DOCUMENT RESUME - ERIC · DOCUMENT RESUME ED 069 723 TM 002 175 AUTHOR Rookey, T. Jerome 111:2LE Correlates of Achievement in an IPI School. INSTITUTION Research for Better Schools,

DOCUMENT RESUME

ED 069 723 TM 002 175

AUTHOR Rookey, T. Jerome111:2LE Correlates of Achievement in an IPI School.INSTITUTION Research for Better Schools, Inc., Philadelphia,

Pa.REPORT NO RBS-72-5-3PUB DATE Jul 72NOTE 29p.

EDRS PRICE MP-$0.65 HC-$3.29DESCRIPTORS Academic Achievement; Affective Behavior; Attitudes;

Cognitive Development; Creative Ability; *Grade 5;*Individualized Instruction; Individualized Programs;Language Arts; Mathematical Concepts; MultipleRegression Analysis; *Programed Instruction; SelfConcept; Socioeconomic Background; StatisticalAnalysis; Test Interpretation; *Tests

IDENTIFIERS Commonwealth of Pennsylvania; PennsylvaniaQuestionnaire; Stanford Achievement Test

ABSTRACTAn attempt was made to determine what factors relate

to achievement in language arts, mathematics, and certain attitudesin an individualized programmed instruction school. A total of 87fifth grade pupils were tested both in the Fall and. Spring using the.

Commonwealth of Pennsylvania's Pennsylvania Questionnaire and theStanford Achievement Test. These data as well as pupil socioeconomicdata were used to form a correlation matrix..The data were thensubjected to a stepwise multiple regression routine using varicrosposttests as the dependent variable. The results indicated that forthe Stanford test data, the achievement continuum was consistent andsignificant, and suggested that there is a need for a greateremphasis on pupil creativity in language arts. For arithmetic, thegeneral achievement level in the Fall was less important toArithmetic Application than to Concepts or Comprehension* theCreative Ability test 'figured prominently in all three subtests whilethe Creative Attitude test played a'minor role. .For non-Stanforddata, academic achievement seemed to be a necessary correlate forCreative Ability but not for Creative Attitude; self-concept wasinfluenced mainly by affective rather than cognitive variables, andattitude toward school measured slightly with everything. A total of18 multiple regression tables are included.. (JS) #

CORRELATES OF ACHIEVEMENTIN AN IPI SCHOOL

July, 1972

RESEARCH

EVALUATION

MEASUREMENT

RESEARCH FOR BETTER SCHOOLS INC.1.700 MARKET STREET, SUITE 1700

PHILADELPHIA, PA. 19103

CORRELATES OF ACHIEVEMENTIN AN IPI SCHOOL

July, 1972

(72-5-3)

T. Jerome Rookey

John A. DowProgram Director

Individualizing Learning Program

Robert G. ScanlonExecutive Director

Research for Better Schools, Inc.1700 Market Street

Philadelphia, Pa. 19103

4

a

4 .

Sig

7

A. Problem

'It is of interest to the idesigners of curricula to know what

factors relate to pupil achievement. The question addressed in this

study was what factors relate to achievement in Language Arts, Mathe-

matics, and certain attitudes in an IPI school.

. .Method

Pupils were tested in the Fall and Spring using the Commonwealth

of Pennsylvania's Pennsylvania Questionnaire and the Stanford Achieve-

ment Test. This data, along with pupil socioeconomic data were sub-

mitted to form a correlation matrix. The data were then subjected to a

Stepwise Multiple Regression routine using various posttests as the de-

pendent variable.

The sample was all 87 fifth-grade pupils attending a central

Pennsylvania IPI school.

A .05 level of significance was accepted.

C. Results

(1) Language Arts 1

The three variables studied as representative of the Language 4

1

4

Arts were. the three Stanford Achievement Subtests: Word Meaning, Para- 4

graph Meaning and Language. The posttest of each was used as a depend-

ent variable.

Consulting the correlation matrix for Word Meaning Posttest, it

can be seen that all of the Stanford scores except the pretest of mathV

comprehension related significantly. It can also be seen that the pre-

.1)

test and posttest of both Creative Ability and Creative Attitude re-

lated significantly. The posttest of Citizenship and Vocational Matu-

rity also related significantly to Word Meaning.

The Multiple Regression on Word Meaning posttest is presented

in Table 2. The variables entered are listed in the order they entered.

The Multiple R is a cumulative index. It can be seen that Paragraph 1

Meaning posttest was the greatest contributor with the Fall summated

Stanford score as the second contributor. After these first two entries,

there was very little gain in accountable variance.

In the correlation matrix, it can be seen that all of the Stan-

ford scores-related significantly to the posttest of Paragraph Meaning.

Both the pretest and posttest of Creative Ability related significantly.

The pretest of Creative Attitude related significantly. The posttests

of Citizenship and Vocational Maturity related significantly to the post-

test of Paragraph Meaning.

From Table 3 it is apparent that the posttests of Language,

Word Meaning, and Arithmetic Application are the most potent contribu-

tors to the Multiple Regression. Note that Arithmetic Application pre-

test and posttest precede suchvariables as Creativity and Attitude To-

ward School.

The correlations with the Language posttest followed a pattern

similar to Paragraph Meaning and Word Meaning. All of the Stanford

.scores correlated significantly. Both the pretest and posttest of Crea-

tive Ability and Vocational Maturity correlated significantly. The pre-

test of Creative Attitude correlated significantly. There were signifi-

cant relationships with the posttests of Citizenship and Preparation for

a Changing World.

4

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It can be seen on Table 4 that the Fall summated Stanford score

was the best predictor of the Language posttest. The Paragraph Meaning

posttest was the second contributor after which the efficiency of the

entrants was minimal.

(2) Mathematics

The three variables studied as indicators,of mathematic achieve-

ment were the three Stanford Achievement Subtests: Arithmetic Compre-

hension, Arithmetic Concepts, and Arithmetic Application. The posttest

of each was used as a dependent variable.

From the correlation matrix, it can be seen that all of the

Stanford scores correlated significantly with the posttest of Arithmetic

Comprehension. Both the pretest and posttest of Vocational Maturity cor-

related significantly. The posttests, Creative Ability, Attitude Toward

School, and Preparation-for a Changing World, related significantly also.

The Multiple Regression reported on Table 5 shows that the Fall

summated Stanford score is the single largest contributor. The addition

of the Creative Ability posttest raises the Multiple R considerably.

In the correlation matrix the other Stanford scores again all

related, significantly. to the dependent variable, Arithmetic Concepts.

The only non - Stanford score to correlate significantly was Creative.

Ability which related. for both pretest and posttest.

The Multiple Regression for Arithmetic Concepts posttest, Table

6, shows that the Fall summated Stanford score is the single largest

contributor. The posttests of Arithmetic Application, Self- Concept, and

Vocational Maturity are potent entrants.

5

Inspecting the correlation matrix 'or Arithmetic Application

posttest, it can be seen that all of the Stanford scores relate signi-

ficantly. The pretest and posttest of Creative Ability correlate sig-

nificantly as well as the posttest of Preparation for Changing World.

The Multiple Regression depicted in Table 7 shows that Para-

graph Meaning is the most important contributor, even more important

than the pretest of Arithmetic Applications. Creative Ability posttest

is also a reasonably large contributor.

(3) Non-Stanford Data

The first non-Stanford score examined was Creative Ability.

On the correlation matrix, it can be seen that the Creative Ability

posttest related significantly to all of the pretests and posttests of"-

the Stanford Achievement Test. It also related to the posttest of Pre-

paration for a Changing World.

In Table 8, it can be seen that Arithmetic Comprehension post-

test was the single most potent contributor. The pretest and gain

scores of CreatIve Ability followed Arithmetic Comprehension.

The second non-Stanford variable was Creative Attitude. The

only Stanford variable which related significantly in the correlation

matrix was the posttest of Word Meaning. The posttest and gain scores

of Self-Concept and Vocational Maturity related significantly to the.

Creative Attitude posttest. The posttests of Citizenship and Prepara-

tion for a Changing World, as well as the gain score of Attitude Toward

School, related significantly. The measures own pretest also related

significantly.

From Table 9, it can be seen that Vocational Maturity posttest

was by far the greatest contributor to the Multiple R of Creative Atti-

tude. The measures own gain score followed.7 '

A

The third variable examined was the Self-Concept posttest.

From the correlation matrix, it can be seen that the posttest and gain

of Creative Attitude correlated significantly. The posttests of Atti-

tude Toward School, Attitude Toward Others, Citizenship, Vocational

Maturity, and Preparation for Change all related significantly to the

posttest of Self-Concept.

In Table 10, it is shown that Creative Attitude posttest was

the largest contributor.to the Multiple R. The posttest of Attitude

Toward Others also was a large contributor.

The posttest of Attitude Toward School correlated significantly

with three of the Stanford Language Arts pretests: Word Meaning, Para-

graph Meaning, and Language. It also-correlatedsignificantly with the

pretest and posttest of ArithMetic Application and.the pretest of Arith-

metic Comprehension. Both the pretest and posttest of Vocational Matu-

rity related significantly to Attitude Toward School. The Creative Atti-

tude pretest and Citizenship posttest also correlated significantly with

Attitude Toward School.

As can be seen. in Table 11, there are more variables contribut-

ing less when summed than in,any of the previously examined tables. The

Citizenship posttest and Creative Attitude pretest are the initial two

variables, but they only explain 28% of the variance. In fact,. the sum

of the 15 variables only explains 56% of the variance in the posttest of

Attitude Toward School.

(4) Other Data

Other variables reported but -not discussed here-are Vocational

Maturity, Citizenship, Attitude Toward Others, Preparation for Change,

Appreciation of Human Accomplishment, Stanford Spelling, and Stanford

Word Study Skills.

:04

AV:

D. Discussion

(1) Language Arts

The prevalence of Stanford scores as significant correlates of

all three subtests leads one to consider achievement as its own best

friend. There is simply no way to get around the fact that the continuum

of achievement is both consistent and significant in the Language Arts.

The consistent display of significant contribution by both

Creative Attitude and. Creative Ability in all three subtests suggerts a

need for great emphasis on pupil creativity in the Language Arts curri-

cula.

(2) Mathematics

It is interesting that the various attitude, measures played such

a small part in the variance of all three subtests. Only in Arithmetic

Concepts could attitude be said to play a major role at all.

As in Language Arts, the preponderant contributor was achieve-

ment on the other Stanford subtests. One should note that on Arithmetic

Comprehension and. Arithmetic Concepts the Fall summated Stanford score is

the major contributor. On. Arithmetic Applications the Fall summated

Stanford score does not appear in the Multiple Regression equation at all.

This seems to indicate that the general achievement level in the Fall is

less important to Arithmetic Application than to Concepts or Comprehen-

sion.

The Creative Ability test figured highly in all three subtests

while the Creative Attitude test played a very minor role.

(3) Non-Stanford Data

For Creative Ability, it would seem that academic achievement

is a necessary correlate.

For Creative Attitude, it would seem that academic achievement

is definitely not a correlate. The affective milieu would seem to de

scribe the necessary conditions of Creative Attitude.

SelfConcept seems to be influenced predominantly by affective

rather than cognitive variables. However, the role of the cognitive is

potent enough to preclude its inclusion as a functionary.

The Attitude Toward School measured slightly with everything

and greatly with nothing. There seems to be a gestalt comprised of many

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04: opt .0.11 061 -70.13 .017.41 .ji.t

-:0,-.1149d-;42(.703 .076

-./04, -ay,-:Jeo

-Tat al

7/19 "../71 .46 /0.5 -rote lea .o0-0 1,207-104 :0,0,074

Math Compre-

hension Gain

Math

Concepts Gain

Math Appli-

cation Gain

Vocational

WW

ISchool

Attitude Gain

Tine I.P.I.

.e.r6 5.8.k-

J °Lit-v.4 *JP .t.t

":es'A .//4 /71 .t.IL

-.OS

.oftt-A

r..c

.0.10 .0/5 .037

e

311

a.g

S-80.

4iU.S0

A 3M

41-

101,6s.oge -7.11,

o34

-r.:17:;;;;;;;:"..."'

Table 2

MULTIPLE REGRESSION ON WORD MEANING (POST)

Variable Entered Multiple R

Paragraph (Post) 0.7965

SAT Sum 0.8319

Arithmetic Comp. (Pre) 0.8447

Word Study Skills (Post) 0.8570

PACT (Post) 0.8670

Language (Post) 0.8707

Arithmetic Application (Post) 0.8756

Arithmetic Application (Pre) 0.8799

Citizenship (Post) 0.8847

PACT (Pre) 0.8881

Citizenship (Pre) 0.8907

Human Accomplishment (Post) 0.8921

Attitude Toward School (Post) 0.8939

Self-Conception (Post) 0.8963

Vocational Maturity (Pre) 0.8989

2

3

4

5

6

7

8

9

10

11

12

13

14

15

Table 3

MULTIPLE REGRESSION ON PARAGRAPH-POST


Linguage (Post) 0.8003

Word Meaning (Post) 0.8486



Word Meaning (Pre) 0.8970

PACT (Post) 0.9031

Human Accomplishment (Pre) 0.9074





PACT (Pre) 0.9244.

Arithmetic Concept (Post) 0.9264


Arithmetic Comp. (Post) 0.9302

14

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

Table 4

MULTIPLE REGRESSION ON LANGUAGE-POST


SAT Sum .. 0.8180


Spelling (Post) 0.8765.

Language (Pre) 0.8882

Words Skill Study (Post) 0.8973


Arithmetic Concepts (Post) 0.9126

Attitude Toward School (Pre) 0.9214


Self-Concept (Pre) 0.9283

Attitude Toward Others (Pre) 0.9306

Spelling (Pre) 0.9323

SAT Sum 0.9323

Preparation for Change (Pre) 0.9341


* Variable removed

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

Table 5

MULTIPLE REGRESSION ON ARITHMETIC COMP. POST

Variable Entered Mulitiple R

SAT Sum 0.6392

Fanani (Post) 0.7244



Prepare for Change (Post) 0.7741

Paragraph (Pre) 0.7792

Fanani (Pre) 0.7832

IPI Years 0.7863

RACE 0.7945

Word Study Skills (Pre) 0.7980



PACT (Pre) 0.8044

Self-Concept (Post) 0.8060


MULTIPLE REGRESSION ON ARITHMETIC CONCEPTS-POST

SAT Sum 0.7209



Vocational Maturity (Post) 0.7986

Spelling (Post) 0.8061


Preparation for Change (Post) 0.8243.



Attitude Toward Others (Post) . 0.8412_




PACT (Post) 0.8491

Attitude Toward Schools (Pre) 0.8511

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

Table 7

MULTIPLE REGRESSION ON ARITHMETIC APPLICATION-POST








Fanani Gain 0.8770

Arithmetic Concepts (Pre) 0.8818

PACT (Pre) 0.8866

Health (Pre) 0.8896

Preparation for Change (Post) 0.8916





T111.11111.111^1,4--

2

3

4

5

6

7

8

9

10

11

12

13

14

Variable Entered

Table 8

MULTIPLE REGRESSION ON FANANI -POST

Multiple R


Fanani (Pre) 0.6692

Fanani Gain 0.7565



WSS (Pre) 0.8065



Attitude Toward Others (Post) 0.8288_

IPI Years 0.8336 "\\,.....




PACT (Post) 0.8549


1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

Viriable Entered

Table 9

MULTIPLE REGRESSION ON PACT POST

Multiple R


PACT Gain 0.9110



Attitude Toward Others (Post) 0.9307


Arithmetic Applic. (Pre) 0.9400


PACT (Pre) 0.9445







1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

.Table 10

MULTIPLE REGRESSION ON SELF-CONCEPT POST


PACT (Post) 0.6016




Self-Concept (Pre)i

0.7479



Arithmetic Concept (Post) 0.7922

Health (Pre) 0.7977

Spelling (Post), . 0.8016

Arithmetic Application (Post) 0.8066'

SAT Sum (Pre) 0.8092




A

4

5

6

7

.8

9

10

11

12

13

14

Table 11

MULTIPLE REGRESSION ON ATTITUDE TOWARD SCHOOL-POST

Variable Entered Multiple It


PACT (Pre) 0.5339

Health 0.5744



Hutan Accomplishment (Post) 0.6652




PACT Gain . 0.7151





Human Accomplishment: (Pre) 0.7513

5

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

Table 12

MULTIPLE REGRESSION ON VOCATIONAL MATURITY


PACT (Post) 0.8217






Attitude Toward Others 0.8919


Citizenship (Post) .0.9042



PACT Gain 0.9145


Fanani (Pre) 0.9188

Arithmetic Comprehension (Post) 0.9203

23

3

6

7

8

9

10

11

12

13

14

15

Table 13

MULTIPLE REGRESSION ON CITIZENSHIPPOST


k

Vocational (Post) 0.6237



Preparation for Change 0.7554


Paragraph (Post)

4.m.0.7824

PACT (Post) 0.7927






PACT (Pre) 0.8278



1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

Table 14

MULTIPLE REGRESSION ON ATTITUDE TOWARD OTHER-S(f6§f)----







Fanani (Gain) 0.6846


PACT (Post) 0.7177




Preparation for Change (Post) 0.7725 .


Arithmetic Concepts (Post) . 0.7880


MULTIPLE REGRESSION ON PREPARATION FOR CHANGE


IPI Years 0.3915


Vocational Maturity (Post) .0.5570

Fanani (Pre) 0.5796

(Post) 0.5969


PACT Gain 0.6252


Fanani (Post) ,0.6388


Human Accomplishment (Post) .0.6492


Spelling (Post) . 0.6657

Word Study (Post) . 0.6746


1

2

3

4

5

6

7

8

9

10

1

1

1

1

1

Table 16

MULTIPLE REGRESSION ON HUMAN ACCOMPLISHMENT


Fanani Gain 0.4897



Fanani (Pre) 0.5955


Paragraph (Pre) . 0.6412







Self-Concept (Post) . 0.7118

Attitude Toward School (Pre) :0.7223

PACT (Post) . 0.7314

2

3

4

5

6

7

8

9

1

11

1

1

1

1

Table 17

MULTIPLE REGRESSION ON SPELLING-POST


Language (Post) 0.7750.

Spelling (Pre) . 0.8112


IPI Years .0.8424

Preparation for Change 0.8504

Paragraphs.(Post) 0.8538

Arithmetic Concepts (Post) .0.8577

SAT Sum . 0.8623

Word Skill Study (Pre) 0.8666


Paragraph (Pre), 0.8733

PACT (Pre) 0.8752

Vocational (Pre) ._ .0.8777


i Fanani (Post) 0.8810

2

3

4

5

6

7

8

9

10

11

12

1

1

1

Table 18

MULTIPLE REGRESSION ON WORD STUDY SKILL-POST


Word Study Skill (Post) 0.7445



Spelling (Fre) 0.8432

Human Accomplishment 0.8530

Self Concept (Pre) 0.8607



PACT (Pre) 0.8787

SAT Sum 0.8829. .


Preparation for Change,

0.8907




Documents

DOCUMENT RESUME - ERIC · DOCUMENT RESUME ED 069 723 TM 002 175 AUTHOR Rookey, T. Jerome 111:2LE Correlates of Achievement in an IPI School. INSTITUTION Research for Better Schools,