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Student achievement

Education and Human Development Master's Theses

Elementary Education

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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.


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 ...


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 ...


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 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 ...