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.
Availability:
For Sale
Publication Date:
1993
Author:
Steve Pawluk
Publisher:
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.
Topics:
Keywords:
Language:
English
Resource Type:
Internet Resources; Published Articles & Papers
Resource Objective:
Assessment & Evaluation; Research
Level:
Kindergarten-Grade 9
Audience:
Administrator / Leader, Teacher / Faculty, Researcher
Religious Origin:
Seventh-day Adventist