Dissertations and Theses @ UNI
Availability
Open Access Thesis
Keywords
Arithmetic--Study and teaching (Elementary); Self-perception in children;
Abstract
This study was designed to investigate the effect of classroom guidance activities on the self-concept and arithmetic achievement of third graders, and to determine what relationship exists between self-concept and arithmetic achievement. Effects of the treatment were examined between experimental and control groups and between boys and girls. Forty subjects participated in the study, 20 in the experimental and 20 in the control group. Initial equivalence of math instruction and of the two groups of students was established by examining Iowa Tests of Basic Skills class composites for the previous five years for classes of the two instructors, and by comparing results of Gates-MacGinitie Reading Subtests for the students involved in the study. Pretests in self-concept and in arithmetic achievement showed no significant difference in groups initially. A treatment of teacher-directed classroom guidance activities, designed specifically for self-concept enhancement, was given to the experimental group, while the control group experienced no specific guidance activities other than ordinary classroom experiences. Post-tests were administered to both groups in self-concept and in arithmetic achievement to measure the results. Results of the study were:
1. There was no significant difference in self concept scores for control and experimental groups as a result of treatment as evidenced by t value of -1.14.
2. There was no significant difference in arithmetic achievement scores for control and experimental groups as a result of treatment as evidenced by t value of -0.63.
3. There were no significant differences in the self concept scores of boys and girls following treatment as indicated by the F value of 0.0 for the interaction of sex and group membership.
4. There were no significant differences in math scores of boys and girls following treatment as indicated by the F value of 2.49593 for the interaction.
5. There was a significant relationship between self-concept scores and arithmetic achievement for girls, but not for boys or for total group of subjects. (P = 0.043 for females)
Based on the results of the study, the following recommendations are made: replication of the study in other population groups, replication using larger samples of a population and/or longer durations of time, a modification of the study to utilize other measures of self-concept along with self-report, replication of the study with subjects who have been identified as low achievers and/or exhibiting low self-concepts, and design of a study whereby math achievement of low-achieving girls is manipulated to determine if their self-concepts may be enhanced.
Year of Submission
1980
Degree Name
Master of Arts in Education
Department
Department of Curriculum and Instruction
First Advisor
Mary Nan Aldridge
Second Advisor
Greg Stefanich
Third Advisor
Marlene Strathe
Date Original
1980
Object Description
1 PDF file (72 leaves)
Copyright
©1980 Betty Elaine Barrick
Language
en
File Format
application/pdf
Recommended Citation
Barrick, Betty Elaine, "An Investigation into the Effects of Classroom Guidance Activities on Self-Concept and Arithmetic Achievement in Third Graders" (1980). Dissertations and Theses @ UNI. 2030.
https://scholarworks.uni.edu/etd/2030
Comments
If you are the rightful copyright holder of this thesis and wish to have it removed from the Open Access Collection, please submit a request to scholarworks@uni.edu and include clear identification of the work, preferably with URL.