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

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Title

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

Creator

  • Author: Scallan, Bob
    Creator Type: Personal

Contributor

  • Chair: Earp, Norman Wesley
    Contributor Type: Personal
    Contributor Info: Major Professor
  • Committee Member: Schmidt, Velma
    Contributor Type: Personal
    Contributor Info: Minor Professor
  • Committee Member: Tanner, Fred W.
    Contributor Type: Personal

Publisher

  • Name: North Texas State University
    Place of Publication: Denton, Texas

Date

  • Creation: 1987-08

Language

  • English

Description

  • Content Description: 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.
  • Physical Description: vi, 130 leaves

Subject

  • Keyword: primary school students
  • Keyword: academic achievement
  • Keyword: guided practice
  • Keyword: elementary students
  • Library of Congress Subject Headings: Social sciences -- Study and teaching (Elementary)
  • Library of Congress Subject Headings: Science -- Study and teaching (Elementary)

Collection

  • Name: UNT Theses and Dissertations
    Code: UNTETD

Institution

  • Name: UNT Libraries
    Code: UNT

Rights

  • Rights Access: public
  • Rights Holder: Scallan, Bob
  • Rights License: copyright
  • Rights Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.

Resource Type

  • Thesis or Dissertation

Format

  • Text

Identifier

  • Accession or Local Control No: 1002715333-Scallan
  • Call Number: 379 N81d no.2738
  • OCLC: 17856426
  • UNT Catalog No.: b1400295
  • Archival Resource Key: ark:/67531/metadc332421

Degree

  • Academic Department: College of Education
  • Degree Discipline: Elementary Education
  • Degree Level: Doctoral
  • Degree Name: Doctor of Education
  • Degree Publication Type: disse
  • Degree Grantor: North Texas State University
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