A comparison of middle school multiage grouping and traditional grouping on student achievement as reported on the ITBS in mathematics and reading, 1994

Morrow, Barbara S.

1990-1999

The purpose of the study was to investigate the effect of multiage grouping on student achievement in the areas of mathematics and reading as compared to student achievement in mathematics and reading in a traditional setting. In evaluating the academic program of a previous school year, the principal looked at delivery models that worked or did not work to determine the needs for the following year. The problem of this study was to determine which method of grouping students has the greater effect on the achievement of sixth and seventh graders as measured by their performance in mathematics and reading on the Iowa Test of Basic Skills (ITBS). Student achievement in reading and mathematics was determined from standardized test results of the Iowa Test of Basic Skills (ITBS). There were four null hypotheses for this study, and all hypotheses were rejected. The students in the multiage group scored significantly better than the students in the traditional groups in both reading and mathematics. An analysis of the t test results revealed that the students on the multiage team showed greater achievement in reading and mathematics than students on the traditional teams. Finally, the local school has the advantage in creating and implementing a program that meets the needs of students. Multiage grouping is not for all students: it is not more than, less than, or better than, but simply an alternative.

text

application/pdf

1994-05-01

thesis

Education Specialist (EdS)

Clark Atlanta University

Department of Educational Leadership

Rabsatt, Sidney

Clark Atlanta University

Georgia--Atlanta

http://hdl.handle.net/20.500.12322/cau.td:1994_morrow_barbara_s