Nongraded Instruction, Mathematics Ability, and Mathematics Achievement in Elementary Schools

Abstract

This study was designed determine the relative effectiveness of a nongraded approach elementary mathematics instruction and a traditional graded approach by comparing experimental group of pupils who had had six years of nongraded mathematics instruction with three control groups who had had six years of traditional graded mathematics instruction. Research evidence concerning the effectiveness of nongraded mathematics instruction is generally lacking. Carbone (1961) found that elementary from Grades 4, 5, and 6 who had attended a graded school scored significantly higher on a measure of arithmetic than who had attended nongraded classes. Brody (1970), however, compared in Grades 1 and 2 from nongraded and graded schools and found significant differences on arithmetic measures in favor of pupils from nongraded schools. McLoughlin (1972) reviewed studies of the effectiveness of nongraded schooling and called the results baffling. In six studies that looked at total arithmetic achievement, from graded classes appeared to have a slight edge (p. 196) over from nongraded classes, but from nongraded classes appeared have advantage when achievement in arithmetic fundamentals was considered. He concluded that he could not produce an uncontestable argument for the positive influence of nongrading on the arithmetic attainments of children (p. 197). However, Martin and Pavan (1976) concluded that comparative studies in which pupils were matched for IQ suggested that the scores of pupils from nongraded schools were higher. This research was funded by Grant No. NEG-00-3-0195 from the National Institute of Education. This Brief Report is based on the report of Rudisill, Yarborough, and Johnson (1980).