The Effect of Guided Practice on Student Achievement in Social Studies and Science in Grades Five and Six

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The purpose of this study was to assess whether guided practice is more effective than no guided practice (1) in fifth and sixth grade classrooms, (2) in fifth and sixth grade social studies classrooms and fifth and sixth grade science classrooms, and (3) in science classrooms and social studies classrooms. In this experimental study, all fifth and sixth grade students in a small school district in north Texas were randomly assigned to two experimental groups and two control groups in each grade. Over the course of one month two teachers who had previously been trained in the use of guided … continued below

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vi, 130 leaves

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Scallan, Bob August 1987.

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  • Scallan, Bob

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The purpose of this study was to assess whether guided practice is more effective than no guided practice (1) in fifth and sixth grade classrooms, (2) in fifth and sixth grade social studies classrooms and fifth and sixth grade science classrooms, and (3) in science classrooms and social studies classrooms.
In this experimental study, all fifth and sixth grade students in a small school district in north Texas were randomly assigned to two experimental groups and two control groups in each grade. Over the course of one month two teachers who had previously been trained in the use of guided practice procedures taught the experimental groups in each grade, using, extensive guided practice. Two other teachers taught the control groups in each grade without the use of guided practice. Students in both groups were administered a pretest before beginning each of two chapters in each textbook, while a posttest was administered after the study of each chapter.
The analysis and interpretation of data yielded the conclusions that the use of guided practice in classes can be expected to result in higher student achievement than in classes using little or no guided practice in the following areas: science classes, social studies classes, sixth grade classes in general, fifth grade classes in general, fifth grade science classes, and fifth grade social studies classes. The use of guided practice did not result in significant gains in student achievement in sixth grade science classes and sixth grade social studies classes when compared with classes which used little or no guided practice.

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vi, 130 leaves

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  • August 1987

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  • Aug. 22, 2014, 6 p.m.

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  • April 7, 2016, 3:12 p.m.

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Scallan, Bob. The Effect of Guided Practice on Student Achievement in Social Studies and Science in Grades Five and Six, dissertation, August 1987; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc332421/: accessed April 19, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .

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