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Looping and Academic Achievement in Elementary Schools.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Looping and Academic Achievement in Elementary Schools./
作者:	Hall, Kate.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	106 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-02, Section: A.
Contained By:	Dissertations Abstracts International83-02A.
標題:	Behavior. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28527017
ISBN:	9798515257422

Looping and Academic Achievement in Elementary Schools.
Hall, Kate.

Looping and Academic Achievement in Elementary Schools. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 106 p.

Source: Dissertations Abstracts International, Volume: 83-02, Section: A.

Thesis (D.Ed.)--East Tennessee State University, 2021.

This item must not be sold to any third party vendors.

The purpose of the quantitative study was to determine if there was a significant difference in the academic performance of students at the elementary level who loop compared to those who do not. This study also assessed if there was a significant difference in academic achievement among subgroups in students who loop compared to those who do not. A quantitative, ex post-facto, comparative design was used to analyze data to determine if there is a signficiant relationship between looping and academic achievement for elementary students. The scores of students enrolled in two looping classrooms at two schools were compared to those of two nonlooping classrooms at two schools. The data that were analyzed included students' reading scores on the Developmental Reading Assessment (DRA), math benchmark scores, and a district writing assessment. The results of the quantitative study revealed that students who participated in looped classrooms scored significantly higher on the math benchmark than students who participated in nonlooped classrooms. However, there was no significant difference in reading or writing benchmark scores between students who participate in looped classrooms compared to students who participated in nonlooped classrooms. The results also revealed that there was a significant difference in writing scores between males and females in nonlooped classrooms, with females scoring significantly higher than males. However, there was no significant difference in writing scores between males and females in looped classrooms. In addition, no significant difference was found between males and females in looped and nonlooped classrooms in either reading or math scores. Finally, there was a significant difference in math scores between minority and nonminority students in nonlooped classrooms, with nonminority students scoring significantly higher than minority students. However, there was no significant difference in math scores between minority and nonminority students in looped classrooms. In addition, no significant difference was found between minority and nonminority students in looped and nonlooped classrooms in either reading or writing scores.

ISBN: 9798515257422Subjects--Topical Terms:

532476
Behavior.

Looping and Academic Achievement in Elementary Schools.
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