A comparison of academic achievement of elementary students in multi-grade and single-grade rural classrooms in Newfoundland and Labrador

Penney, Aubrey J. (1992) A comparison of academic achievement of elementary students in multi-grade and single-grade rural classrooms in Newfoundland and Labrador. Masters thesis, Memorial University of Newfoundland.

[English] PDF (Migrated (PDF/A Conversion) from original format: (application/pdf)) - Accepted Version 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. Download (13MB) [English] PDF - Accepted Version 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. (Original Version)

Abstract

This study was conducted to investigate the effects of multi-grade classroom organization on students' academic achievement. Students' scores resulting from the 1988 Canadian Tests of Basic Skills (CTBS) obtained from the Department of Education were analyzed to examine the difference between the mean scores of rural grade 6 students enrolled in single-grade classrooms and rural grade 6 students enrolled in multi-grade classrooms. -- The questionnaire designed for this study was distributed to 58 randomly selected school principals throughout the province soliciting information to determine randomly selected students' class type, teacher qualifications, gender and socioeconomic status. Only students who were enrolled in their specific class type for three or more consecutive years were involved in the study. The final sample included 174 single-grade and 137 multi-grade for a total of 311 students. -- Data from the CTBS results and the questionnaire completed by principals were analyzed by computing correlation coefficients for the independent variables (Class Type, Teacher Qualifications, Gender and Socioeconomic Status) and the scores of the dependent variables (Vocabulary, Reading Comprehension, Language Arts, Work Study Skills, Mathematics and Composite). A multiple regression was computed to examine the magnitude of the relationship between the independent and dependent variables. -- The investigation concluded that there is no significant difference in academic achievement between students of rural multi-grade classrooms and students of rural single-grade classrooms. -- The results of this study provide school administrators research supported information on which to base their decisions regarding grouping within their school. The mere fact that a school has multi-grade classroom organizations should not cause administrators to question the academic achievement of students.

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