ERIC Number: ED395298
Record Type: Non-Journal
Publication Date: 1996
Reference Count: N/A
The Effect of Departmentalization on the Reading Achievement of Sixth-Grade Students.
Harris, Mary B.
A study examined whether departmentalization affected the reading achievement of sixth-grade students attending a Chicago public school. A random sample of 30 students was chosen from a group of 53 who received instruction in a departmentalized program. A second random sample of 30 was selected from a total of 54 students who received instruction in self-contained classrooms. Test score results from the Iowa Tests of Basic Skills administered in the spring of each year were used as the posttest score results for the current grade and pretest scores for the next year. A t-test was done on the samples to determine if there was a statistically significant change after a year of exposure to learning in a departmentalized program. Results indicated that, in the experimental group, some excelled, others remained the same, and 3 students digressed, but the control group showed a higher and more consistent growth pattern with no digressions. Findings suggest that the transitional year of a departmentalized program affects reading achievement. (Contains one table of data and 23 references.) (CR)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Iowa Tests of Basic Skills