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The effects of participation of fifth grade students in the Mathematical Olympiad for Elementary Schools were investigated. Fifth grade subjects at one school who participated in the Mathematical Olympiad for Elementary Schools were compared with non-participants in routine and non-routine mathematics problem-solving achievement, non-routine problem-solving process levels, and attitudes towards mathematics. Results indicated that participation positively affected the participants’ non-routine problem-solving process levels but no uniform results were found on the other factors. The importance of appropriate non-routine mathematics problem-solving tests was indicated as a future source of study. A description of the investigation, instruments and results is included. / Master of Arts

It is the primary purpose of this study to determine any differences in the achievement abilities and teacher ratings of the boys and girls of equal intelligence quotients in the fifth, sixth, and seventh grades of the Alvord Elementary School, Alvord, Texas. A secondary purpose is to make a study of the environmental background of a number of pupils in order to determine certain other factors that might be considered as producing some influence upon the success or failure of the boy or girl.

In this particular study the problem is to find which types of books pupils of the fifth grade of different abilities and of different socio-economic status like to read. This study is also concerned with the comparison of boys and girls in their choice of books and magazines.

The purpose which guided the writer in the conducting of this study was a desire to determine the existence of any relationships which might be perceptible among such traits and considerations as socio-economic status, popularity at school, general scholastic achievement, and traits of personality as they were found in a group of fifth-grade pupils enrolled in the public school of Sanger, Texas.

The purpose of this study is to determine the reasons for the superior reading ability of two groups of twenty children each in the fifth grade of the Oakhurst School, Fort Worth, Texas.

This study has the purpose to compare the relationships between personality, environment, achievement, and intelligence and discover the effect, if any, of environment upon the personality, achievement, and intelligence of a group of fifth grade pupils.

Providing elementary-aged students with opportunities to engage in authentic historical analysis is crucial to building their historical thinking skills. Teaching with primary and secondary sources allows students the opportunity to engage in authentic inquiry-based learning experiences where the acquisition of a historical concept is in their hands. This differs from the traditional social studies learning experience, as these inquiry-based learning experiences are student-centered, and the teacher is present as a guide. Developing social studies instruction utilizing the SOURCES Framework for Teaching with Primary and Secondary Sources (Waring, 2021) is an effective way to scaffold authentic historical inquiry at the upper elementary level. In this study, the researcher sought to explore student levels of acquisition of four Habits of Mind (NCHE, 2024) when taught using student-centered inquiry-based approaches to instruction. The researcher utilized the qualitative research methods outlined by Erickson (1986) to analyze data samples collected from eight student participants to determine their acquisition and growth of the Habits of Mind (NCHE, 2024). The researcher concluded that each student exhibited the use of History’s Habits of Mind (NCHE, 2024) when taught using a student-centered approach to historical inquiry. However, the levels at which the students acquired the Habits were different.

The problem with which this investigation is concerned is the effect of work-study method instruction upon the achievement of students in fifth grade social studies. The purpose of this investigation is to determine the effects of the SQ3R (Survey, Question, Read, Recite, Review) Study Method instruction upon the achievement of students in fifth grade social studies. The subjects ranged in age from ten years two months to thirteen years three months. Th I.Q. for the subjects ranged from 70 to 135. Of the 102 subjects involved in the study, 42 were male and 60 were female. The I.Q. score from the California Test of Mental Maturity, S Form was used to structure the subjects into three intelligence levels. Fifty-four subjects served as the experimental group, and forty-eight served as the control group. The instrument used to obtain pretest and posttest scores on the variable relating to achievement was the SRA Assessment Survey, Blue Level. Form E was used for the pretest, and Form F was used for the posttest. The subjects were assigned to four classes which were near equal. Two classes were selected by the principal to serve as the experimental group. The other two classes served as the control group. The investigator spent equal time with the control and the experimental group. The four classroom teachers rotated between experimental and control groups on an equal basis. Students in the experimental group met nineteen times during the study for a thirty-minute period. During these sessions, the experimental subjects used the SQ3R Study Method to do social studies assignments. The control group met for the same number of sessions and for an equal amount of time. They worked with the same content but without using the SQ3R Study Method. The analysis of covariance was employed with pretest scores as the covariant.