A Comparison of the Academic Achievement in Multigrade and Single-grade Elementary Church-school Classrooms

A quasi-experimental design was used to statistically compare academic achievement among 277 students in single-grade and multigrade classrooms in the Pacific Northwest. Adjustments were made using analysis of covariance to help insure comparable group means. Results indicate that academic achievement with a single exception is not related to enrollment in single grade or multigrade classrooms even after the effects of gender and length of years in classroom were held constant. Less direct instruction and more process time was observed in multigrade rooms.

Licence Type:
Publication Date:
Steve Pawluk
Journal of Research on Christian Education
Bell Hall #013B, Andrews University
4195 Administration Drive
Berrien Springs, MI  49104-1800

Phone: 269 471 6080
FAX: 269 471 6247
Email: jrce@andrews.edu
URL: https://www.andrews.edu/services/jrce/
Order Information:
Journal of Research on Christian Education, 2(2), 235-254. Full text available online.
Resource Type:
Internet Resources; Serial Publications
Resource Objective:
Assessment & Evaluation; Research
Kindergarten-Grade 9
Administrator / Leader, Teacher / Faculty, Researcher
Religious Origin:
Seventh-day Adventist