A Comparison of the Effectiveness of Three Oral Language Systems in Improving the Receptive Language of Kindergarten Children Page: 4
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Experiences, Levels K and L. A total of 551 children
completed both pretest and posttest instruments. Teachers
also responded to a self-report questionnaire.
Analysis of variance techniques were used to analyze
statistically pretest and posttest scores derived from the
sample. The .05 level of significance was used throughout
the statistical analyses for rejection or retention of the
null hypotheses. Preliminary analysis of data determined
no systematic bias for teacher variability or for within
group variability. Hypotheses 1, 2, 3, and 5 were tested
using a 2 x 3 analysis of covariance. The pretest was used
as the covariant in this analysis. No statistically signifi-
cant differences in the classroom mean scores were determined
between teaching methods, teaching methods with only girls
as subjects, teaching methods with only boys as subjects, and
boys and girls. Hypothesis 4, concerning the pretest differ-
ences between boys and girls, was tested using a t-test for
independent samples. No statistically significant differ-
ences were found.
Additional analyses of covariance were used to deter-
mine the effectiveness of method in respect to race and
socioeconomic levels. No statistically significant differ-
ences between either race or socioeconomic level were
From the findings several conclusions can be drawn.
The receptive language of kindergarten children can be
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Francis, Patricia Sue Bryant. A Comparison of the Effectiveness of Three Oral Language Systems in Improving the Receptive Language of Kindergarten Children, thesis, May 1978; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc500389/m1/4/: accessed January 17, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .