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ERIC Number: ED141328
Record Type: Non-Journal
Publication Date: 1976-Jun
Pages: 200
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Effectiveness of the Instruction and Research Unit and Student Achievement in IGE Schools. Technical Report No. 385. Parts I and II.
Sigurdson, Conrad W.
This study sought to discover the extent to which organizational aspects of Individually Guided Education (IGE) schools relate to cognitive achievement of students in those schools. The theoretical framework was conceptualized with general and social systems theories that suggest relationships between inputs, processes, and outputs. The Instruction and Research (I&R) Unit of the IGE school was the unit of analysis. The theories suggested linkages between I&R unit effectiveness and student cognitive achievement in reading and mathematics. Effectiveness of the I&R unit was measured by the I&R Unit Operations Questionnaire whereby teachers report perceptions of how well their unit accomplishes the established performance objectives. Student achievement in reading and math was measured by a standardized test battery. Data were collected from 42 I&R units, selected at random from a national population of 959 schools in at least their third year of IGE implementation. In general, it was found that staff members perceived their I&R unit as being effective; the achievement levels of students in IGE schools in both reading and math compared favorably with national norms. Two basic null hypotheses were tested to determine interrelationships of I&R unit effectiveness and student cognitive achievement. The correlational statistics revealed that there was no significance between I&R unit effectiveness and student achievement in reading and math. Based upon the findings of this study, it is not possible to state empirically that there is any relationship between the effectiveness of the I&R unit and student achievement in that unit. Suggestions are offered for further, more definitive, research in this domain. A bibliography and an extensive set of appendixes is included. (MM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.