ERIC Number: ED204098
Record Type: Non-Journal
Publication Date: 1978-Dec
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)
Descriptors: Academic Achievement, Bilingual Education, Bilingualism, Competition, Cooperation, Elementary Education, Elementary School Students, English, Ethnicity, Group Activities, Humanistic Education, Language Dominance, Mathematics, Mexican Americans, Mexicans, Objectives, Reading Achievement, Spanish Speaking, Student Characteristics, Teacher Attitudes, Teacher Characteristics, Teaching Styles
Publication Type: Dissertations/Theses - Doctoral Dissertations; Reports - Research
Education Level: N/A
Authoring Institution: N/A