The purpose of the study was to determine the relationship of student attitude to academic achievement in reading/language, mathematics, science, and social studies while holding gender, grade level, and class size constant.The review of related literature revealed the transition of educational emphasis from positive cognitive outcomes to affective considerations. Research dealing with the effect of the independent variables, gender, grade level, and class size, as well as that showing the impact of attitude toward reading/language, mathematics, science, and social studies as they affected achievement in those subjects was studied.A multiple partial canonical correlation analysis was used to treat the data.POPULATION1. Sample data were collected from thirteen Indianapolis area private Christian schools.2. Three hundred eighty-four subjects were boys and three hundred eighty-three were girls.3. Grade four had one hundred forty-five boys and one hundred forty-three girls. Grade five had one hundred eighteen boys and one hundred sixteen girls while grade six had one hundred twenty boys and one hundred twenty-five girls.4. Forty-nine students were administered the California Achievement Test, one hundred forty-six the Stanford Achievement Test, one hundred forty-eight the Metropolitan Achievement Test, and four hundred twenty-four the Iowa Tests of Basic Skills.5. Three hundred seventy-two students were from Baptist schools, fifty-four from Church of Christ schools, seventy-five from Church of God schools, forty-one from Nazarene schools, and two hundred twenty-five from non-church related Christian schools.FINDINGSThe null hypothesis was rejected at the .01 significance level for the California Achievement Test, Iowa Tests of Basic Skills, and the Stanford Achievement Test, and at the .05 significance level for the Metropolitan Achievement Test.CONCLUSIONS1. There is a relationship between student attitude toward reading/language, mathematics, science, and social studies and achievement in reading/language, mathematics, science, and social studies when extraneous variables are partialed out.2. That the relationship is not the result of sample error is implied by the significant X2 tests.
| Identifer | oai:union.ndltd.org:BSU/oai:cardinalscholar.bsu.edu:handle/176676 |
| Date | 03 June 2011 |
| Creators | Hayes, Ralph W. |
| Contributors | Marconnit, George D. |
| Source Sets | Ball State University |
| Detected Language | English |
| Format | 3, vii, 104 leaves ; 28 cm. |
| Source | Virtual Press |
Page generated in 0.0019 seconds