This study investigated relationships involving peer acceptance, mathematics achievement, and birth order among 74 fifth-grade students. The children were administered a standardized achievement test and a sociometric measurement in one sitting. They were then listed in rank order on the basis of number of choices received for each of two areas-- Social- and Work-acceptance. A comparison of High and Low Social- and Work-acceptance groups in terms of mean mathematics-achievement scores indicated a significant positive interaction between peer acceptance and mathematics achievement. No significant difference was evidenced between mean mathematics-achievement scores of males and females. As expected, birth order was not shown to interact significantly with Social- or Work-acceptance for either sex. Results indicate the importance of utilizing various techniques such as sociometrically determined work groups and seating arrangements in order to improve the peer climate of the classroom.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc504301 |
| Date | 08 1900 |
| Creators | Gerhardt, Vicki |
| Contributors | Gabet, Yvonne H., Miller, Jack E., Stricklin, Annie B. |
| Publisher | North Texas State University |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | iii, 17 leaves, Text |
| Rights | Public, Gerhardt, Vicki, Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved. |
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