The objective of this study was to determine if a highly structured instructional program, as a supplement to a more traditional pre-school program would have an effect on the concept attainment of pre-school children. Two groups of eighteen pre-school children, enrolled in the Child Development Laboratory at Utah State University comprised the study sample.
The eighteen children in the experimental group received the instructional program, in addition to the Child Development Laboratory school experience. Standardized pre and post tests were administered to both the experimental and control groups. A standardized test, The Boehm Test of Basic Concepts, was utilized.
An hypothesis of no difference was used to guide this study. The results of the study indicated that a statistically significant difference did exist in comparing the post test scores of the two groups; thus the hypothesis of no difference was rejected. Although the results obtained were of statistical significance, the numerical value of the differences was very small.
In examining variables within the experimental group, it was found that age, sex, verbal participation, and laboratory school experiences affected the study results.
| Identifer | oai:union.ndltd.org:UTAHS/oai:digitalcommons.usu.edu:etd-3325 |
| Date | 01 May 1974 |
| Creators | Ross, Joan Spencer |
| Publisher | DigitalCommons@USU |
| Source Sets | Utah State University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | All Graduate Theses and Dissertations |
| Rights | Copyright for this work is held by the author. Transmission or reproduction of materials protected by copyright beyond that allowed by fair use requires the written permission of the copyright owners. Works not in the public domain cannot be commercially exploited without permission of the copyright owner. Responsibility for any use rests exclusively with the user. For more information contact Andrew Wesolek (andrew.wesolek@usu.edu). |
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