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Full-Text Articles in Education

The Effects Of Homework On Student Achievement, Jennifer M. Hayward Sep 2010

The Effects Of Homework On Student Achievement, Jennifer M. Hayward

Education and Human Development Master's Theses

The purpose of this study is to determine how implementing a homework correction plan effects student achievement in mathematics. There are numerous unique plans regarding homework that teachers use and often these varieties occur within the same school or district. Through my research, I found many recommendations for length of homework, the amount of time students should spend on homework, etc. , but none that focused on having students make corrections to their homework. I believe if students are made aware of their misconceptions and have the opportunity to correct them on their homework assignments, the learning will carry over to ...


Technology : The Positive And Negative Effects On Student Achievement, Jennifer Lyn Flanagan Aug 2008

Technology : The Positive And Negative Effects On Student Achievement, Jennifer Lyn Flanagan

Education and Human Development Master's Theses

Technology is the technical means people use to improve their surroundings. People use technology to improve their ability to do work. Classrooms around the world have implemented many forms of technology to enhance student interest and achievement. One form of technology that is common to math classrooms is the graphing calculator. One eighth grade math class of nineteen students from an urban middle school was taught a unit on Solving Systems of Equations by Graphing. The unit was implemented with and without the use of the graphing calculator. Students were first introduced to the unit through the use of pencils ...


Organizational Skills And Student Achievement, Anthony P. Davis Jan 2007

Organizational Skills And Student Achievement, Anthony P. Davis

Education and Human Development Master's Theses

Organizational skills are important to the success of every student but they may also be the answer to helping students with mild disabilities keep up with their school work. Given the increasing number of children diagnosed with emotional or learning disabilities—many of whom will receive education in a general classroom—it is becoming more and more important for teachers to provide the support their students need. This thesis project explores the reasoning behind providing inclusive educational settings, discusses the challenges for teachers, parents, and students inherent in that inclusivity, and examines how different organizational strategies affect such challenging circumstances ...


Factors Affecting Retention Of Students In Grades K-2, Amy Katherine Pace Jun 2004

Factors Affecting Retention Of Students In Grades K-2, Amy Katherine Pace

Education and Human Development Master's Theses

This study looked to investigate two things regarding student retention in grade. The first being the factors that influence retention and the second being the effectiveness of the practice. First, the researcher looked to see what factors influence student retention between kindergarten and third grade. This was investigated by using the cumulative folders of students currently in grades three and four. Their cumulative folders were used in order to find out if the student was retained and the reasons that were indicated for the retention. This data was compiled and put into a questionnaire to be completed by the first ...


Guided Reading: Its Effects On Reading Achievement And Attitudes, Colleen Vinciquerra Dec 2002

Guided Reading: Its Effects On Reading Achievement And Attitudes, Colleen Vinciquerra

Education and Human Development Master's Theses

This study was designed to analyze the effect of guided reading on second graders reading achievement. This study also examined the effect guided reading had on students' attitude towards reading.

The subjects included forty-two second graders from a rural school in western New York. There were two second grade classes who participated in the study. The experimental group received guided reading. The control group did not.

The researcher used Running Reading Records as the tool to determine the students' reading level. The students Running Reading Records were taken at the beginning of the study and again at the end of ...


An Investigation Of The Effects Of Using Literature To Promote The Understanding Of Mathematical Concepts In Children With Learning Disabilities, Stephanie Miller May 2001

An Investigation Of The Effects Of Using Literature To Promote The Understanding Of Mathematical Concepts In Children With Learning Disabilities, Stephanie Miller

Education and Human Development Master's Theses

This study was designed to test the hypothesis that including children's literature in the mathematics curriculum improves understanding of math concepts for children with learning disabilities. The subjects included 47 third grade students from a suburban school district outside of Rochester, New York. The children were divided into experimental and control groups. The control group received their regular mathematics curriculum, while the experimental group received the addition of children's literature to the regular curriculum. No statistical significance was noted quantitatively, while qualitatively, improvements were noted in children's attitudes and involvement with the curriculum.


Comparing Reading Achievement Scores Of Fifth Grade Female Students In Lutheran Schools To Those In A National Norming Group, Sharon L. Cole May 1997

Comparing Reading Achievement Scores Of Fifth Grade Female Students In Lutheran Schools To Those In A National Norming Group, Sharon L. Cole

Education and Human Development Master's Theses

The purpose of this study was to determine if there was a statistically significant difference between Reading Achievement scores of fifth grade Lutheran school female students compared to national norms.

Fifth grade female students (n = 20) from eight New York Lutheran elementary schools who took the Spring 1996 Stanford Achievement Reading Test were the subjects of this study. The scores were collected from eight Lutheran elementary schools and separated by gender. These scores were compared to the national Stanford

Achievement Reading scores for fifth grade level. A t test was used to analyze the data. It was determined that there ...


A Holistic Comparison Of The Writing Abilities Of First-Grade Students Who Attended Either Full-Day Or Half-Day Kindergarten, Kirsten Carey Aug 1996

A Holistic Comparison Of The Writing Abilities Of First-Grade Students Who Attended Either Full-Day Or Half-Day Kindergarten, Kirsten Carey

Education and Human Development Master's Theses

Limited research has been conducted to compare full-day and half-day kindergarten programs. Most studies examined reading and math achievement. Standardized tests were generally used to measure achievement. Virtually no studies have been conducted to assess and compare writing proficiency of full-day and half-day students.

The purpose of this study was to determine the difference in the writing scores of first grade students who attended either a full-day or half-day kindergarten program the previous year. Holistic scoring was used in keeping with the need for authentic assessment.

The writings of 65 first-grade students from two rural school districts were examined and ...


Reading Achievement Of General Education Children In Blended Classes, Dawn J. Squicciarini Aug 1993

Reading Achievement Of General Education Children In Blended Classes, Dawn J. Squicciarini

Education and Human Development Master's Theses

Using 64, sixth grade students from a rural Western New York school district, the examiner attempted to determine if the current practice of integrating special needs students into the regular classroom has any effect on the reading achievement of the general education student. To accomplish this, the examiner found two comparable groups from the current sixth grade class. Group A was the integrated students and Group B was the traditional students. The total reading scores from annual standardized reading tests were compared.

Using a calculated t test, the data showed no statistically significant difference in achievement between the two test ...


The Relationship Between Comprehension And Literature Based Reading Program, Karen Quaranto Aug 1992

The Relationship Between Comprehension And Literature Based Reading Program, Karen Quaranto

Education and Human Development Master's Theses

Previous research indicates that children involved in a literature based reading program are actively involved in the task of reading. Research also indicates that children in literature based programs made significantly higher gains in reading versus their peers in a basal reading program. In the present study three classrooms of third graders, all of which were using a form of literature based reading instruction, were compared to determine the effect of the respective reading program on comprehension. Literature based reading programs used were student selected literature based reading, whole class literature based reading, and teacher pre-grouped literature based reading. The ...


An Evaluation Of Instructional Grouping And Achievement Within An Accelerated Science Program, John Mark Prouty Jul 1992

An Evaluation Of Instructional Grouping And Achievement Within An Accelerated Science Program, John Mark Prouty

Education and Human Development Master's Theses

This thesis was designed to determine if an accelerated science program had an effect on the performance of accelerates and nonaccelerates on New York State Regents Exams.

Four groups of students representing 54 students were used in the study. Two groups were heterogeneous and two were homogeneous. A t - test analysis was performed to determine if a significant difference in Regents exams existed due to instructional grouping.

Results indicated that this study has shown that no statistically significant difference in scores occurred due to instructional grouping.


A Comparative Study Of The Effects Of Affective Response Techniques On Seventh Grade Students Of Low And High Abilities When Applied To Reading In The Content Areas, James G. Bennett Apr 1991

A Comparative Study Of The Effects Of Affective Response Techniques On Seventh Grade Students Of Low And High Abilities When Applied To Reading In The Content Areas, James G. Bennett

Education and Human Development Master's Theses

The purpose of the study was to introduce concepts of the Affective Response Approach to Literature to students in two seventh grade classrooms in order to determine whether the use of affective responses changes students' attitudes about reading and about social studies. Also measured was student achievement in both areas.

The subjects for the study were the 88 seventh graders enrolled in the Blessed Sacrament Catholic Junior High School in the 1989-1990 school year. Prior to the study all students were evaluated using a modified Rhody attitude assessment tool in order to measure their attitude toward reading and social studies ...


The Effect Of Self-Concept On Math Achievement In Fourth Grade Students, Scott Thomas Cote Jul 1990

The Effect Of Self-Concept On Math Achievement In Fourth Grade Students, Scott Thomas Cote

Education and Human Development Master's Theses

The purpose of this study was to determine if there is a correlation between self-concept and math achievement on a standardized test for a heterogeneous group of forty-eight fourth grade students. Also studied were the relationships of self-concept and math achievement on students from single parent homes and students from two-parent households and the differences between male and female students in the areas of self-concept and math achievement.

Forty-eight fourth grade students from a suburban school district in Rochester, New York were the subjects of this study. Twelve of the forty-eight were from broken homes.

The math section of the ...


A Longitudinal Study Of Metropolitan Achievement Test Scores, Eric W. Purdy Nov 1989

A Longitudinal Study Of Metropolitan Achievement Test Scores, Eric W. Purdy

Education and Human Development Master's Theses

This longitudinal study compared how well students scored on the Metropolitan Achievement Test (sixth edition) (MAT6) in third grade, fourth grade, and fifth grade. Thus, the study examined the scaled scores of 50 randomly selected students over a three year period. The comparison of performance means between grades, and between genders at each grade, were drawn by conducting statistical t-tests. The three subtests of the MAT6 that were used in this study were; total reading, total math, and social studies. Of the 50 students selected, 28 were boys and 22 were girls. It was found that there was a substantial ...


Influence Of Attitude Toward Science, Gender And Locus Of Control On Student Achievement In Science, Dawn Gater Aug 1989

Influence Of Attitude Toward Science, Gender And Locus Of Control On Student Achievement In Science, Dawn Gater

Education and Human Development Master's Theses

From elementary school to the college level, nationwide trends indicate that males are achieving higher in science than females. The aim of this study was to compare the achievement of boys and girls studying 10th grade biology in the public school system. To achieve this a composite survey of attitude toward science, locus of control and achievement in science was administered to 221 biology students in the 10th grade of a large school district situated in a suburb of Rochester, NY.

It was found that females were achieving equally as well as males in 10th grade and that females had ...


The Effects Of Written And Meaningful Teacher Feedback On The Achievement Of Fifth Grade Science Students, Susan Gerace Stephany Aug 1987

The Effects Of Written And Meaningful Teacher Feedback On The Achievement Of Fifth Grade Science Students, Susan Gerace Stephany

Education and Human Development Master's Theses

There are many teacher behaviors that affect student achievement. Research on student achievement has dealt with a variety of grade levels and subject areas. The purpose of this study was to determine whether consistent and meaningful written teacher commentary affects the achievement of fifth grade science students. Two groups of fifth graders (n=46) were utilized in a statistical split half study designed to compare achievement both between groups as well as within the groups themselves. Through the use of independent t-tests, no statistically significant difference in achievement was found between or within groups as a result of consistent and ...


The Use Of Mnemonic Training As A Strategy For Teaching Spelling To Learning Disabled Sixth, Seventh, And Eighth Grade Students, Cynthia M. Battaglia May 1986

The Use Of Mnemonic Training As A Strategy For Teaching Spelling To Learning Disabled Sixth, Seventh, And Eighth Grade Students, Cynthia M. Battaglia

Education and Human Development Master's Theses

This study investigates potential differences in evaluated/applied spelling ability between learning disabled (LD) students instructed via a mnemonic approach versus those who received traditional instruction. Thirty-one 6th, 7th, and 8th grade LD students were divided into two groups—a mnemonic group of eight boys and four girls, and a non-mnemonic control group of ten boys and nine girls. The researcher used the Test of Written Spelling (TWS) as a pre-test measure to determine that there was no significant difference between the two groups in initial spelling ability. The mnemonic group attended eight sessions in which researchers ...


The Effects Of Criterion-Referenced Reading Program On Attitude And Achievement, Jeannie P. Garnes Dec 1978

The Effects Of Criterion-Referenced Reading Program On Attitude And Achievement, Jeannie P. Garnes

Education and Human Development Master's Theses

The purpose of this study was to investigate the correlation between the scores of third grade students on a criterion-referenced reading test and their attitudes toward reading. The instruments used were the Spencerport/Houghton Mifflin Criterion-Referenced Test-Read (CRT) and the Fiddler Reading Attitude Questionnaire (FRAT). There were two heterogeneously grouped classes involved, a total of fifty-two students.

Statistical analysis indicated that the correlation of the results of the pretests showed a significant relationship between positive attitude toward reading and successful performance on the CRT. The analysis of the post test results failed to show a significant correlation between attitude and ...


A Study To Determine How Much Correlation Exists Between I.Q. And Academic Success In Mathematics, Science, English, And Social Studies, Angelo J. Isgro Jun 1963

A Study To Determine How Much Correlation Exists Between I.Q. And Academic Success In Mathematics, Science, English, And Social Studies, Angelo J. Isgro

Education and Human Development Master's Theses

This study explores the usefulness of I.Q. designations by examining correlations between I.Q. and academic success. The researcher examines the academic grades/scores of 100 seventh grade students, grouped by I.Q. (as determined by the SRA Verbal Form) to determine correlation. Correlation between I.Q. and grades was both positive and low, indicating that while I.Q. may predict success, it does not determine it. The researcher found a stronger correlation between humanities grades and I.Q. than mathematics grades and I.Q., though there was insufficient data to determine a trend. However, the researcher notes that ...