The effects of a social studies programmed instruction textbook plus teacher interaction on the achievement and retention of low reading ability students

Furey, Helen E. (1976) The effects of a social studies programmed instruction textbook plus teacher interaction on the achievement and retention of low reading ability students. Masters thesis, Memorial University of Newfoundland.

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    Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission.
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Abstract

The purpose of this study was to determine whether a social studies programmed instructional textbook plus teacher interaction produced positive, significant achievement and retention for low reading ability students at the grade six level. -- The research experiment involved nine grade six classes within the Avalon Consolidated School Board and the Roman Catholic School Board of St. John's, Newfoundland. All students were administered a reading test, grades were computed an only low reading ability students were assigned to groups. -- Three treatments, conventional teaching, programmed instruction, and programmed instruction plus teacher interaction, were utilized. Through the use of a Table of Random Selection (Glass and Stanley, 1970) the low reading ability groups were assigned to treatments. A 'Posttest Only Control Group' design was used to state the hypotheses. An analysis of covariance was conducted on the posttest and delayed posttest scores to test significant differences. The appropriate post-hoc test, Newman-Kuels (Winer, 1971), was used to test the significance of the difference between group means. -- The results of the study indicated that the treatment group utilizing conventional teaching had significantly higher achievement and retention scores than the treatment group exposed to programmed instruction or the treatment group utilizing programmed instruction plus teacher interaction. The programmed instruction plus teacher interaction treatment group had significantly higher achievement scores on the posttest than the treatment group receiving programmed instruction. However, no significant differences existed between the retention scores of these two treatment groups.

Item Type: Thesis (Masters)
URI: http://research.library.mun.ca/id/eprint/7868
Item ID: 7868
Additional Information: Bibliography: leaves 53-55. -- Appendix A, leaves 57-151 and Appendix B, leaves 153-155 are not included ; both contain previously copyrighted material.
Department(s): Education, Faculty of
Date: 1976
Date Type: Submission
Geographic Location: Canada--Newfoundland and Labrador
Library of Congress Subject Heading: Social sciences--Study and teaching (Elementary)--Newfoundland and Labrador; Social sciences--Programmed instruction; Memory

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