The present research was an investigation of the effect of two methods of reporting pupil progress on adjustment and achievement of fourth grade pupils in a suburban elementary school. One method involved the use of an evaluation form reflecting performance in terms of ability, parent-teacher conferences, and work samples. The other method was comprised primarily of competitive grading and marking procedures, utilizing a standard report card to report results.

The purposes of this study were (1) to determine if 4th grade students improve in computation efficiency being taught Chisanbop; (2) to determine if 4th grade students show an increase in application skill efficiency being taught Chisanbop; (3) to determine if 4th grade students show an increase in concept skill efficiency being taught Chisanbop; (4) to determine if 4th grade students show an increase in problem solving skill efficiency being taught Chisanbop; and (5) to determine if 4th grade students show an increase in composite skill efficiency being taught Chisanbop. The conclusions drawn from the findings of this study were that Chisanbop instruction assisted students in the experimental group in scoring significantly higher than students in the control group in application skill efficiency, concept skill efficiency, problem solving skill efficiency, and composite skill efficiency. Other indications are that Chisanbop instruction did not significantly affect students in the experimental group in regard to computational skills. In regard to the composite skills of the students in the upper one-third and the lower one-third of the experimental group, there were no statistically significant differences from their counterparts in the control group. In light of these findings, it is recommended that school districts utilize Chisanbop as a supplement to their regular mathematics program at the 4th grade level. It is also recommended that additional studies be conducted at the 4th grade level for extended periods of time to determine any delayed dimension of Chisanbop.

The purpose of this study was to determine if the addition of music and sound effects to recorded stories increased the comprehension and retention of information for fourth grade students. The data were analyzed by a two-factor analysis of variance, with repeated measures for both comprehension and retention tests, for the total population. Each reading level group was analyzed separately by an analysis of variance. Of eight hypotheses tested, six showed a significant difference. The conclusions drawn from this study indicated that the addition of music and sound effects 1) Increases the listening comprehension and retention of fourth grade students; 2) Is more effective for retention for students with a high reading level; and 3) Is more effective for initial listening comprehension for students with low reading level but the effect is not significant for retention.

The primary purpose of this study was to investigate the effectiveness of concrete materials on fourth grade students&rsquo / geometry achievement. The secondary purpose was to investigate their opinions and feelings about instruction with concrete materials. The study was carried out in a private school in Ankara with 32 fourth grade elementary school students. One group pretest-posttest design was used. Geometry Achievement Test was administered to collect the necessary data. The instruction with concrete materials was applied by the researcher five hours per week in 10 weeks. The data were analyzed by using one-way repeated measures analysis of variance. Also, an interview was conducted with 11 students to determine their opinions and feelings about instruction with concrete materials. The results of the study revealed that there was a statistically significant change in geometry achievement of fourth grade students who participated in the instruction with concrete materials over three time periods. In other words, there were statistically significant positive changes in students&rsquo / geometry achievement across pre-intervention and post-intervention and across pre-intervention and followup. Moreover, there was no statistically significant change in students&rsquo / achievement across post-intervention and follow-up. The other results can be deducted from the study: most of the students enjoyed the class more when concrete materials were used / some of the students became anxious when they first saw the questions in preintervention / most of the students stated that questions become easier after instruction with concrete materials / cubes and the geoboard were the most useful and most liked as perceived by the students.

This study attempted to determine the relationship between self concept and participation in extra-curricular activity: specifically, whether self concept differentiates between participants and nonparticipants and whether self concept scores differed between male and female participants. Sixty fourth graders were assessed on self concept by the Piers-Harris Children's Self Concept Scale. Participation or non-participation was determined by written parental response. Analysis of variance was used, with level of significance at .05. There was no evidence that participants can be distinguished from non-participants on measures of self concept. Scores on self concept did not differ for males and females.