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ERIC Number: ED204098
Record Type: Non-Journal
Publication Date: 1978-Dec
Pages: 260
Abstractor: N/A
Reference Count: N/A
A Comparison of Achievement of Mexican and Mexican-American Children in the Areas of Reading and Mathematics When Taught Within a Cooperative and Competitive Goal Structure.
Sanchez, Juanita L.
Mexican and Mexican American students enrolled in 58 bilingual settings (grades K-6) were studied to determine whether there was a relationship between student achievement and specific ethnic and profile characteristics of students and teachers. Five student-related independent variables were based on language dominance. Teacher-related independent variables were cooperative response, teacher training, ethnicity, and grade level taught. A significant relationship existed between cooperative response and achievement of Mexican and Mexican-American students in the areas of reading and mathematics. Mexican and Mexican-American students responded negatively to a cooperative teacher in the lower grades (K-2) and positively in the upper grades (3-6). Students responded positively to the competitive teacher in the earlier grades and negatively to the competitive teacher in the upper grades. Influence, both positive and negative, was at the 5% level of significance. A bilingual setting with a bilingual Chicano teacher yielded positive results in reading and mathematics. Systematic differences in social motivations and learning styles existing between ethnic student populations also seemed to contribute at a significant level. (Author/CM)
Publication Type: Dissertations/Theses - Doctoral Dissertations; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A