Augmenting grade three reading achievement through self-concept of ability enhancement using parents and teachers as significant others

Smith, Hubert Garland (1979) Augmenting grade three reading achievement through self-concept of ability enhancement using parents and teachers as significant others. Masters thesis, Memorial University of Newfoundland.

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Abstract

The major purpose of this study was to investigate experimentally the relationship between self-concept of ability and reading achievement and determine whether grade three students in rural Newfoundland would improve their self-concept of ability and, indirectly, reading achievement, as a consequence of working closely with parents and teachers. To clarify this relationship and determine the intervening variables, several minor hypotheses were investigated: the relationship between self-concept of ability and the self-concept of the child held by parents and teachers; the relationship between academic self-concept of ability and the self-concept of the child held by parents and teachers; and the parents' and teachers' perception of how the child would rate his own ability. -- Fifty-five students were selected from the third grade population of two schools outside the city of St. John's. These fifty-five students, who were selected on the basis of their performance on a standardized achievement test, were performing at or below the class average. Data collection took place between February and June 1977, using a teacher questionnaire, a parent questionnaire, a reading achievement test, and a self-concept scale. A complete set of data was obtained for fifty-five students, thirty parents, and two teachers in two schools. -- Pearson product-moment correlation, "t" test, and analysis of covariance were used to test the hypotheses. By means of four tables, the complete scores were presented for each student. The major proportion of the data analysis was effected by the computer at Memorial University. -- The major finding of this study revealed that there does exist a significant relationship between self-concept of ability and reading achievement. Further, the teacher's perception of the child's self-concept was closely related to the child's self-concept. The teacher's perception of the child's reading ability was closely related to the child's reading achievement. In all cases the teacher occupied a vital role. While the position of the parents was not found to be significantly related to either self-concept or reading achievement, the parents' perception of the child's self-concept did improve over the treatment period. It was also found that parents and teachers were significantly more aware of how the other perceived the child's ability. -- These findings suggest the need for educators to re-evaluate their positions and the influence they have on the student's self-concept and reading achievement. Closer attention given to this position would reduce the negative and increase the positive influence exerted by the teacher. -- The findings also suggest the need for further research into the means by which teachers can increase the child's self-concept. Further research needs to be done on the position of parents with regard to self-concept and reading achievement. Year round studies need to be initiated to involve the parents more closely with the education of their children. An examination of the role of parents and teachers in the self-concept and reading achievement of children seems to be warranted and essential to the educational system.

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