This study examines the differential effects of schooling on attitudinal and achievement outcomes for Indonesian students in two types of classroom: those of conventional primary schools and of an innovative, more open primary school program called SD PAMONG. Multiple regression analysis is used to examine the relationships between characteristics of the individual student and his/her home achievement, school characteristics, attainment of attitudinal modernity and academic achievement. A new theoretical dimension is added through the introduction of sociolinguistic coding characteristics of students as a potential predictor of attitudinal modernity and academic achievement. / A total sample of approximately 900 fourth, fifth and sixth grade students was drawn from five conventional schools and five schools of the SD PAMONG Project. SD PAMONG schools were chosen to represent a cross-section of socio-economic conditions and implementation of the SD PAMONG system. The five conventional schools were chosen as a simple random sample from the population of all public primary schools in Bali, Indonesia in 1982. / The findings indicate that both types of schools lead to attainment of higher levels of attitudinal modernity. By the end of grade six, both conventional and SD PAMONG students have reached approximately equal levels of attitudinal modernity. However, conventional students had reached this level by grade four and maintained it, whereas the scores of SD PAMONG students were progressively higher through each grade level. Academic achievement was approximately the same for both groups of students. / Family background factors had a varying effect on attitude change and academic achievement in conventional and SD PAMONG schools with somewhat more variance explained for SD PAMONG students. Attitudinal modernity showed a consistently strong relationship with academic achievement in both conventional and SD PAMONG schools. / Sociolinguistic coding characteristics did not influence attainment of attitudinal modernity for conventional students. SD PAMONG students in grades four and five had lower levels of attitudinal modernity than their peers in conventional schools. For these students, sociolinguistic coding seemed to have a significant influence upon attitudinal modernity. The indication is that sociolinguistic coding characteristics of students may be important in the more formative stages of attitudinal modernity. / Source: Dissertation Abstracts International, Volume: 49-06, Section: A, page: 1423. / Major Professor: George J. Papagiannis. / Thesis (Ph.D.)--The Florida State University, 1987.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_76275 |
| Contributors | Bernard, Doran Charles., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 276 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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