Master's Theses

Date of Award

Spring 1993

Degree Name

Master of Science (MS)

Department

Social Work

Advisor

Bill Daley

Abstract

The purpose of the researcher was to investigate a hot breakfast program. The independent variables were participation status, economic status, gender, Chapter I reading status, and race. The dependent variables were Total Battery, Total Reading, Total Language Arts and Total Mathematics scores from the Comprehensive Tests of Basic Skills, total number of absences and total number of times tardy. Scores from the Survey of Basic Skills (SRA scores) were employed as covariant measures (composite null hypotheses one through five, number absences for previous year for composite null six and total number of times tardy for previous year for composite null seven). The sample consisted of 53 subjects from two elementary schools. The experimental group consisted of 23 students from the second, fourth, fifth, and sixth grades. The control group consisted of 30 students from the second, fourth, fifth, and sixth grades. Seven composite null hypotheses were tested at the .05 level of significance employing a single-factor analysis of covariance. A total of 31 comparisons were tested. All 31 comparisons were main effects. Two of the 31 comparisons were statistically significant at the .05 level. The statistically significant main effects were for the following: sixth grade (or the independent variable participation status and the dependent variable Total Language Arts; and sixth grade for the independent variable participation status and the dependent variable of absences. The significant comparisons indicated the following: sixth grade students who participated in the hot breakfast program had statistically significant higher achievement in Total Language Arts than those who did not participate: and sixth grade students who participated had statistically significant more absences than those who did not participate. The results of the present study appeared 10 support the following generalizations: 1) an association between participation in a hot breakfast program and achievement test scores for sixth graders in Total Language Arts, 2) an association between participation in a hot breakfast program and absenteeism roles for sixth grade, 3) no association between participation in a hot breakfast program according to economic status and achievement test scores, 4) no association between participation in a hot breakfast program according to gender and achievement test scores, 5) no association between participation in a hot breakfast program according to Chapter I reading status and achievement test scores, 6) no association between participation in a hot breakfast program according to race and achievement test scores, and 7) no association between participation in a hot breakfast program according to number of times tardy and achievement test scores.

Rights

Copyright 1993 Sheryl Neeland

Comments

Notice: This material may be protected by copyright law (Title 17 U.S. Code).

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