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ERIC Number: ED464839
Record Type: RIE
Publication Date: 2001-Nov
Pages: 18
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Relationship between Social Promotion in the Middle School and Academic Achievement in a High School Math Class.
Kariuki, Patrick; Page, Lana
The purpose of this study was to determine the relationship between social promotion in the middle school and academic achievement in the high school math class. The sample consisted of 30 seniors from a Northeast Tennessee high school who were promoted without mastery in the middle school. Their academic achievement in the high school math class was recorded. The relationship between social promotion and mathematical academic achievement was analyzed using Pearson product moment correlation. Similarly, the relationship between math academic achievement and overall high school academic achievement was analyzed using the Pearson product moment correlation. The difference in male and female mathematical academic achievement was analyzed using an independent t-test. Also, the difference between the number of times a student was promoted in the middle school and mathematical achievement was analyzed using t-test for paired sample means. The results indicated a significant negative correlation between social promotion and high school math academic achievement. A strong correlation existed between math academic achievement and overall academic achievement at the high school level. There was no significant difference between the mathematical academic achievement of males and females. Also, no significant difference was found between the number of times a student was promoted in middle school to high school math achievement. The study suggests that students who are socially promoted in middle school perform poorly in high school math classes. (Contains 16 references.) (Author/MM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (30th, Little Rock, AR, November 14-17, 2001).