ERIC Number: ED189855
Record Type: Non-Journal
Publication Date: 1979
Reference Count: N/A
Elementary French Program Evaluation: The Effect of 40 vs. 20 Minutes per Day in Grade 8.
Stennett, R. G.; Isaacs, Lorna
Students enrolled in elementary French at grade 8 of the Ontario school system were tested to determine whether a lengthening of the daily session devoted to French from 20 to 40 minutes resulted in increased proficiency. Data make it apparent that increasing the amount of instructional time has produced a significant improvement in students' linguistic skills. The trend of the data is for students who have had more instruction to be more positive in their attitude toward learning French and less anxious about participating actively in their French classes. Increased instructional time, however, did not produce either a more favorable attitude toward French Canadians or increase students' knowledge of the French culture. Data developed from monitoring the adequacy of program implementation indicate that the observed differences in student achievement cannot be attributed to changes in the general quality of instruction. (Author/JB)
Publication Type: Reports - Evaluative; Numerical/Quantitative Data
Education Level: N/A
Authoring Institution: London Board of Education (Ontario). Educational Research Services.
Identifiers - Location: Canada