Does an Extra Year (Junior First Grade) Enhance Academic Ability and Self-Concept of Academic Ability? [electronic resource] / Mary Ann Boettger.
This study examined whether the educational practice of retaining students in junior first grade for a year between kindergarten and first grade enhanced their academic achievement and self-concept of academic ability. Subjects were 120 students randomly selected from a midwestern school district an...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1994.
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| Subjects: |
MARC
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| 100 | 1 | |a Boettger, Mary Ann. | |
| 245 | 1 | 0 | |a Does an Extra Year (Junior First Grade) Enhance Academic Ability and Self-Concept of Academic Ability? |h [electronic resource] / |c Mary Ann Boettger. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1994. | ||
| 300 | |a 68 p. | ||
| 500 | |a ERIC Document Number: ED376981. | ||
| 520 | |a This study examined whether the educational practice of retaining students in junior first grade for a year between kindergarten and first grade enhanced their academic achievement and self-concept of academic ability. Subjects were 120 students randomly selected from a midwestern school district and divided equally into 4 groups: (1) recommended for first grade and placed in first grade; (2) recommended for junior first grade and placed in junior first; (3) recommended for junior first grade but placed in first grade; and (4) borderline between junior first grade and kindergarten, but placed in first grade. The groups were compared on 14 variables: (1) gender; (2) birth month; (3) retention; (4) absences; (5) lunch status; (6) class placement in mathematics; (7) grade point average in mathematics; (8) mathematics total on California Achievement Tests; (9) category of achievement in mathematics on the Michigan Educational Assessment Program; (10) class placement in reading; (11) grade point average in reading; (12) reading total on California Achievement Tests; (13) category of achievement in reading on the Michigan Educational Assessment Program; and (14) self-concept of academic ability. Males were retained in junior first grade at twice the number of females, and several variables were significantly different for the four groups, including self- concept of academic ability. Findings indicated that an extra year of junior first grade did not enhance academic achievement or self-concept of academic ability. (Contains a 49-item bibliography.) (WP) | ||
| 650 | 0 | 7 | |a Academic Ability. |2 ericd. |
| 650 | 1 | 7 | |a Academic Achievement. |2 ericd. |
| 650 | 0 | 7 | |a Age Differences. |2 ericd. |
| 650 | 0 | 7 | |a Attendance. |2 ericd. |
| 650 | 0 | 7 | |a Class Rank. |2 ericd. |
| 650 | 1 | 7 | |a Elementary School Students. |2 ericd. |
| 650 | 0 | 7 | |a Grade Point Average. |2 ericd. |
| 650 | 1 | 7 | |a Grade Repetition. |2 ericd. |
| 650 | 0 | 7 | |a Grade 1. |2 ericd. |
| 650 | 0 | 7 | |a Kindergarten. |2 ericd. |
| 650 | 0 | 7 | |a Mathematics Achievement. |2 ericd. |
| 650 | 0 | 7 | |a Predictor Variables. |2 ericd. |
| 650 | 0 | 7 | |a Primary Education. |2 ericd. |
| 650 | 0 | 7 | |a Reading Achievement. |2 ericd. |
| 650 | 1 | 7 | |a Self Concept. |2 ericd. |
| 650 | 0 | 7 | |a Sex Differences. |2 ericd. |
| 650 | 1 | 7 | |a Student Attitudes. |2 ericd. |
| 650 | 1 | 7 | |a Transitional Programs. |2 ericd. |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED376981.pdf |z Full Text (via ERIC) |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Online |c Online |d Online |e ED376981 |h Other scheme |i web |n 1 |