Master's Theses

Department

Advanced Education Programs

Degree Name

Education Specialist (Ed.S)

Abstract

The current study examined the relationship between ages of entry into formal education and the effects it had on participation in the Accelerated Reader program. More specifically, the variables being compared were: the child’s age in months, gender, average number of AR points accumulated, the number of quizzes passed, and finally the number of quizzes taken. It was hypothesized that those children who are younger than their peers are going to earn fewer points than their older peers. Additionally, a gender difference was also hypothesized, predicting that female students would earn more points than their male classmates. Data was gathered from the 2009-2010 school year from two small elementary schools in mid-west Kansas, each enrolling students kindergarten through fifth grades. Results of the independent samples t-test revealed significant differences between the two schools at the 2nd, 3rd, and 4th grades on total points earned (M School 1=45.86, M School 2 = 63.92), quizzes passed (M School 1=30.79, M School 2=70.61), and quizzes taken (M School 1=34.11, M School 2=77.00 ). To further investigate these findings, results were sorted by grade level and another independent samples t-test was performed. In 2nd grade, the total number of points accumulated (M School 1=42.27, M School 2 = 52.13), quizzes passed (M School 1=59.08, M School 2 =103.51) and quizzes taken (M School 1=66.24, M School 2 =110.21) were significantly different, while in 3rd and 4th grades the only significant findings were the quizzes passed ( 3rd Grade: M School 1=24.80, M School 2=70.35, 4th Grade: M School 1=8.62, M School 2 = 36.63) and quizzes taken (3rd Grade: M School 1=26.86, M School 2=79.30, 4th Grade: M School 1=9.31, M School 2 =40.55). Additionally, a Pearson’s Correlation revealed a positive, linear relationship between age in months in 4th grade, quizzes passed, and quizzes taken. Finally, an independent samples t-test was used to determine if there were any significant differences between genders only revealing a difference on average percent correct.

Keywords

Accelerated reader, Kindergarten, Reading, Early entry, Delayed entry

Advisor

Dr. Jennifer Bonds-Raacke

Date of Award

Summer 2011

Document Type

Thesis

Rights

© The Author(s)

Comments

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