Master's Theses

Document Type

Thesis - campus only access

Date of Award

Fall 1990

Degree Name

Master of Science (MS)

Department

Social Work

Advisor

Bill Daley

Abstract

The purpose of the researcher was to investigate equitable interactions with low achievers in the classroom. The independent variable investigated was participation in the program Teacher Expectations and Student Achievement (TESA). Two levels were employed including those who received TESA techniques and a control group. The dependent variables were scores from the ITBS and the TAP. The sample consisted of 120 children from grades 2, 3, 4, 6, 9, and high school. A posttest control group design using 1989 ITBS scores as a covariant measure, (1989 TAP scores for high school students) was employed to determine between group differences. Six composite null hypotheses were tested. Each composite null hypothesis was tested with a single factor analysis of covariance. Of the 39 comparisons made, eight were statistically significant at the .05 level. Four of the eight significant comparisons, (after being adjusted by the covariant measure) indicated the implementation was associated with higher test score performance. The remaining four significant comparisons, (after being adjusted by the covariant measure) indicated the control groups were associated with higher test score performance. The implementation groups performed higher in the following comparisons: (1) vocabulary - grade 4, (2) reading - grade 4, (3) mathematics - grade 4, and (4) complete composite - grade 4. The results of the present study appeared to support the following generalizations: (1) Implementation was associated with higher test score performance for fourth graders in the areas of vocabulary, reading, mathematics, and complete composite. (2) No association was found between implementation and higher test score performance for second graders. (3) No association was found between implementation and higher test score performance for third graders. (4) No association was found between implementation and higher test score performance for sixth graders. (5) No association was found between implementation and higher test score performance for ninth graders. (6) No association was found between implementation and higher test score performance for high school students.

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Rights

© 1990 Donna Zerr

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