Advisor(s) - Committee Chair
Robert Melville, James Koper, Marion Lucas
Department of Educational Administration, Leadership and Research
Specialist in Education
In this study, the academic achievement of two groups of University students was compared. The control group consisted of 15 students who had attended a traditional high school. The experimental group consisted of 25 students who had attended a high school which utilized a phased-elective curriculum design.
The students were observed at three points in their schooling. First, students were compared at the end of the eighth grade to determine if any significant difference existed prior to their exposure to the two high school programs. Next, students were observed at the end of their high school education by comparing scores on the American College Test (ACT). Finally, the University grade point average was utilized as a point of comparison.
The results of the study indicated that no significant difference at the .05 level existed at any of the three points of observation utilized. However, the .05 level of significance was approached at the third observation point. Consequently, further statistical analysis was made to account for the variation in grade point average. It was found that the difference could be accounted for when the initial difference between the groups was considered.
Anthropology | Curriculum and Instruction | Curriculum and Social Inquiry | Education | History | Secondary Education | Social and Behavioral Sciences | Sociology
Minnix, Dennis, "A Comparative Study of Academic Achievement of Students from Phased-Elective Social Studies Curriculum with Students from a Traditional Social Studies Curriculum" (1979). Masters Theses & Specialist Projects. Paper 2069.