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ERIC Number: ED106136
Record Type: RIE
Publication Date: 1973
Pages: 197
Abstractor: N/A
Reference Count: N/A
An Evaluation of a Continuous Progress Plan in Reading and Mathematics on the Achievement and Attitude of Fourth, Fifth, and Sixth Grade Pupils.
Williams, Benjamin George
In the evaluation study reported, students in a school using the continuous progress plan were compared with students in a school using a graded, self-contained classroom model. Differences were sought in the areas of achievement in reading and mathematics between fourth-, fifth-, and sixth-grade pupils and attitudes toward self and school. Student characteristics studied were grade level, sex, age, IQ, and socioeconomic status. Both groups were administered pretests of the achievement and attitudinal variables. After treatment (a year in school) parallel posttests were administered. Relationships among the dependent and independent variables were examined using t-test, partial correlation and regression techniques, and analysis of variance. Results indicated a significant (p less than .05) difference in arithmetic achievement favoring the continuous progress plan group. No significant differences were found for reading achievement or the attitudinal variables. Taken together the student characteristics accounted for only a small percentage of the achievement variance. Intelligence seemed to be the best prediction of achievement, with use of the continuous progress plan second. (Author/SD)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 74-11,359, MF-$5.00, Xerography-$11.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ed.D. Dissertation, Lehigh University