Abstract
The purpose of this study was to compare students' achievement and attendance in an open school setting with those in a traditional setting. 80 fourth grade students of low socio-economic status were randomly selected, 40 from an open school and 20 from each of two traditional schools in rural Madison County, Georgia. The Iowa Tests of Basic Skills served as a measure of academic achievement. Reading, language, mathematics, and composite scores as well as the number of days absent were obtained. Analysis of variance showed significant but mixed findings: differences in total language ( p < .01), total mathematics ( p < .01), and total composite ( p < .05) favored the open school and 1 traditional school but more total days absent ( p < .01) were reported for the two traditional schools. Percentage of variance accounted for was 15% or less for academic scores, 24% for attendance. Implications for further research were discussed.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
