: 1974
Reference Count: N/A
The Effects of Two Methods of Instruction on the Self-Concept and English/Language Arts Achievement of Middle School Students.
Bosher, William Cleveland, Jr.
This study tested the effects of two distinct methods of instruction on the self-concept and English/language arts achievement of seventh and eighth graders divided into two experimental and one control group. The first instructional method was devoid of certain traditional constraints--grades, tests, homogeneous grouping, grade-level grouping, and assigned homework--while the second method included such constraints. After 150 days of instruction, the Self-Social Symbols Tasks and Sequential Tests of Educational Progress were administered to all students under pretest-posttest conditions. Based on the findings, conclusions were formulated, some of which are that: (1) students who functioned without the constraints had significantly greater academic gain; (2) the two methods of instruction did not have significantly different effects on self-concept; (3) males and females appeared to be affected equally despite the method; (4) black experimental students gained significantly greater egocentricity, but black control students had a greater gain in self-esteem; and (5) no significant differences were found between the gains of heterogeneously grouped seventh and eighth grade students. (Author/TO)
Descriptors: Doctoral Dissertations, Educational Innovation, Educational Research, English Instruction, Grouping (Instructional Purposes), Junior High Schools, Language Arts, Racial Differences, Self Concept, Sex Differences, Teaching Methods
University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 74-23,323, MF-$5.00, Xerography-$11.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Authoring Institution: N/A
Note: Ed.D. Dissertation, University of Virginia