ERIC Number: ED179598
Record Type: Non-Journal
Publication Date: 1979-Apr
Reference Count: N/A
The Student Achievement-Instructional Time Relationship.
Lomax, Richard G.; Cooley, William W.
Ten studies investigating the relationship between instructional time and achievement on elementary school reading and mathematics tests were reviewed. The studies involved general classroom research, instructional time research, and attention research. The review indicated that the relationship between academic achievement and instructional time was not as strong as generally believed. It was felt, however, that the relationship would have been stronger if certain methodological problems were reduced. The following suggestions were offered: (1) use engaged time (time-on-task) as a more valid estimate of instructional time than time allocated by teacher logs; (2) use a causal model for achievement to interpret correlations; (3) use achievement tests having a substantial overlap with curriculum; (4) minimize the probability of making a Type I error by not including a large number of variables in the observation; (5) sample as much instructional time as funds permit; (6) minimize data collection errors and ceiling effects; and (7) investigate other variables such as sex, socioeconomic status, ability level, grade level, or instructional content; then causal models for achievement can be formulated. (The results of the studies are summarized and compared in tables). (CP)
Descriptors: Academic Achievement, Achievement Tests, Attention, Classroom Observation Techniques, Classroom Research, Correlation, Educational Research, Elementary Education, Elementary School Mathematics, Literature Reviews, Reading Achievement, Reading Research, Research Design, Research Methodology, Test Validity, Time Factors (Learning)
Publication Type: Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Authoring Institution: N/A