Scholastic aptitude and achievement of primary and upper ... · PDF fileScholastic aptitude and achievement of primary and upper elementary pupils of sale city elementary school

Atlanta University CenterDigitalCommons@Robert W. Woodruff Library, AtlantaUniversity Center

ETD Collection for AUC Robert W. Woodruff Library

6-1-1963

Scholastic aptitude and achievement of primaryand upper elementary pupils of sale city elementaryschoolBertha Lee Wright WardAtlanta University

Follow this and additional works at: http://digitalcommons.auctr.edu/dissertations

Part of the Education Commons

This Thesis is brought to you for free and open access by DigitalCommons@Robert W. Woodruff Library, Atlanta University Center. It has beenaccepted for inclusion in ETD Collection for AUC Robert W. Woodruff Library by an authorized administrator of DigitalCommons@Robert W.Woodruff Library, Atlanta University Center. For more information, please contact [email protected].

Recommended CitationWard, Bertha Lee Wright, "Scholastic aptitude and achievement of primary and upper elementary pupils of sale city elementaryschool" (1963). ETD Collection for AUC Robert W. Woodruff Library. Paper 971.

http://digitalcommons.auctr.edu?utm_source=digitalcommons.auctr.edu%2Fdissertations%2F971&utm_medium=PDF&utm_campaign=PDFCoverPages

http://digitalcommons.auctr.edu?utm_source=digitalcommons.auctr.edu%2Fdissertations%2F971&utm_medium=PDF&utm_campaign=PDFCoverPages

http://digitalcommons.auctr.edu/dissertations?utm_source=digitalcommons.auctr.edu%2Fdissertations%2F971&utm_medium=PDF&utm_campaign=PDFCoverPages

http://digitalcommons.auctr.edu/dissertations?utm_source=digitalcommons.auctr.edu%2Fdissertations%2F971&utm_medium=PDF&utm_campaign=PDFCoverPages

http://network.bepress.com/hgg/discipline/784?utm_source=digitalcommons.auctr.edu%2Fdissertations%2F971&utm_medium=PDF&utm_campaign=PDFCoverPages

http://digitalcommons.auctr.edu/dissertations/971?utm_source=digitalcommons.auctr.edu%2Fdissertations%2F971&utm_medium=PDF&utm_campaign=PDFCoverPages

mailto:[email protected]

SCHOLASTIC APTITUDE AND ACHIEVEMENT OF

PRIMARY AND UPPER ELEMENTARY PUPILS

OF SALE CITY ELEMENTARY SCHOOL

A THESIS

SUBMITTED TO THE FACULTY OF THE SCHOOL OF EDUCATION, ATLANTA

UNIVERSITY IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR

THE DEGREE OF MASTER OF ARTS

BY

BERTHA LEE WRIGHT WARD

SCHOOL OF EDUCATION

ATLANTA UNIVERSITY

JUNE, 1963

ii

DEDICATION

To My Husband

Mark Anthony Ward, Jr,

To My Son

William McCune Anthony Ward

and

To My Brother

Roosevelt W. Wright

for their loving care,

inspiration and interest

B. L. W. W,

iii

ACKNOWLEDGMENT

The writer wishes to express her thanks and appreciation

to all who contributed to the successful completion of this

study. She wishes especially to express direct gratitude and

appreciation to the following persons: the principal and staff

of the school used in the research; the subjects of the study;

the superintendent for his understanding; and to Dr. lunette

Saine, advisor; Dr. Laurence E. Boyd and Dr. Paul I Clifford,

co-advisors.

B. L. W. W.

iv

TABLE OF CONTENTS

DEDICATION ii

ACKNOWLEDGEMENT ., ±±±

LIST OF TABLES vii

Chapter

I. INTRODUCTION 1

Rationale .......... 1

Evolution of the Problem , k

Contribution to Educational Knowledge ... 5

Statement of the Problem $

Purpose of the Study . 5

Definition of Terms . 6

Locale and Period of the Study ...... 6

Description of Subjects 7

Description of Instruments • . 8

Method of Research •• 10

Research Procedure ............ 10

Collection of Data 10

Survey of Pertinent Literature ...... 13

Summary of Related Literature 21

II. PRESENTATION AND ANALYSIS OF DATA 23

Introductory Statement .....*..». 23

First-Grade Testing Program • • 2k

Intelligence Quotients ......... 2kCalifornia Achievement Test Results,

Language Section ....... 26Results on the California Achievement

Test (Total Arithmetic) ........ 28Second-Grade Testing Program ....... 30

Results on the California Test of

Mental Maturity (Intelligence Quotients). 30Results on the California Achievement

Test (Total Language) . 32Results on the California Achievement

Test (Total Arithmetic) 3kThird-Grade Testing Program 36


Mental Maturity (Intelligence Quotients). 36

TABLE OF CONTENTS (Contined)

Chapter

II. PRESENTATION AND ANALYSIS OF DATA

Results on the California Achievement

Test (Total Language) ••• 38

Results on the California Achievement

Test (Total Arithmetic) • kOResults on the California Achievement

Test (Total Reading) •• UOFourth-Grade Testing Program •••«••• U3


Mental Maturity (Intelligence Quotients^ U3Results on the California Achievement

Test (Total Language) U5Results on the California Achievement

Test (Total Arithmetic) klResults on the California Achievement

Test (Total Reading) k9Fifth-Grade Testing Program • 51


Mental Maturity (Intelligence Quotients). £1Results on the California Achievement

Test (Total Language) 52Results on the California Achievement

Test (Total Arithmetic) . 55Results on the California Achievement

Test (Total Reading) 57Sixth-Grade Testing Program . » 59


Mental Maturity (Intelligence Quotients). $9Results on the California Achievement

Test (Total Language) • •»....•• 61Results on the California Achievement

Test (Total Arithmetic) 63Results on the California Achievement

Test (Total Reading) • 65Summary and Interpretation • 6?

Resume of Findings •• •«•• 67

III. SUMMARY AND CONCLUSIONS 72

Recapitulation of Theoritical Frame-of-

Reference ......... • 72Locale and Research-Design of the Study . . 7kSummary of Related Literature 75

vi

TABIE OF CONTENTS (Continued)

Chapter Page

III. SUMMARY AND CONCLUSIONS

Summary of the Basic Findings • 77

Conclusions 86

Implications ...»* . . 88

Recommendations 89

BIBLIOGRAPHI 91

VITA 9k

APPENDIX 9$

Specimen of the California Test of Mental Maturity

(Short Form)Specimen of the California Achievement Test

vii

LIST OF TABLES

Table Page

2A. Number and Grade Levels of Boys and Girls

Enrolled in Sale City Elementary School

During -Hie i960, 1961, 1962, School Terms . • • 7

1. Distribution of the Intelligence Quotients

Derived from the Raw Scores on the California

Test of Mental Maturity as Obtained by the

Twelve First-Grade Pupils Enrolled in the Sale

City Elementary School, Sale City, Georgia,

1961-1962 ..... 2$

2. Distribution of the Raw Scores on the

California Ichieveinent Test (Total Language) asObtained by the Twelve First-Grade Pupils

Enrolled in the Sale City Elementary School,

Sale City, Georgia, 1961-1962 27


California Achievement Test (Total Arithmetic)as Obtained by the Twelve First-Grade Pupils


Sale City, Georgia, 1961-1962 . 29

k. Distribution of the Intelligence Quotients



Twenty-Four Second-Grade Pupils Enrolled in the

Sale City Elementary School, Sale City,

Georgia, 1961-1962 31

5. Distribution of the Raw Scores on theCalifornia Achievement Test (Total Language) asObtained by the Twenty-Three Second-Grade

Pupils Enrolled in the Sale City Elementary

School, Sale City, Georgia, 1961-1962 33


California Achievement Test (Total Arithmetic)as Obtained by the Twenty-Three Second-Grade

Pupils Enrolled in the Sale City Elementary

School, Sale City, Georgia, 1961-1962 35

viii

LIST OF TABLES (Continued)

Table




Fourteen Third-Grade Pupils Enrolled in the

Sale City Elementary School, &al® City,Georgia, 1961-1962 ..... 37

8. Distribution of the Raw Scores on theCalifornia Achievement Test (Total Language) as

Obtained by the Thirteen Third-Grade PupilsEnrolled in the SaLe City Elementary School,



California Achievement Test (Total Arithmetic)

as Obtained by the Twelve-Third-Grade Pupils


Sale City, Georgia, 1961-1962 I4I


California Achievement Test (Total Reading) asObtained by the Eleven Third-Grade Pupils


Sale City, Georgia, 1961-1962 U2




Twenty Fourth-Grade Pupils Enrolled in the Sale

City Elementary School, Sale City, Georgia,

1961-1962 hh


California Achievement Test (Total Language) asObtained by the Eighteen Fourth-Grade PupilsEnrolled in the Sale City Elementary School,

Sale City, Georgia, I96I-I962 U6

13* Distribution of the Raw Scores on the

California Achievement Test (Total Arithmetic)

as Obtained by the Nineteen Fourth-Grade Pupils


Sale City, Georgia, 1961-1962 . U8

ix


Table Page

U*. Distribution of the Raw Scores on theCalifornia Achievement Test (Total Reading) asObtained by the Nineteen Fourth-Grade PupilsEnrolled in the Sal® City Elementary School,Sale City, Georgia, 1961-1962 $0

15. Distribution of the Intelligence QuotientsDerived from the Raw Scores on the CaliforniaTest of Mental Maturity as Obtained by the

Sixteen Fifth-Grade Pupils Enrolled in the

Sale City Elementary School, Sale City, Georgia,1961-1962 . 53

16. Distribution of the Raw Scores on theCalifornia Achievement Test (Total Language)as Obtained by the Fifteen Fifth-Grade Pupils

Enrolled in the Sale City -Slementary School,Sale City, Georgia, 1961-1962 5U


California Achievement Test (Total Arithmetic)as Obtained by the Fifteen Fifth-Grade Pupils

Enrolled in the Sale City Elementary School,Sale City, Georgia, I96I-I962 56

18. Distribution of th© Raw Scores on theCalifornia Achievement Test (Total Reading) asObtained by the Fifteen Fifth-Grade Pupils






Fifteen Sixth-Grade Pupils Enrolled in the SaleCity Elementary School, Sale City, Georgia,

1961-1962 60


California Achievement Test (Total Language) as

Obtained by the Fourteen Sixth-Grade Pupils


Sale City, Georgia, I96I-I962 ......... 62


Table Page


California Achievement Test (Total Arithmetic). as Obtained by the Fourteen Sixth-Grade Pupils


Sale City, Georgia, 1961-1962 6k


California Achievement Test (Total Reading) asObtained by the Fourteen Sixth-Grade Pupils


Sale City, Georgia, 1961-1962 . 66

23* Summary Distribution of Mean I.Q.'s, Mean

Grade-Placement Indices, and Mean Deviation of

Grade-Placement Indices on the California Tests:

Intelligence, Total Language, Total Arithmetic,

and Total Reading for Pupils in Elementary School

Grades one Through six, Sale City Elementary

School, Sale City, Georgia, 1961-1962 ..... 68

CHAPTER I

INTRODUCTION

Rationale.— Through guidance in the elementary grades as well

as high school and college, teachers are expected to raise the

1

achievement level of students. Chisholm believes that prediction in

guidance can be effective only in those schools where youths are

properly challenged and adequately prepared to do their best work and

play.

Children need to be educated to think straight in choice of

making decisions in interest and value. This emphasizes need for

guidance in the elementary school. This need is more apparent when

attention is focused on the statistical findings that although twenty

out of every one hundred high school graduates now entered in some

institution of higher learning, only ten of them ever receive a

bachelor's degree.

In an effort to meet the requirements of state schools, it has

been necessary to administer standardized tests and achievement

batteries, including reading, language and mathematics in all the

Mitchell County Schools. There is a feeling that this is the time

for a good foundation for the future development of a full guidance

program in testing. The lack of information about proper use of

tests is probably the greatest weakness in the average testing program.

¥. S. Monroe, Enclyclopedia of Educational Research (New York:The Macraillan Company, 1950J, p.

1

2

Teachers and counselors are now taking time to be trained in statis

tics made available by various organizations. It is believed that

by the use of such material in staff preparation the function of

guidance should be as much a part of a testing program as the admini

stration of the tests themselves.

Classroom teachers desire to know just how their pupils compare

in attainment with other pupils. Tests are used in many public schools

as one of the bases for assigning class groups. Standardized tests

measure the pupil's abilities and show what level students have reached

on". . . certain undoubtedly significant objectives so that future1

work can be planned to give additional attention where it is needed."

Counselors must be familiar with the meaning, interpretation and use

of test results. To this end, Buros1 Mental Measurement Yearbook

provides extensive listings of tests and hundreds of services written

by measurement specialists.

Teachers should guide pupils into understanding themselves for

reasonable adjustment. The educational objectives should be based on

the interest and needs of individuals. American schools are changing

to meet the challenge.

The school's task is to make as meaningful an inventory as

possible of every pupil and make each one aware of his characteristics.

The best experiences are those that have been tried and tested.

The provision of curricular enrichments, the diagnosis of pupils'

j - ■ -

Lee J. Cronback, Educational Psychology (New Yorks Harcourt,

Brace and Company, 195k), P« 50U.

3

difficulties, the use of remedial measurements, the selection of

reliable tests are phases of teaching to which the teacher can give

direction and guidance.

The writer thought that a critical analysis and a discriminating

interpretation of the intelligence test performance and achievement

test performance of the pupils would be the essential and most valid

approach toward enhancing the effectiveness of the instructional

procedures in grades one through six in the Sale City Elementary School,

Sale City, Georgia. The aim of her efforts was to achieve a broader

application of the findings from the testing and critical analysis of

testing.

Ross says that the application of the results is the crux of the

whole testing program. Whatever value the tests are to have depends

1

in the last analysis upon the use of the results.

According to Dewey, reading, writing and arithmetic should be

2

achieved out of the children's activities in life-like situations.

He was of the opinion that the school should be active rather than

passive and that children are to work in place of listening. "We learn

by doing," as expressed by Dewey.

In providing material to motivate learning through manipulating

experiences, teachers and administrators need to know the levels and

capacities of the pupils concerned. In observations and in interviews

I

C. C. Ross, Measurements in Today's School (New York: Prentice-Hall, Inc., 191*7), p. 205.

2

John Dewey, Democracy in Education (New York: The MacmillanCompany, 1922), p. 13.

h

with pupils, teachers and parents have leads in helping to select the

right measurement for motivating learning and achieving goals of the

particular instructional program*

McUhorter made an analytical study of academic achievement of

pupils in the upper grades and concluded that the curriculum is the

sum total of collected experiences of children in the elementary

1

grades. Therefore, she suggested that a comprehensive program of

testing is most valuable in recognizing needs of children and that in

order to determine these needs reliably, there should be a reliable

and valid testing program*

There is a very great need to examine the pupil in the whole

context in which his learning takes place. The quality of the staff,

facilities, and instructional technique means little, if the motiva

tion of the students is not consonant with the institutional

objectives.

It is with this frame-of-reference that this researcher projected

and wished to conduct this comparative study of the achievement and

intelligence of primary and upper-grade pupils as observed during

the school year of 1961-1962.

Evolution of the Problem,— There had been a feeling of the need

to broaden the test performances at the Sale City Elementary School*

From observation and some testing, the writer discovered defects in

1

Jessie H. McWhorter, "An Analytical Study of Academic Achieve

ment of Pupils in idie Upper Grades, East Athens Elementary School,Athens, Georgia, 1953." (unpublished Master's thesis, School of

Education, Atlanta University, 1952).

5

speaking, reading, spelling, arithmetic, and listening*

Although a few pupils appeared gifted, many reading difficulties

existed throughout the grade levels* Speech defects, slow responses

in class discussions, faulty oral reports, limited sharing periods,

faulty written expression and limited numerical reasoning all con

tributed to the retarded picture of the situation* Many techniques

of teaching were employed in order to find gain or solution; yet

these defects still existed. The writer had a feeling that by some

special means of applying some type of measure the cause and effect

might be capitalized*

The feeling was general among the faculty that there was the

need to speed the upgrading of this elementary school's total program*

Contribution to Educational Knowledge.— The writer thought that

a study of this nature would prove valuable to elementary and high

school principals, counselors and guidance workers* It reflected a

needed area of research in test performances to check ability levels

and achievement status of pupils. The writer hoped that a study of

this nature would prove valuable in the interpretations and predic

tions which wiU work to the advantage of pupils.

Statement of the Problem.— The problem involved in this study

was to determine and interpret the intelligence and achievement levels

of the primary and upper-grade elementary school pupils with a view

towards determining ways of upgrading the total elementary school

program in the Sale City School, Sale City, Georgia*

Purpose of the Study.— The main purposes of this study were:

6

1. To deterinine the measures of central tendency and vari

ability on the variables of intelligence, language,

arithmetic and reading for (a) primary grade and (b) upper-

grade elementary school pupils in the Sale City Elementary

School, Sal© City, Georgia, 1961-1962,

2. To determine the levels of intelligence and achievement

performance, reference to obtain grade-placement indices,

of primary and upper-grade pupils in the Sale City

Elementary School, Sale City, Georgia, 1961-1962.

3. To determine the implications, if any, for educational

theory and practice as may be derived from the inter

pretation of the data.

Definition of Terms,— For the purposes of clarity certain terms

used throughout the study are defined below,

1, "Intelligence,11 in this study, refers to the capacity to

judge well, to reason weU, and to compare well the level

of mental maturity as measured by the California Test of

Mental Maturity,1

2. "Achievement," in this study refers to those qualities as

measured by those standardized tests described as materials

of this study.2

Locale and Period of the Study.— This research was conducted

during the 1961-1962 school year at the Sale City Elementary School,

Sale City, Georgia. At the time of this study there was an enrollment__

E, T, Sullivan, Willis ¥, Clark, and Ernest W. Tiege, California

Test of Mental Maturity. California Test Bureau (Los Angeles: 1957;.— g—

Ernest Tiegs and Willis W, Clark, California Achievement Test,

California Test Bureau (Los Angeles: 1957).

7

of only Hit pupils and a facility of four teachers, including the

principal* Before the study ended there were only three teachers*

The school is housed in a modern brick building.

Sale City is known for early production and sale of vegetables,

poultry, tobacco, and beef cattle. It is located in Mitchell County,

which is one of the top counties in production of pine trees, pecan

trees and farm products, especially pecans.

Description of Subjects.— The subjects involved in this study

were a group of one hundred primary and upper elementary grade pupils,

55 boys and U5 girls enrolled in Sale City Elementary School during

the 1960-61-62 school term. The average age of these subjects was

from 6 years and four months to a high of 13 years and three months.

These subjects were divided into groups of 50 primary grade pupils

and 50 upper elementary grade pupils. Table I-A presents these data.

TABLE I-A

NUMBER AND GRADE LEVELS OF BOYS AND GIRLS ENROLLED IN SALE CITYELEMENTARY SCHOOL DURING THE I960, 1961, 1962, SCHOOL TERMS

Grade , --—

Levels Boys Girls Total

1-3 33 17 50

U-6 22 28 50

Total 55 h$ 100

8

Description of Instruments.-- The following instruments were

used for this study.

1

The California Test of Mental Maturity (Short Form), Primary

Form is a booklet which includes test components of Spatial

Relationships, Logical Reasoning, Numerical Reasoning and Verbal

Concepts. The California (Short Form) Test of Mental Maturity,

Primary Form is valid in its concepts, adequacy of standardization

and ease of interpretation on the area obtained.

TMe California Short Form êst of Mental Maturity Elementary

Battery provides reliable measurement and more diagnostic information

2

than most group tests in current use.

3The California Achievement Tests, Primary and Elementary,

were devised by E. W. Tiegs and ¥a W. Clark. The achievement test

consists of three major components: reading, arithmetic and language.

Each of the three tests is further divided into two parts: the

reading test consists of reading vocabulary and reading comprehensions

the arithmetic test consists of arithmetic reasoning and arithmetic

fundamentals, and the language tests consist of mechanics of English

and spelling. These tests are standardized and each item has been

selected for its diagnostic value in meaning to measure achievement

in one hundred or more essential elements of reading. These tests

kare also valid from statistical and logical standpoints.

1

Sullivan and Clark, op. cit.

2

Tiegs and Clarkj, op. cit.3 """""Sullivan, Clark, and Tiegs, oj>. cit.

Tiegs and Clark, og>. cit.

9

The Informal Teacher Made Science Test was designed to measure

pupils1 ability in science in primary grades and elementary grades*

Its validity was determined logically in accordance with the basic

objectives of the area* Its sections included reference to seasons,

man's need for healthful living and services, plants, animals and

their adaptation to water, sunshine and kinds of soil* Care was

observed to include in the informal tests only essential subject

matter* The solar system, gravity, solids, liquids, and minerals

were some elements or factors stressed to motivate critical thinking

of the subjects*

The Social Science Informal Teacher Made Test was also

determined logically in accordance with the basic objectives of the

area* Some of these objectives were to test for essentials pertaining

to social living, the discovery of America, the early settlers,

transportation, exports, Indians, pioneers of colonial days, imports,

seaport villages, the organization and development of human society,

origin of United States, and ways of communicating then and now*

The main objective was to stimulate or motivate critical thinking on

the part of pupils in responding or recognizing community resources,

important cities in his particular state; in the United States

(history and geography), and appreciation of national resources*

The social studies designate the school subjects that deal with

human relationship, geography, history, government, sociology,

economics, and problems*

10

"It is a term of identification."1

Method of Research.—• The Descriptive-Survey Method of research,

employing statistical analysis of test scores was used in this study.

Research Procedure.— The following operational steps were

pursued for accomplishing the purposes of this research.

1. Permission to conduct this research was secured from

proper school authorities.

2* The related literature pertinent to this study was reviewed,summarized, and presented in the thesis copy.

3* Permission to use the recorded materials of the elementary

school was secured from the proper officials*

Um Test results and grade ratings described as materials inthis study were obtained from Sale City Elementary School.

5. The pupils were observed in their daily activities.

6. The data were analyzed and organized into appropriatetables and figures.

7. Surveys and examinations of pupils' official records were

made.

8. The findings, conclusions, implications and recommendationswere formulated for inclusion in the final thesis copy.

Collection of Data.— On the morning of September 9, 1961, the

fourth, fifth, and sixth grade pupils of sale City Elementary were

2

given the California Test of Mental Maturity. The afternoon of

the same day these boys and girls were given the California

3Achievement Test»

1

Edgar B. Wesley, Teaching the Social Studies in Elementary

Schools (Boston: D. G. Heatlf and Company, 1950), pp. 29-30.TSullivan, Clark, and Tiegs, pj>. cit.

3Tiegs and-i Clark, 6|>. cit.

11

The forty-five persons who were present the first day of

testing remained for the entire period of testing.

On the day of October 10, the primary group was given the

California Test of Mental Maturity. There were forty subjects

present, the same procedure was carried out in administering to

the primary group the California Test of Mental Maturity.

During the afternoon of the same day the primary pupils were

given the reading test. These were tests administered as the

children enrolled or were present*

On November 12, the informal teacher-made tests were given*

During the morning the social studies test was given to the upper

elementary group of the Sale City Elementary School the first

period, which lasted forty minutes. During the next period after

intermission the informal teacher made science test was given to

this same group, which lasted forty minutes*

These same tests, the informal teacher-made social studies test

and the informal teacher made science test were given to fifty

primary children the following day*

Procedure

The tests were administered to all pupils by three teachers of

Mitchell County System under the supervision of the principal who is

the writer of this thesis* Pupils who failed to participate were

eliminated* Some were absent because of illness or for other reasons

beyond the control of the examinee*

In Grade h there were twenty; in Grade $ there were fifteen; and

12

in Grade 6, fifteen subjects were tested. In the primary grades 90

per cent of the pupils enrolled were tested, The other subjects were

tested when present.

Instructions and directions in the manuals provided with the

test were closely observed. The tests were administered to the

pupils beginning at 9:00 o'clock each day. The tests were administered

on September 9, October 10 through 12, l?6l. Ample space was provided

in the classrooms, which were furnished with comfortable chairs and

tables. The tests were administered simultaneously to all subjects.

A clear understanding of the manner in which the pupils were

expected to indicate responses was given and checks were made by

teachers and the writer to see that pupils understood the directions.

The profiles were made by the teachers and the writer. The scoring

of the tests was done by the writer and a corps of teachers assisted.

The writer directed and worked to secure accurate scores.

The array of tables to be used in assembling the data was

determined by the nature of the data and purpose of the study. After

the tables were derived, the writer made the statistical calculation

necessary for proper analysis and interpretation of the data. The

statistical resources were mean, median, standard deviation, standard

error of the mean and "t".

After the tables were drawn and the necessary statistical measures

formed, the finished copy of the thesis was evolved out of the

crystalization and refinement of the study.

13

Survey of Pertinent Literature.-- The related literature pertinent

to this study has been organized for presentation under the captions

enumerated below:

1. Theories of Intelligence

2# Theories of Achievement

3. Theories of Relationship

Significant abstracted statements from the writings of authori

ties in the fields will be cited as references for tthe above areas.

Theories of Intelligence.-- There has been little unanimity of

opinion among psychologists as to the meaning of intelligence. It is

well worth the time and effort to the classroom teacher, administrator

and counselor to measure the mental maturity of children under their

direction, so that they can accurately determine whether or not

children have mental ability to pursue the curriculum offerings in

the particular school. The varied points of view are presented in

the abstraction*

1

According to Vaughan, intelligence is an inborn tendency to

learn, a capacity for abstract thinking, mental alertness, sound

judgement, emotional balance and general adaptability. "Teachers

usually think of intelligence as that which enables a child to learn

and remember."

Blair states "that psychologists have not yet come to agreement

1

W. F# Vaughan, General Psychology (New York: D. Appleton-Century Company, 1937;, p. 526.

Ill

as to what intelligence is, nor is it known precisely to what extent

it is hereditary and to what extent it is due to experience. How

ever, those who have worked with children who are retarded in reading,

have found certain intelligence tests useful in the total diagnostic

made of such cases."

Goddard answers thusly: "Intelligence is the general capacity of

2

an individual consciously to adjust his thinking to new situations."

The controversy is broad and many are deeply concerned on the

many views of psychologists. Weisskopf believes that kinds of intel

ligence differ too. She says that ample attention had been paid to

quantitative difference in intelligence and their effort on educational

3needs but qualitative difference in intelligence has been overlooked.

She made a study which revealed that two nine-year level children

differed drastically in the kinds of intelligence they possessed.

The children were from different cultural environmental regions*

differed drastically in abstract and concrete thinking, Jollson

concluded that, intelligence tests, especially ones that are geared

in favor of persons with abstract intellect* favors students who are

1

Glenn M, Blair, Diagnostic and Remedial Teaching in Secondary

Schools, (New York;

2

Henry W. Goddard, "What is Intelligence," Journal of

Psychology, Vol. U2, No. 1, (January, 191*7), pp. 56-57.

Edith Weisskopf and Jollson, "Kinds of Intelligence DifferToo," Journal of the National Education Association, Chapter HU,

No. 7, (October, 1955;.

15

admired for their ability to handle symbols although their lack of

1

skill in connecting symbols in reality are never noticed."

W, Croze, views intelligence as the adaptability of the organism

to new and different situations and seems to identify intelligence

2

rather closely with learning and problem solving ability*

According to Garrett, the concept of general intelligence is

too broad to be of much practical value* He states:

Psychology of the distinguished three areas of

intelligence—activity, the mechanical and the social

abstract intelligence is exhibited in one's dealing with

symbols, words, numbers, formulas and diagrams. The

abstractly intelligent person is able to discover relations

among symbols and to solve problems with their aids.3

According to lee and Lee, intelligence may be said to be that

characteristic of person which determines his ability to make

kresponses and adequate adjustment to his environment.

How can we justify the same measuring instruments on different

children when each differs in many ways from every other?

Tiegs says:

It is by using the same measurement (same standard)that we discover the nature and extent of these

differences, and use the information to guide further

growth and adjustment.5

1

Ibid.

2"Wendell W. Cruze, Educational Psychology (New Torks The

Ronald Press Company, 19U2), p. 139*

3H« £. Garrett, Psychology (New York: The American Book

Company, 1950), p. 207T

Kj. Murray Lee and Doris Mae Lee, The Child and HisCurriculum (New York: Appleton-Century-Crofts, Inc., 1950), pp. Hi95O.

Êarnest Tiegs, Test and Measurements in the Improvement ofLearning (New York: Houghton-Mifflin Company, 1939/, p. U5b".

16

Anastasi further states:

The more intelligent individual will be the successfulin his work and will pursue his education further than the

less intelligent* Intellectual differences are regardedas the cause rather than the educational differences.1

Terraan and Merrill conducted a study which indicated that

intelligence in the general population tends to follow the curve of

normal distribution.

The 2,90h children came from all walks of life and fromall types of homes. The number of superior children were

small and matched almost exactly the number of mentally

defected children. It was also found that almost half of

the children rated as normal or average. While 0.3 per cent

were as low as 30-39, .03 per cent were as high as 160-190.

This was believed to show that half the members of society

are normally intelligent as there are persons of high

intelligence.2

Theories of Achievement.— There is a general opinion that

rural children are less capable of school achievement than urban

children; in fact this opinion seems to be supported by results from

intelligence tests on which urban children consistently make higher

scores than rural children.

Kate Wofford asserts:

There are many reasons for an adequate reporting of

group achievements in rural schools. It is an excellent

record for new teachers since it furnishes an outline of

the work accomplished in past years.3

1

Ann Anastasi, Differential Psychology (New York: The Macmillan

Company, 191*7), p. 102.2

L. M. Terman and M. A* Merrill, Measurement Intelligence,

(Boston: Houghton-Mifflin Company, 1937), p. 226.3Kate V. Wofford, Modern Education in the Samll Rural School

(New York: The Macmillan Company, 193b*;, p. 190.

17

Otto affirms that:

Education encompassed all children who are attending

elementary schools regardless of the size or the geographical

location of the school* Americans are becoming unified

people. The large amount of travel made possible by easy

means of transportation is rapidly eliminating sectionalism*!

Otto further states: "American education has a special and

democratic orientation which is important for all children who are

2

going to be citizens•" There are others who believe that the

general education of rural children should not differ from urban

children*

Publishers of Achievement Tests have developed batteries of

tests—most of these are issued in more than one form* Some

publishers issue from two to five forms at each level—time limits

are fairly liberal in most cases, but speed of work is a factor in

certain tests* For the first, second, and third grades about 50

minutes are usually allowed, divided into two or more periods* For

the fourth through the sixth grade about UO minute periods are

required for complete batteries*

Within recent years evidence of achievement was utilized almost

exclusively for the assignment of school marks* Today achievement

tests see also used to determine the relative achievement of school

classes and school systems*

1

Henry Otto, Elementary School Organization and Administration

(New York: Appleton-Gentury-Crofts, Inc., 195U)* ————————

2

Ibid,, p. U9.3

Edward B* Greene, Measurements of Human Behavior (New York:

The Odysey Press, 1952), pp. 156-157.

18

Ross asserts that:

Historically, the measurement of achievement by form,

dates back to "antiquity" as early as I86I4. and English

School Master, the Reverend George Fisher proposed 'Scale

Book,1 made up of various standard Specimen arranged in

order of merit.*

Chief pioneers in the testing movement according to Ross were

Francis Galton, J. M. Rice, and E. L. Thorndike. These men were

highly instrumental in bringing to realization that human behavior

was susceptible of quantitative study and that statistical methods

with which to carry on investigations were sorely needed. Although

Rice is given the honor of being a real inventor, it is to the

celebrated E. L. Thorndike that -the honor of being the father of

achievement testing movement was given.

Betts says that:

The teacher's first concern in dealing with pupils is

to determine their needs in terms of their levels of achievement.2He states further that: • • • teachers and clinicians are

resorting to tests for determining the level of achievement. In

a carefully planned program, differences in achievement are

recognized in all subject matter areas. This means that

appropriate materials are obtained so that instructors may be

differentiated at all stages in terms of the pupils level ofachievement.3

One of the earliest studies of comparing achievements of

hdifferent types of schools is reported by Pinter, who gave a set of

I

C. C# Ross, Measurements in Today's School (New York:Prentice-Hall Company, 19ht), pp. U5-5O.

2Enmett A. Betts, Foundations of Reading Instruction (Mew York:

Amerioan Book Company, 1956), pp. 53-5U.

Ibid.

kRudolpf Pinter, Intelligence Testing Method and Results

(New York: Henry Holt and Company, 1923;, p. 156. ""

19

grouped tests to the school population of an Ohio valley. Later

Pinter compared four city schools, a village school and a rural school.

The results indicated that the median percentiles of the four city

schools were 58.5, 58.5, U7, and kk.$ for the village school 30. It

would appear that percentile-differences in achievement between urban

and rural pupils were caused by the difference in environment since

the teaching methodology was the same and equally proficient.

Theories of Relationships Between Achievement and Intelligence.—

It is generally known that one of the measures of a teacher's

competence is her ability to provide enough experiences and material

for prediction of what an average group of children will do when

confronted with a real problem in a given situation. Ability will

come with experience and training, in planning; consequently, much

evidence is gained for interpreting.

Terman states:

There is a wide-spread opinion that bright children

usually fail to hold their own, and the dull are likely to

Improve with increase age. Psychologists have more often

expressed the view that it is the duU who fail to hold their

own, and the superiority of the bright probably increases.1

Deaborn related:

This finding reveals an imporyeducational problem, forsuccessful instruction in classes, there must be a certain

degree of homogeneity of intellectual capacity as well as of

attainment on the part of the pupils who are classed together.

If the intellectual differences are too great, class

instruction is not possible. If instruction is suited to

some, it will not be suited to othersj if some are taught—

L. M. Terman, The Intelligence of School Children (Boston:Houghton Mifflin Company, 1918), p 116

20

others will not be taught—-the maximum of intellectural

dilutions at which class work is possible we must leave

to the judgement of the skill teacher.1

W* W, Cruze says:

Success in any school task is dependent in large

measure, upon a degree of mental maturity sufficient

to enable the pupil to deal with the symbols studied*

Other factors such as are necessary for educational

success include specific skill in writing, reading-

persistence and self-reliance.2

Many studies have been m ade of the relationship between

achievement and intelligence in different phases of school programs.

These studies reveal correlation coefficients ranging from .30 to

•75 between grades obtained and intelligence test scores. It is

note worthy that the highest coefficient are obtained in the

elementary school and the lowest at college level. The factors

involved no doubt, included differences in teaching procedures*

It is safer to make predictions from low intelligence test scores*

Superior ability is not an adequate guarantee of success.

Cruze also says that, "when the data studied is limited to

3academic achievement, the amount of overlapping is not so great."

Lamson reported a study of high school academic records of a

group of gifted children approximately two years younger than a

control group. The gifted group turned out to be significantly

ksuperior in both the Hew York Regents Examination and school records.

•Hf. F. Dearborn, Intelligence Test (Boston: Houghton MifflinCompany, 1928).

Tfendell W. Cruze, Educational Psychology (New York: The

Ronald Press Company, I?li2), pp. 155-161.

3Ibid., p. 161.TE. E. Lamson, "High School Achievement of fifty-Six Gifted

Children,11 J. Genet Psychology, (135;, Vol. Ih7, pp. 72-87*

21

Psychologists have been unable to agree as to the exact nature

of intelligence and no single definition has found universal

acceptance*

Summary of Related literature,— A summary of the Survey of the

Related literature which was done in connection with the conduct of

this study is presented below in the series of separate generali

zations and/or characterizations of the overall findings pertinent

to the theories, principles, and research having to do with the

problems of this research*

1* The factor of intelligence has been defined in many

different ways according to:

(a) The traits involved(b) The nature of the process(c) The areas of performance(d) The resultant manifestations

2. There are, however, several generally accepted characteriga-

tions of intelligence which crystallize out of the many and

varied definitions, such as:

(a) Intelligence is the ability to meet "novel11 situations

(b) Intelligence is the innate ability to perform insituations requiring mental perception or motor

manipulation or social adjustment and skill

(6) Intelligence is the innate ability to acquireknowledge and to perform school tasks

(d) Intelligence as a trait is found to be distributedaccording to the normal curve of probability

throughout the general population*

3* In general, the research findings indicate that intelligence

is the most critical factor in the school achievement of

(b) Comparison of school classes or class groups ("grouping")

(c)

22

children and youth.

In In order to obtain a valid identification of the abilities,

interests and needs of children and youth some type of

educational diagnosis—testing—should be and must be

used by school people.

5. Achievement levels tend to be higher for pupils from urban

schools than are the levels for those from rural schools*

6. There is in general a direct relationship between intelligence

and school achievement of children and youth.

7. Achievement tests have several distinct uses, such as:

(a) Assignment of pupils' school marks

Comparison of school classes

Comparison of school systems

8. The problem and effectiveness of "grouping" for instruc

tional purposes lay in the degree of homogeneity in the

intellectual capacity and level of prior achievement of the

pupils to be taught.

9. Success in school accomplishment is based after full weight

is given to mental maturity—upon the acquisition of the

specific fundamental skills of reading, writing, arithmetic

and vocabulary competence.

10. The "cultural background" of the learners tenfe to have signi

ficant effects upon the overall development of school children.

11. The mentally well-endowed and/or "gifted" student tends to

enjoy a greater degree of academic success and school progress

than those students less favored by native intelligence.

CHAPTER II

PRESENTATION AND ANALYSIS OF DATA

Introductory Statement

The data for the purposes of this research were obtained through

the administration of the following tests: (a) the California Test

of Mental Maturity, Primary, 1957 S-Form and the California

Achievement Test, Lower Primary, Form W, to the Primary Grades 1

through 3; and (b) the California Test of Mental Maturity, Elementary,

1957 S-Form and the California Achievement Test, Elementary, Form W,

to Grades h through 6«

The enrollment in the respective grades tested was as follows:

Grade 1, 12j Grade 2, 2k} Grade 3, 1U| Grade U, 20; Grade 5, 16, and

Grade 6, 15, for a total of 101 pupils in the first six grades of the

school.

The data derived from the testing of these pupils were assembled

and are here presented in a series of twenty-one (21) distribution

tables, with one table for each of the major (Total) components on

the respective tests for each of the grades, separately. For these

data the basio statistics computed were: mean, standard deviation,

standard error of the mean and the identification of the grade-place

ment index for the mean of each distribution. Therefore, the major

interpretation of the data placed emphasis upon the extent to which

the mean-score of the respective distributions approximated the norm-

grade-placement of 1.5-2.5-3.5-lu5-5.5 and 6.5 at the indicated grade-

2b

level because the tests were administered around the mid-point of the

school year.

The data on each of the tests are presented for each grade separately.

With such small grade groups it was decided that it would not be too

meaningful to determine any differences in performance between the boys

and girls. And, too, no attempt was made to establish correlations

between the two tests nor among their components.

First-Grade Testing Program

The performance of the twelve (12) First grade pupils of the Sale

City School, Sale City, Georgia, 1961-1962 is presented immediately

below in Tables 1 through 3 which portray the data and statistics on

the major components of the California Test of Mental Maturity and the

California Achievement Test.

Intelligence Quotients.— The data on the obtained intelligence

quotients derived from the raw scores earned on the California Test

of Mental Maturity by the twelve first grade pupils are presented in

Table 1, page 25.

The scores of the twelve pupils on the Intelligence Quotients of

the test ranged from a low of £0 to a high of 90, with a mean of 61.33,

a standard deviation of 15.11, and a standard error of the mean of

ii*2£« Eight or 66.6I4. per cent of them scored above the mean, four or

33*36 per cent scored below the mean, and none of them scored within

the mean class-interval. The mean score of 61.33 would appear to

suggest an intelligence markedly below the norm range of intelligence

for a population group randomly selected from the general population.

25

TABLE 1

DISTRIBUTION OF THE INTELLIGENCE QUOTIENTS DERIVED FROM THE RAW SCORES

ON THE CALIFORNIA TEST OF MENTAL MATURITY AS OBTAINED BY THE TWELVE

FIRST GRADE PUPILS ENROLLED IN THE BALE CITY ELEMENTARY

SCHOOL, SALE CITY, GEORGIA, 1961-1962

Score X Per Cent

50 8.33

77 8.33

58 8.33

58 8.33

70 8.33

70 8.33

89 8.33

73 8.33

9© 8.33

64 8.33

60 8.33

77 8.33

Total 736 100

Mean

Sigma

S.E.

Gr. PI.

61.3315.114.25

26

Further, two or 16.66 per cent of these pupils scored at the

generally observed normal range of Negro school children usually

tested for "self-study" purposes in Georgia schools. However, the

general tendency of Negro children to perform at a satisfactory level

of educational achievement, in spite of the indicated low level of

intelligence, raises the question as to what extent these tests of

their intelligence or mental development was a genuine or valid

measure of these children's potentiality for school work*

California Achievement Test results, language section.—Results

on the California Achievement Test (Total Language) component as

revealed by the raw scores obtained by the twelve first grade pupils

enrolled in the Sale City Elementary School, Sale City, Georgia,

1961-1962 are presented in Table 2, page 27, and are analyzed in the

paragraphs below.

The scores of the eight pupils on the total language component

of the test ranged from a low of 1 to a high of 18, with a mean of

5*6, a standard deviation of 5.36, a standard error of the mean of

2,02. Three or 37.50 per cent of the/scored above the mean, five or

62.50 per cent scored below the mean, and none of them scored within

the mean class-interval. The mean score of 5*6 indicated a grade-

placement index of 2.05 which in turn, suggested an educational

acceleration of .6 grade points.

The mean score of 5*6 indicated a grade-placement index of 2.1

which, in turn, indicated that these first grade pupils were .6

point of a grade-placement above the level of 1*5 or expectancy in

27

TABLE 2

DISTRIBUTION OP THE RAW SCORES ON THE CALIFORNIA ACHIEVEMENT TEST

(TOTAL LANGUAGE) AS OBTAINED BY THE TWELVE FIRST GRADE PUPILS

ENROLLED IN THE SALE CITY ELEMENTARY SCHOOL, SALE CITY,

GEORGIA, 1961-1962

Score X Per Cent

9 12.50

18 12.50

2 12,50

0

0

k 12.50

0

0

1 12.50

2 12.50

7 12.50

2 12.50

Total U5 100

Mean 5*6Sigma 5*36S.E. 2.02

Gr. PI. 2.05

the area of Total Language achievement. Further, it would appear or

might be assumed that the motivation of the pupils and the

28

instructional skill of the teacher(s) have joined to assist these

first-graders in achieving satisfactory performance in Language.

Lastly, the range of grade-placements from a low of 1.0 to a

high of 3.6 indicated that 3 or 37.50 per cent were above the norm

and 5 or 62.50 per cent were below the norm of expectancy of 1.5 in

Language performance.

Results on the California Achievement Test (Total Arithmetic).—

The data on the (Total Arithmetic) component of the California Achieve*

ment Test as revealed by the raw scores obtained by the twelve first

grade pupils enrolled in the Sale City Elementary School, Sale City,

Georgia, 1961-1962 are presented in Table 3, page 29, and are

analyzed in the paragraphs below.

The scores of the seven pupils on the total arithmetic component

of the test ranged from a low of 8 to a high of h9» with a mean of

19.86, a standard deviation of 12.U7, a standard error of the mean of

5.08. Two or 28.56 per cent of them scored above the mean, four or

57*12 per cent scored below the mean, and one or 1U.28 per cent scored

within the mean class-interval. The mean score of 19*86 indicated a

grade-placement index of 1.55 which in turn, suggested an educational

acceleration of .1 grade-points*

The mean score of 19.86 indicated a grade-placement of 1.55

which, in turn, indicated that these first grade pupils were approxi

mately .1 point of a grade-placement above the level (1.5) of

expectancy in the area of Total Arithmetic achievement. Further, it

might be assumed that the teacher(s) were doing an effective job in

29

TABLE 3

DISTRIBUTION OF THE RAW SCORES ON THE CALIFORNIA ACHIEVEMENT TEST(TOTAL ARITHMETIC) AS OBTAINED BY THE TWELVE FIRST GRADE

PUPILS ENROLLED IN THE SALE CITY ELEMENTARY SCHOOL.

SALE CITY, GEORGIA, 1961-1962

Score X p©r CQnt

19 Iiw28

k9 1U.28

2$ 114.28

8 1U.28

0

6 Ub.28

0

0

0

0

16 Ui.28

16 Uu28

Total 139 100

Mean 19*86

Sigma 12.U7S.E. 5*08

Or. PI. 1.55

the job of teaching arithmetic.

Lastly, the range of grade-placeraents from a low of 1,2 to a

30

high of 2.3 indicated that 2 or 28.56 per cent were above the norm

and 4 or 57.12 per cent were below the norm, one or 14.28 per cent

was approximate^ at the norm of expectancy in Arithmetic performance.

Second-Grade Testing Program

The performance of the twenty-four (24) Second-grade pupils of

the Sale City School, Sale City, Georgia, 1961-1962 is presented

immediately below in Tables 4 through 6 which portray the data and

statistics on the major components of the California Test of Mental

Maturity and the California Achievement Test*

Results on the California Test of Mental Maturity (Intelligence

Quotients).— The data on the Intelligence Quotient component of the

California Test of Mental Maturity as revealed by the raw scores

obtained by the twenty-four second-grade pupils enrolled in the Sale

City Elementary School, Sale City, Georgia, 1961-1962 are presented

in Table 4, page 31, and are analyzed in the paragraphs below.

The scores of the twenty-four pupils on the Intelligence Quotient

component of the test ranged from a low of 48 to a high of 117, with

a mean of 70.02, a standard deviation of 15.35, a standard error of

the mean of 3*2. Twelve or 49.92 per cent of them scored above the

mean, 10 or 41.60 per cent scored below the mean, and 2 or 8.32 per

cent scored within the mean class-interval. The mean score of 70.02

would appear to suggest as intelligence retardation markedly below

the norm range of intelligence for a randomly selected sample of a

general population.

Further, only one of these pupils scored above the established

31

TABLE h

DISTRIBUTION OF THE INTELLIGENCE QUOTIENTS DERIVED FROM THE RAW SCORES

ON THE CALIFORNIA TEST OF MENTAL MATURITY AS OBTAINED BY THE

TWENTY-FOUR SECOND GRADE PUPILS ENROLLED IN THE SALE

CITY ELEMENTARY SCHOOL, SALE CITY, GEORGIA, 1961-1962

Scores Number Per Cent

113-117 1 Iul6

108-112 0 0.00

103-107 0 0.00

98-102 0 0.00

93-97 0 0.00

88-92 2 8.32

83-87 1 U.16

78-82 1 U.16

73-77 7 29.19

68-72 2 8.32

63-67 3 32 .U8

£8-62 0 0.00

53-57 3 12.U8

U8-52 k 16.6k

k3-kl 0 0.00

Total 2U 100.00

Mean

Sigma

S.E.

70.021

15.353.2

32

norm range of intelligencej whereas, two or 8.32 per cent of them

scored at the initial point of the intelligence norm* Nine or 37,kh

per cent of these second-graders indicated IQ's between the 90th and

73rd range, with the remaining 12 or 1*9.92 per cent of them within

the IQ range of 72 to 1*8. Only three of these pupils showed IQ's

which suggested a promising potentiality for successful or satisfactory

educational progress*

Results on the California Achievement Test (Total Language).-- The

data on the Total Language component of the California Achievement Test

as revealed by the raw scores obtained by the twenty-three second-


Georgia, 1961-1962 are presented in Table 5, page 33, and are analyzed

in the paragraphs below.

The scores of the twenty-three pupils on the Total Language

component of the teat ranged from a low of 1 to a high of 28, with a

mean of 11.81*, a standard deviation of 7.38, a standard error of the

mean of 1.57. Ten or U3.5O per cent of them scored above the mean,

eleven or 1*7.85 per cent scored below the mean, and two or 8.70 per

cent scored within the mean class-interval* The mean score of 11.81*

indicated a grade-placement index of 1.5 which in turn, suggested an

educational retardation of 1.0 grade points.

The mean score of 11.81* indicated a grade-placement of 1.5 which,

in turn, indicated that these second-grade pupils were a full year

below the level (2.5) of expectancy in the area of Total Language.

Lastly, the range of grade-placements from a low of 1.2 to a

33

TABLE 5

DISTRIBUTION OP THE RAW SCORES ON THE CALIFORNIA ACHIEVEMENT TEST(TOTAL LANGUAGE) AS OBTAINED BY THE TWENTY-THREE SECOND-GRADE

PUPILS ENROLLED IN THE SALE CITY ELEMENTARY SCHOOL, SALECITY, GEORGIA, 1961-1962


27-28 1 U.3S

25-26 2 8.70

23-2U 2 8.70

21-22 0 0.00

19-20 2 8.70

17-18 0 0.00

15-16 2 8.70

13-11* 0 0.00

11-12 1 U.35

9-10 2 8.70

7-8 6 26.10

5-6 1 li.35

3-1* 3 13.05

1-2 1 k.3S

Total 23 100.00

Mean 11.81*

Sigma 7.38

S.E. 1.57Gr. PI. 1.5

3U

high of 2.6 indicated that one or U.35 per cent was at and above,

respectively, the norm of expectancy and 21 or 91.35 per cent of

these second graders were below the norm of expectancy in Language

performance.

Results on the California Achievement Test (Total Arithmetic).-.

The data on the Total Arithmetic component of the California Achieve

ment Test as revealed by the raw scores obtained by the twenty-four

second-grade pupils enrolled in the Sale City Elementary School, Sale

City, Georgia, 1961-1962, are presented in Table 6, page 35, and are

analyzed in the paragraphs below*

The scores of the twenty-three pupils on the Total Arithmetic

component of the test ranged from a low of 2 to a high of U3, with a

mean of 16.83, a standard deviation of 10.98, a standard error of

the mean of 2.3lu Eleven or 1*7.85 per cent of them scored above the

mean, nine or 39.15 per cent scored below the mean, and three or 13,05

per c ent scored within the mean class-interval. The mean score of

16,83 indicated a grade-placement index of l.U which in turn,

suggested an educational retardation of 1.1 grade points*

The mean score of 16.83 indicated a grade-placement of l.U which,

in turn, indicated that these second-grade pupils were a full year

below the level (2,5) of expectancy for Arithmetic achievement.

Lastly, the range of grade-placements from a low of 1.1 to a high

of 2.2 indicated that all of these second-graders were retarded in

their achievement in arithmetic. Only two or 8.70 per cent of these

pupils scored within the 2.0 to 2.5 grade-placement range. The entire

35

TABLE 6

DISTRIBUTION OF THE RAW SCORES ON THE CALIFORNIA ACHIEVEMENT TEST(TOTAL ARITHMETIC) AS OBTAINED BY THE TWENTY-THREE SECOND

GRADE PUPILS ENROLLED IN THE SALE CITY ELEMENOMY



1*1-1*3

38-UO

35-37

32-3U

29-31

26-28

23-25

20-22

17-19

Ui-16

11-13

8-10

5-7

2-1*

2

0

1

2

1

1

2

0

1

1

3

k

2

3

8.70

0.00

U.35

8.70

U.35

U.35

8.70

0.00

U.35

U.35

13.05

17.U0

8.70

13.05

Total 100.00

Mean

Sigma

S.E.

Gr. PI.

16.8310.98

2.3U1.U

36

group of second grade pupils was seriously retarded in its arithmetic

achievement*

Third-Grade Testing Program

The performance of the fourteen (14) Third-grade pupils of the

Sale City School, Sale City, Georgia, 1961-1962 is presented

imraediateOy below in Tables 7 through 10 which portray the data and


Maturity and the California Achievement Test.


Quotient).— The data on the Intelligence Quotient component of the


obtained by the fourteen third-grade pupils enrolled in the Sale City

Elementary School, Sale City, Georgia, 1961-1962, are presented in

Table 7, page 37, and are analyzed in the paragraphs below.

The scores of the fourteen pupils on the Intelligence Quotient

component of the test ranged from a low of tl to a high of 88, with a

mean of 61.5, a standard deviation of 11.78, a standard error of the

mean of 3.26. Seven or U9.98 per cent of them scored above the mean,

six or U2.8U per cent scored below the mean, and one or 7«lU per cent

scored within the mean class-interval. The mean score of 61.5 in

dicated that all of these third-grade pupils were slightly or markedly

below the norm-range of intelligence.

Further, all of these third grade pupils had indicated Intelligence

Quotients below a IQ of 90 which is usually considered as the lower

level of the range for normal intelligence which, in turn, suggests a

37

TABLE 7

DISTRIBUTION OF THE INTELLIGENCE QUOTIENTS DERIVED FROM THE RAW SCORESON THE CALIFORNIA TEST OF MENTAL MATURITY AS OBTAINED BY THEFOURTEEN THIRD (HADE PUPILS ENROLLED IN THE SALE CITY

ELEMENTARY SCHOOL, SALE CITY, GEORGIA, 1961-1962

Scores Number Per cent

86-88 l 7.1^

83-85 0 0.00

80-82 o 0.00

77-79 0 0.00

7U-76 j. y.ik

71-73 2 UU.28

68-70 o 0.00

65-67 3 21.U2

62-61* o 0.00

59-61 i 7.1U

56-58 o 0.00

53-55 3 21.U2

50-52 i 7.Hi

U7-li9 o 0.00

hk-k6 ! 7.1k

Total 2h 100,00

Mean

Sigma

S.E.

61.5n.78

3.26

38

mental potentiality for successful school work.

Results on the California Achievement Test (Total Language).—- The

data on the Total Language component of the California Achievement

Test as revealed by the raw scores obtained by the thirteen third-


Georgia, 1961-1962, are presented in Table 8, page 39, and are


The scores of the thirteen pupils on the Total Language component


lit.12, a standard deviation of 6.60, a standard error of the mean of

1.9. Six or UU.2 per cent of them scored above the mean, five or

38.£ per cent scored below the mean, and two or l%.k per cent scored

within the mean class-interval. The mean score of Lb.,12 indicated a

grade-placement index of 1.9 which, in turn, suggested an educational

retardation of 1#6 grade points.

The mean score of 1U.12 indicated a grade-placement of 1.9 which,

in turn, indicated that these third grade pupils were one and two-thirds

years below the level (3.5) of expected achievement in Language per

formance.

Further, the range of grade-placements from a low of 1.3 to a

high of 2.5 indicated that all of these third grade pupils were

seriously retarded in their achievement in Language j for none of

them performed within the grade-placement of 3«0 to 3«5.

39

TABLE 8

DISTRIBUTION OF THE RAW SCORES ON THE CALIFORNIA ACHIEVEMENT TESTTOTAL LANGUAGE) AS OBTAINED BY THE THIRTEEN THIRD GRADE PUPILS

ENROLLED IN THE SALE CITY ELEMENTARY SCHOOL, SALE

CITY, GEORGIA, 1961-1962


25-26

23-2U

21-22

19-20

17-18

15-16

13-Ht

11-12

9-10

7-8

5-6

1

0

3

0

0

2

2

1

0

1

3

7,7

0.00

23.1

0.00

0.00

15,U

7.7

0.00

7.7

23.1

Total 13 100.00

Mean

Sigma

s.i.Gr. PI.

1U.126.60

1.9

1.9

Uo

Results on the California Achievement Test (Total Arithmetic).--


ment Test as revealed by the raw scores obtained by the twelve third


Georgia, 1961-1962, are presented in Table 9, page Ul, and are


The scores of the twelve pupils on the Total Arithmetic component

of the test ranged from a low of 1 to a high of l£0, with a mean of

70.5, a standard deviation of UU.5, a standard error of the mean of

13.1u Five or Ul.65 per cent of them scored above the mean, three or

2iu99 per cent scored below the mean, and four or 33»32 per cent

scored within the mean class-interval. The mean score of 70.5 in

dicated a grade-placement index of 2.1 which, in turn, suggested an

educational retardation of l.U grade points.

Further, the range of grade-placements from a low of 1*2 to a

high of 3.1 indicated that all of these third grade pupils were

retarded in their arithmetic achievement, with only two of them scoring

at the beginning third-grade level, and none having scored at the 3.5

grade-placement level which was the norm of expected performance.

Results on the California Achievement Test (Total Reading).— The

data on the Total Reading component of the California Achievement Test

as revealed by the raw scores obtained by the eleven third grade pupils

enrolled in the Sale City Elementary School, Sale City, Georgia, 1961-

1962, are presented in Table 10, page 1*2, and are analyzed in the

paragraphs below.

TABLE 9

DISTRIBUTION OF THE RAW SCORES ON THE CALIFORNIA ACHIEVEMENT TEST

(TOTAL ARITHMETIC) AS OBTAINED BT THE TWELVE THIRD GRADEPUPILS ENROLLED IN THE SALE CITY ELEMENTARY SCHOOL,



3ia-l5O 1 8.33

131-HiO 0 0.00

121-130 0 0.00

111-120 1 8.33

101-110 2 16.66

91-100 1 8.33

81-90 0 0.00

71-80 0 0.00

61-70 k 33.32

51-60 0 0.00

Ul-50 0 0.00

31-UO 0 0.00

21-30 0 0.00

n-2o o o.oo

1-10 3 2U.99

Total 12 100.00

Mean 70.5Sigma UU.5S.E. 13.U

Or. PI. 2.1

k2

TABLE 10


(TOTAL READING) AS OBTAINED BY THE ELEVEN THIRD GRADE PUPILSENROLLED IN THE SALE CITY ELEMENTARY SCHOOL, SALE CITY,

GEORGIA, 1961-1962

Scores Number Per

50-52 1 9.09

U7-k9 1 9.09

Uk-h6 1 9.09

U1-U3 0 0.00

38-itO 0 0.00

35-37 2 18.18

32-3*4. 2 18.18

29-31 0 0.00

26-28 2 18.18

23-25 1 9.09

20-22 0 0.00

17-19 0 0.00

Ii*-16 0 0.00

11-13 1 9.09

Total 11 100.00

Mean 33.81Sigma 11.01

S.E. 3.5Gr. PI. 2.5

U3

The scores of the eleven pupils on the Total Reading component

of the test ranged from a low of 11 to a high of $2, with a mean of

33,81, a standard deviation of 11,01, a standard error of the mean of

3«5» Five or U5.U5 per cent of them scored above the mean, four or

36.36 per cent scored below the mean, and two or 18.18 per cent scored

within the mean class-interval. The mean score of 33.81 indicated

a grade-placement index of 2.5 which, in turn, suggested an educational

retardation of 1.0 grade points.


high of 2,7 indicated that all of these third grade pupils were a

half-year to a year and a half retarded in their achievement in the

area of reading.

Fourth-Grade Testing Program

The performance of the twenty (20) fourth-grade pupils of the

Sale City School, Sale City, Georgia, 1961-1962 is presented

immediately below in Tables U through lij. which portray the data and


Maturity and the California Achievement Test,




obtained by the twenty fourth grade pupils enrolled in the Sale City

Elementary School, sale City, Georgia, 1961-1962, are presented in

Table 11, page hh} and are analyzed in the paragraphs below.

The scores of the twenty pupils on the Intelligence Quotient

TABLE 11

DISTRIBUTION OF THE INTELLIGENCE QUOTIENTS DERIVED FROM THE RAW

SCORES ON THE CALIFORNIA TEST OF MENTAL MATURITY AS

OBTAINED BY THE TWENTY FOURTH ©ADE PUPILS

ENROLLED IN THE SALE CITY ELEMENTARY



113-117

108-112

103-107

98-102

93-97

83-87

78-82

73-77

68-72

63-67

58-62

53-57

1

0

0

1

2

0

1

1

2

3

3

h

2

5.oo

0.00

0.00

5.oo

10.00

0.00

5.oo

5.oo

10.00

15*00

I5,oo

20.00

10.00

Total 20 100.00

Mean

Sigma

S.E.

7316

3

.75

.10

.23

hS

component of the test ranged from a low of 53 to a high of 117, with

a mean of 73«75, a standard deviation of 16.10, a standard error of

the mean of 3*23• Eight or UO per cent of them scored above the mean,

nine or h$ per cent scored below the mean, and three or 15 per cent

scored within the mean class-interval. The mean score of 73.75

indicated that the typical pujjil among these fourth graders possessed

a level of intelligence below the norm of expectancy of any randomly

selected group.

Further, four or 20 per cent of these pupils scored at or above

the established intelligence norm of 90-110 IQ, with one of them with

an IQ of 117* Twelve of these pupils had indicated IQ's which ranged

between 73 through 53• Overall, the I Q range for these fourth grade

pupils would appear that they would experience difficulty in per

forming at a successful level of school accomplishment*

Results on the California Achievement Test (Total Language).—

The data on the Total Language component of the California Achieve

ment Test as revealed by the raw scores obtained by the eighteen

fourth-grade pupils enrolled in the Sale City Elementary School, Sale

City, Georgia, 19&L-1962, are presented in Table 12, page U6, and are


The scores of the eighteen pupils on the total language component


15.61, a standard deviation of 1»9, a standard error of the mean of

l«0°# Nine or k9*90> per cent of them scored above the mean, seven

TABLE 12

DISTRIBUTION OF THE RAW SCORES ON THE CALIFORNIA ACHIEVEMENT TEST(TOTAL LANGUAGE) AS OBTAINED BY THE EIGHTEEN FOURTH GRADE

PUPILS ENROLLED IN THE SALE CITY ELEMENTARY SCHOOL.SALE CITY, GEORGIA, 1961-1962

Scores Number Per

31-32

29-30

27-28

25-26

23-2U

21-22

19-20

17-18

10-16

13-1U

11-12

9-10

7-8

$-6

3-U

1-2

1

0

0

3

1

0

2

2

2

0

1

1

2

0

2

1

0.00

0.00

16.65

0.00

11.10

11.10

11.10

0#00

5.55

11.10

0.00

11.10

Total 18 100.00

Mean

Sigma

S.fi,

Gr. PI,

15.61

7.9

1.092.6

k7

or 38,85 per cent scored below the mean, and two or 11.10 per cent

scored within the mean class-interval. The mean score of 15.61

indicated a grade-placement index of 2.6 which, in turn, suggested an

educational retaradation of 1.9 grade points.


high of 3.1 indicated that all of these fourth grade pupils were

seriously retarded in their language achievements all of them were

two-thirds of a year to one and a half years below the norm (U.5) of

expectancy of accomplishment in Language. This retardation is

emphasized by the fact that 3 or 16.65 per cent scored within the 1.5

to 2.0 year interval, or less than two years; two or 11.10 per cent

scored at 3.1 interval, or less than three yearsj and the remaining 15

or 83.25 per cent scored within the 2.0 to 3.0 years interval. The

best pupils in the class were one and a half years retarded in Language

performance.

Results on the California Achievement Test (Total Arithmetic).—


ment Test as revealed by the raw scores obtained by the nineteen fourth


Georgia, 1961-1962, are presented in Table 13, page 1*8, and are


The scores of the nineteen pupils on the Total Arithmetic component

of the test ranged from a low of 1 to a high of lhO9 with a mean of

63.93, a standard deviation of 38.70, a standard error of the mean of

9.15. Ten or 52.70 per cent of them scored above the mean, six or 31.62

TABLE 13

DISTRIBUTION OF THE RAW SCORES ON THE CALIFORNIA ACHEEVEMENf TEST

(TOTAL ARITHMETIC) AS OBTAINED BY THE NINETEEN FOURTH GRADEPUPILS ENROLLED IN THE SALE CITY ELEMENTARY SCHOOL,


Scores Number Per cent

131-11*0 1 5.27

121-130 1 5.27

111-120 1 5.27

101-110 2 10.5U

91-100 0 0.00

81-90 2 10.5U

71-80 1 5.27

61-70 2 10.51*

51-60 3 15.81

U-50 2 10.5U

31-UO 0 0.00

21-30 0 0.00

H-20 3 15.81

1-10 1 5.27

Total 19 100.00

Mean 63.92Sigma 38.70S.E. 9.15

Or. PI. U.5

h9

per cent scored below the mean, and three or 15.81 per cent scored

within the mean class-interval. The mean score of 63.93 indicated a

grade-placement index of U.5 which, in turn, suggested a normal

educational progress at U.5 grade points.

Further, the range of grade-placements from a low of 2,3 to a

high of 8.0 with a mean grade-placement of U.5 indicated that these

fourth grade pupils as a group were experiencing satisfactory and

successful achievement in Arithmetic. Eleven or 57.97 per cent scored

above the norm of U.5j 2 or 10.5U per cent scored at the norm interval;

6 or 31.62 per cent scored below the norm, and for one of these fourth

graders there was not an arithmetic score. Less than a third of these

fourth-graders were retarded in arithmetic achievement, with 58 per

cent of them being accelerated in their achievement in arithmetic.

Perhaps, pupil motivation, teacher interest, teacher skill, and the

specificity of the skills account for this superior accomplishment in

arithmetic by the fourth-graders.



as revealed by the raw scores obtained by the nineteen fourth-grade

pupils enrolled in the Sale City Elementary School, Sale City, Georgia,

1961-1962, are presented in Table lU, page 50, and are analyzed in the

paragraphs below.

The scores of the nineteen pupils on the Total Reading component


26.1+7, a standard deviation of 11.31, a standard error of the mean of

50

TABLE 1U

DISTRIBUTION OF THE RAW SCORES ON THE CALIFORNIA ACHIEVEMENT TEST(TOTAL READING) AS OBTAINED BY THE NINETEEN FOURTH GRADE

PUPILS ENROLLED IN THE SALE CITY ELEMENTARY SCHOOL,SALE CITY, GEORGIA, 196l-l?62


50-52

U7-U9

U1-U3

38-1*0

35-37

32-3U

29-31

26-28

23-25

20-22

17-19

Ut-16

11-13

8-10

5-7

1

0

2

1

2

0

1

2

1

2

0

3

2

1

0

1

5.27

0.00

10.5U

5.27

10.5U

0.00

5.27

10.5U

5.27

10.5U

0.00

15.81

10.5U

5.27

0.00

5.27

Total 19 100.00

Mean

Sigma

S.E,

Gr. PI,

26.1*711.312.73.0

2.7. Ten or 52.70 per cent of them scored above the mean, seven or

36.89 per cent scored below the mean, and two or 10.5U per cent scored

within the mean class-interval. The mean score of 26.U7 indicated a




high of Iu5, with a mean grade-placement of 3*0 indicated that these

fourth grade pupils as a group were seriously retarded in reading per

formance which indicated a retarded achievement of from .3 to 2.6

grade-placement points, that is, from three-tenths of a year or two

and two-thirds years. Only four of the pupils scored within the

fourth-grade range, with only one of them achieving at the norm of Iu5|

U2,l6 per cent scored within the second-grade interval! 32 per cent

scored within the third-grade intervals and one scored at the last

month level within the first grade interval. Obviously, these fourth-

grade pupils are in serious need of a remedial reading program of

some sort.

Fifth-Grade Testing Program

The performance of the sixteen (16) Fifth-grade pupils of the Sale

City Elementary School, Sale City, Georgia, 1961-1962, is presented

immediately below in Tables 15 through 18 which portray the data and


Maturity and ifoe California Achievement Test.


52



obtained by the sixteen fifth-grade pupils enrolled in the Sale City

Elementary School, Sale City, Georgia, l°6l-1962, are presented in

Table lkt page 53, and are analyzed in the paragraphs below.

The scores of the sixteen pupils on the Intelligence Quotient

component of the test ranged from a low of 58 to a high of 117, with a

mean of 83, a standard deviation of 10.15, a standard error of the

mean of 2«5« Seven or U3«75 per cent of them scored above the mean,

seven or U3.75 per cent scored below the mean, and two or 12.50 per

cent scored within the mean class-interval. The mean score of 83

indicated that the typical pupil among these fifth-graders had an

intelligence quotient appreciably below the norm of expectancy for

the general population.

Further, it is to be noted that two of these fifth-grade pupils

had IQ's above the norm of mental alertness; four fell within the norm-

range of intelligence] and the remaining ten of these pupils possessed

indicated IQ's which ranged from 88 to 58 who were not likely to attain

the educational standards expected of their age and grade.

Results on the California Achievement Test (Total Language).— The

data on the Total Language component of the California Achievement

Test as revealed by the raw scores obtained by the sixteen fifth-grade


1961-1962, are presented in Table 16, page 5Uj and are analyzed in the

53

TABLE 15

DISTRIBUTION OF THE INTELLIGENCE QUOTIENTS DERIVED FROM THE RAW

SCORES ON THE CALIFORNIA TEST OF MENTAL MATURITY AS OBTAINED

BY THE SIXTEEN FIFTH GRADE PUPILS ENROLLED IN THE SALE

CITY ELEMENTARY SCHOOL, SALE CITY GEORGIA, 1961-1962


Mean

Sigma

S.E.

8310.152.5

113-H7 1

108-112 1 6.25

103-107 0 0.00

98-102 k 25.00

93-97 0 0.00

88-92 1 6.25

83-87 0 0.00

78-82 2 12.50

73-77 3 18.75

68-72 1 6.25

63-67 2 12.50

58-62 1 6.25

Total 16 100.00

paragraphs below.

The scores of the fifteen pupils on the Total Language component

TABLE 16


(TOTAL LANGUAGE) AS OBTAINED BY THE FIFTEEN FIFTH GRADE-PUPILS ENROLLED IN THE SALE CITY ELEMENTARY SCHOOL,



68-72

63-67

58-62

53-57

1*3-1*7

38-U2

33-37

28-32

23-27

18-22

13-17

1

0

0

0

1

2

5

0

1

2

1

2

6.66

0.00

0.00

0.00

6.66

13.32

33.30

0.00

6.66

13.32

6.66

13.32

Total 15 100.00

Mean

Sigma

S.E.

Gr. PI.

39.33

13.853.73.6


39.33, a standard deviation of 13.85, a standard error of the mean

of 3.7. Four or 26.6U per cent of them scored above the mean, six or

39.96 per cent scored below the mean, and five or 33.30 per cent scored



retardation of 1,9 grade points.


high of 5.7* with a mean grade-placement of 3.6 indicated a marked

degree of retardation in language development for these fifth-grade

pupils1 for the retardation ranged from one year and two-tenths to two

jears, with one pupil who scored two-tenths of a grade-point year

above the norm (5.5) of expectancy in language for these fifth-graders.

With 93 per cent of these pupils substantially retarded in language

development, there is indicated a serious ianguagerêed among these

fifth-grade pupils.

Results on the California Achievement Test (Total Arithmetic).--


ment Test as revealed by the raw scores obtained by the fifteen fifth-


Georgia, 1961-1962, are presented in Table 17, page 56, and are


The scores of the fifteen pupils on the Total Arithmetic component


126, a standard deviation of 23,5, a standard error of the mean of 6.28.

Five or 33.30 per cent of them scored above the mean, seven, or 1*6.62

per cent scored below the mean, and three or 19.98 per cent scored

56

TABLE 17


(TOTAL ARITHMETIC) AS OBTAINED BY THE FIFTEEN FIFTH GRADEPUPILS ENROLLED IN THE SALS CITY ELEMENTARY SCHOOL,



173-177 I '. 6^66168-172 0 0.00

163-167 0 0.00

158-162 0 0.00

153-157 1 6.66

1U8-152 1 6.66

Hi3-lU7 1 6.66

138-3)i2 0 0.00

133-137 1 6.66

128-132 3 19.98

123-127 1 6.66

118-122 1 6.66

113-117 1 6.66

1O8-U2 0 0.00

103-107 1 6.66

98-102 1 6.66

93-97 0 0.00

88-92 1 6.66

83-87 1 6.66

Total 15 100.00

Mean 126Sigma 23*5S.E. 6.28

Gr. PI. U.6

57

within the mean class-interval. The mean score of 126 indicated a

grade-placement index of U.6 which, in turn, suggested an educational

retardation of .9 grade points.


high of 6.3, with a mean grade-placemen of U.6 indicated a retardation

of approximately a year in arithmetic accomplishment for these fifth-

grade pupils. Two or 13.32 per cent of these pupils scored within the

6-grade interval, and within the fifth-grade interval, with the

remainder of the pupils scoring within the fourth-grade, third-grade,

and second-grade intervals. In other words, 13 of these 16 fifth-

grade pupils are below grade expectancy in arithmetic achievement.



as revealed by the raw scores obtained by the fifteen fifth-grade pupils

enrolled in the sale City Elementary School, Sale City, Georgia, l°6l-

1962, are presented in Table 18, page 58, and are analyzed in the

paragraphs below*

The scores of the fifteen pupils on the Total Reading component


51.33, a standard deviation of Hu55, a standard: error of the mean of

3,88. Six or 3°#96 per cent of them scored above the mean, seven or

U6.62 per cent scored below the mean, and two or 13*32 per cent scored

within the mean class-interval. The mean score of 5l«33 indicated a

grade-placement index of U.6 which, in turn, suggested an educational

retardation of .9 g**ade points.

58

TABLE 18


(TOTAL READING) AS OBTAINED BY THE FIFTEEN FIFTH GRADE PUPILS

ENROLLED IN THE SALE CITY ELEMEHTARf SCHOOL, SALE CITY,

GEORGIA, 1961-1962

Scores Number Per Gent

83-87

78-82

73-77

68-72

63-67

58-62

53-57

U8-52

38-U2

33-37

28-32

1

0

0

1

0

k

2

1

2

1

1

2

6.66

0.00

0.00

6.66

0.00

26.61*

13.32

6.66

13.32

6.66

6.66

13.32

Total 15 100.00

Mean

Sigma

S.B.

Gr. PI.

51.33m.553.88

k.6


high of 6.6, with a mean grade-placement of U.6 indicated an overall

59

retardation of from a half year to three and two-thirds years in

reading achievement for these fifth-grade pupils. Of the 16 pupils:

two or 13,32 per cent of them scored at the sixth-grade levelj three

or 19.98 per cent of them scored at or above the norm of !?•!> within

the fifth-grade level; with approximately 6? per cent of these fifth-

graders indicating a serious retardation in their reading development

and accomplishment.

Sixth-Grade Testing Program

The performance of the fifteen (15) sixth-grade pupils of the

Sale City School, Sale City, Georgia, 1961-1962 is presented immediately

below in Tables 19 through 22 which present the data and statistics

on the major components of the California Test of Mental Maturity and

the California Achievement Test#


Quotient).— Total performances on the California Test of Mental Maturity

as revealed by the raw scores obtained by the fifteen sixth-grade



paragraphs below*

The scores of the fifteen pupils on the Intelligence Quotient

component of the test ranged from a low of 53 to a high of 107, with a

mean of 82.33, a standard deviation of 15.U8, a standard error of the

mean of U.U. Eight or 53.28 per cent of them scored above the mean,

six or 39.96 per cent scored below the mean, and one or 6.66 per cent

scored within the mean class-interval. The mean seore of 82.33

60

TABLE 19

DISTRIBUTION OP THE INTELLIGENCE QUOTIENTS DERIVED FROM THE RAW

SCORES ON THE CALIFORNIA TEST OF MENTAL MATURITY AS OBTAINED

BY THE FIFTEEN SIXTH GRADE PUPILS ENROLLED IN THE SALE

CITY ELEMENTARY SCHOOL, SALE CITY, GEORGIA, 1961-1962

Scores Humber Per Cent

103-107 1 6.66

98-102 2 13.32

93-97 2 13.32

88-92 2 13.32

83-87 1 6.66

78-82 0 0.00

73-77 2 13.32

68-72 1 6.66

63-67 0 0.00

58-62 2 13.32

53-57 1 6.66

Total 15 100.00

Mean 82.33Sigma 15.U8S.E. U.U

indicated that typically this group of sixth grade pupils had

experienced a mental development to be expected by any typical group

drawn from any overall population.

61

Further, it is of interest to note that seven of these pupils did

have indicated IQ's within the range of the norm of intelligence

(90-110 IQ), with none of them with an IQ above 110. Overall, these

sixth grade pupils indicated IQ«s which did not promise well for their

chance of having a successful and satisfactory school experience.

Results on the California Achievement Test (Total Language).— The

data on the Total Language component of the California Achievement Test

as revealed by the raw scores obtained by the fourteen sixth grade



paragraphs below*

The scores of the fourteen pupils on the Total Language component



5.2. Seven or U9.98 per cent of them scored above the mean, six or

k2.Bk per cent scored below the mean, and one or l.lh per cent scored


grade-placement index of h.k which, in turn, suggested an educational


Further, the range of grade-placements from a low of 2,8 to a high

of 6.5, with a mean grade-placement of k>k indicated an overall

retardation of from approximately a half year to three and two-thirds

years in language development for these sixth-grade pupils. One or

7.Hi per cent scored at the sixth-grade norm, one or 7«lU per cent

scored at the beginning of the sixth-grade level, three or 21.1*2 per

62

TABLE 20

DISTRIBUTION OF THE RAM SCORES ON THE CALIFORNIA ACHIEVEMENT TEST(TOTAL LANGUAGE) AS OBTAINED BY THE FOURTEEN SIXTH GRADE

PUPILS ENROLLED IN THE SALE CITY ELEMENTARY SCHOOL,SALE CITY, GEORGIA, 196l-l?62


73-77

68-72

63-67

58-62

U8-52

U3-U7

38-U2

33-37

28-32

23-27

18-22

13-17

1

1

1

0

3

1

1

1

0

0

3

1

1

7.1U

7.1it

7.XU

0.00

21.U2

7.1U

7.3ii

7.1U

0.00

0.00

21.1*2

7.1U

7.1U

Total 100,00

Mean

Sigma

S.E.

Gr, PI.

39.6518.76

5.2

cent scored within th© fifth-âde level, four or 28.56 per cent

scored within the fourth-grade level, three or 21,U2 per cent scored

63

within the third-grade level, and two or 1U.28 per cent scored within

the second-grade level or norm of development in language competence.

These data would appear to indicate that these sixth-grade pupils were

limited in language achievement.

Results on the California Achievement Teat (Total Arithmetic),—


ment Test as revealed by the raw scores obtained by the fourteen sixth


Georgia, 1961-1962 are presented in Table 21, page 6k9 and are


The scores of the fourteen pupils on the Total Arithmetic component



9,22. Seven or U9.98 per cent of them scored above the mean, six or

U2.81* per cent scored below the mean, and one or 7.1U per cent scored


grade-placement index of 5.6 which in turn, suggested an educational

retardation of .9 grade points.

Further, the range of grade-placements from a low of 3.1 to a high

of 7.7, with a mean grade-placement of 5.6 indicates an overall

retardation of from less than a half year to three and a half years in

arithmetic achievement for these sixth-grade pupils. Out of the Hi

pupils tested: three or 21«1|2 per cent scored above the sixth-grade

norm, two or Hu28 per cent scored slightly below the sixth-grade norm,

four or 28.56 per cent scored within the fifth-grade level, two or lU.28

6k

TABLE 21


(TOTAL ARITHMETIC) AS OBTAINED BY THE FOURTEEN SIXTH GRADE

PUPILS ENROLLED IN THE SALE CITY ELEMENTARY SCHOOL,



181-190

171-180

161-170

1^1-160

11*1-150

131-lUO

121-130

111-120

101-110

91-100

81-90

71-80

1

2

2

2

1

1

1

0

1

2

0

1

7.1U

Uu28

Ht.28

Uu28

7.1U

7.1b

7.1it

0.00

7.1U

Hu28

0.00

7.1U

Total 1U 100.00

Mean

Sigma

S.E.

Gr. PI.

138.0733.30

9.22

5.6

per cent scored within the fourth-grade level, and three or 21.1i2

per cent scored within the third-grade levelj with 6U.26 per cent of

6$

these sixth-grade pupils indicating a very definite retardation in

their accomplishment in arithmetic understanding and skills, A program

of remedial arithmetic instruction is indicated for these sixth-graders

who on the average were approximately a full year retarded in their

achievement in this area*



as revealed by the raw scores obtained by the fourteen sixth-grade


1961-1962, are presented in Table 22, page 66, and are analyzed in the

paragraphs below*

The scores of the fourteen pupils on the Total Reading component



5,36. Seven or ii.9.98 per cent of them scored above the mean, seven

or 1*9*98 per cent scofed below the mean, and none of them scored within

the mean class-interval* The mean score of 61.80 indicated a grade-

placement index of 5.1 which, in turn, suggested an educational retar

dation of lJj. grade points*

Further, the range of grade-placements from a low of 3«h to a

high of 6.8, with a mean grade-placement of $•! indicated an overall

retardation of from approximately a half year to three years (plus) in

reading competence for these sixth-grade pupils. Out of the H<. pupils

tested: two or lU.28 per cent scored above the sixth-grade normj two

or Ilu28 per cent scored approximately at the sixth-grade norm, with

one scoring at this norm; two or lh.28 per cent scored within the fifth

66

TABLE 22


(TOTAL READING) AS OBTAINED BY THE FOURTEEN SIXTH-GRADEPUPILS ENROLLED IN TIE SALE CITY ELEMENTARY SCHOOL,



88-92

83-87

78-82

73-77

68-72

63-67

58-62

53-57

1*3-1*7

38-1*2

33-37

1

1

0

2

2

1

0

0

1

2

0

u

7.U*

7.H*

0.00

1U.28

Ilw28

7.1U

0.00

0.00

7.U*

1U.28

0,00

28.56

Total 100.00

Mean

Sigma

S.E.

Gr. PI.

61.80

19.355.36

5.1

grade normj three or 21.1*2 per cent scored within the fourth-grade

normj and four or 28.56 per cent scored within the third-grade range;

with 78,51* per cent of these sixth-grade pupils indicating a very

67

definite retardation in their accomplishments in reading competence in

vocabulary level and reading comprehension. These sixth-grade pupils

were limited in reading skills*

Summary and Interpretation

Resume of Findings.-- All of the quantitative measures basic to

the analysis and interpretation of the data presented throughout

Chapter II, as shown in Tables 1 through 22, are summarized in Table 23,

page 68, for the indicated performance of elementary school pupils in

grades one through six on the following tests:

1. California Test of Mental Maturity - the Intelligence Quotients

2. California Achievement Test -

(a) Total Language(b) Total Arithmetic(c) Total Reading

The interpretative summaries of the findings of this research are

reported separately for each test variable for each of the grades:

One through Six.

Primary Grades,— A summary of the data on the California Tests:

(a) Intelligence Quotients, (b) Total Language, (c) Total Arithmetic,

and (d) Total Reading as presented in Summary Table 23 indicates the

following significant factors:

1. The Intelligence Quotients for grades one and three were

approximately the same with an IQ of 61.33 and 61.50, respec

tively! and for grade two the IQ was 70.02 which was approxi

mately 9 IQ points above the Indices for grades one and three.

This appreciable difference in the IQ*s would appear to

TABLE 23

SUMMARY DISTRIBUTION OF MEAN I.Q.'S, MEAN GRADE-PLACEMENT INDICES, AND MEAN DEVIATION OF

GRADE-PLACEMENT INDICES ON THE CALIFORNIA TESTST: INTELLIGENCE, TOTAL LANGUAGE,

TOTAL ARITHMETIC, AND TOTAL READING FOR PUPILS IN ELEMENTARY SCHOOL

GRADES ONE THROUGH SIX, SALE CITY ELEMENTARY SCHOOL, SALE

CITY, GEORGIA, 1961-1962

Grade

Primary Grades

One

Two

Three

Upper Grades

Four

Five

Six

. Intelligence:

Quotient :

: Mean-Index :

61.33

70.02

61.50

73.75

83

82.33

Total

Gr. PI.

Index

2.1

1.5

1.9

2.6

3.6

k.k

Language

: Gr. PI.

: Dev.

♦.6

-1.0

-1.6

-1.9

-1.9

-2.1

: Total

'. Gr. PI.

: Index

2.5

3.0

Iu6

5.1

Reading

: Gr. PI.

: Dev.

-1.0

-1.5

-0.9

-1.1

: Total

: Gr. PI,

: Index

1.55

1.1;

2.1

h.$

U.6

$.6

Arithmetic

: Gr. PI.

: Dev.

+0.1

-1.1

-1.U

0.0

-0.9

-0.9

ON00

69

suggest that the second grade pupils were at a high level of

mental growth and development than were the first and third

grade pupils in the same school situation.

2. The Total Language grade-placement for the first grade was 2.1j

whereas, the grade-placements for grades two and three were

1.5 and 1.9, respectively. The first-graders were better than

a half year above the norm of expectancy; whereas, the second

and third graders were one year and one and half years (plus),

respectively, below the norm of expectancy on language per

formance.

3. The Total Arithmetic grade-placement far grades one, two, and

three, was 1.55, !•!*, and 2,1, respectively. Grade one was

slightly above the norm of expectancy; whereas, grades two and

three were one year and one and half years, respectively,

below the norm of expected performance in the area of arithmetic.

ht The Total Reading grade-placement reported for only the third

grade indicated that these third-grade pupils were two and

half years retarded in their reading accomplishment.

Only grade one for reading and arithmetic performance showed any

degree of accelerated and/or normal level or rate of school accomplish

ment! whereas, grades two and three showed retarded educational, achieve

ment in language, arithmetic, and reading. It is of interest to note

that the more intelligent second-graders indicated from a year to a

year and half of educational retardation on the variables of language

and arithmetic, with the reading performance not being reported in the

70

data.

Upper Grades.-- A summary of the data on the California Tests:

(a) Intelligence Quotients, (b) Total Language, (c) Total Arithmetic,

and (d) Total Reading as presented in Summary Table 23 indicates the

following significant factors worth of emphasis,

1. The Intelligence Quotient for grade four was 73.75s whereas,

the IQ was 83 and 82.33 for grades five and six, respectively,

which was approximately 10 IQ points above the index for

grade four. It would appear, therefore, that the fifth and

sixth grade pupils were at a substantially higher level of

mental development than were the fourth grade pupils in this

same school environment.

2. The Total Language grade-placements indicated an educational

retardation of 1.9, 1.9 and 2.1 grade-placement points for

grades four, five and sis, respectively, or a tested level of

achievement of two years below the norm of expectancy in

Language development.

3. The Total Arithmetic grade-placement of U.S for the fourth-

grade indicated an index of normal performancej whereas, the

grade-placements of Iu6 and 5.6 for grades five and six,

respectively, indicated that these fifth and sixth graders

were approximately one year educationally retarded in their

achievement in Arithmetic.

U. The Total Reading grade-placements of 3.0, U«6 and 5.1 for

grades four, five and sixth, respectively, would appear to

71

suggest an educational retardation of a year to a year and a

half in reading performance.

With the exception of grade four with an indicated normal develop

ment or accomplishment in Arithmetic, all of the other grade-placements

for grades four, five and six indicated an educational retardation of

from one year to better than two years on the variables of language,

arithmetic and reading. It is of interest to note that the more

intelligent (higher IQ) pupils did not achieve better than the less

intelligent fourth grade pupils*

An overall summary of the grade-placements of these elementary

school pupils would strongly suggest the interpretation that the degree

of educational retardation of a year to a year and half was persistent

from grade to grade and for each of the four variables measured.

CHAPTER III

SUMMARY AND CONCLUSIONS

Recapitulation of Theoritical grame-of-Reference.— The frame-of-

reference for this study on the intelligence and achievement levels of

elementary school pupils was a three-fold theoretical hypothesis* (a)

the increasing need for objective and quantitative guidance procedures

and services; (b) the use of standardized tests to determine measurable

levels of mental growth and development and school achievement; and

(c) the use of a comprehensive program of educational diagnosis to

determine the ability, interests, needs, and emotional behavior of the

learner.

Further, this was also based upon the assumptions that an optimum

educational program for either elementary school or high school learners

should be organized within the framework of the data derived through

the processes of educational diagnosis as the point-of-departure for

curricular programs and activities to which learners are to be exposed.

Further, still, it is the full use of educational diagnostic

techniques which makes possible and fruitful the guidance services in

the school as it seeks to place each pupil, according to his or her

potentialities, in a teaching-learning environment most conducive and

productive to optimum growth, development, and accomplishment.

The problem of this study evolved out of the recognition of and

the desire on the part of the writer and the school staff to do some

thing definite in planning curricular offerings and remedial programs

72

73

designed to upgrade the instructional proficiency and learning per

formance in the Sale City Elementary School, Sale City, Georgia.

The hoped for value(s) of this study lies in the extent to which

its findings can be used to emphasize the valid and sound use of a

testing program to assess pupil potentials, to plan programs, and to

improve teaching efficiency and effectiveness.

The problem involved in this study was to determine and interpret

the intelligence and achievement levels of the primary and upper-grade

elementary school pupils, with a view towards determining ways of

upgrading the total elementary school program in the Sale City School,

Sale City, Georgia.

The main purposes of this study were:

1. To determine the measures of central tendency and variability

on the variables of intelligence, language, arithmetic, and

reading for (a) primary grade and (b) upper-grade elementary

school pupils in the Sale City Elementary School, Sale City,

Georgia, 1961-1962,

2. To determine the levels of intelligence and achievement per

formance, reference to obtained grade-placement indicaes, of

primary and upper-grade pupils in the Sale City Elementary

School, Sale City, Georgia, 1961-1962,

3. To determine the implications, if any, for educational theory

and practice as may be derived from the interpretation of

the data.

For the purposes of clarity certain terms used throughout the study

7k

are defined below:

1. "Intelligence," in this study, refers to the capacity to

judge well, to reason well, and to compare well the level

of mental maturity as measured by the California Test of

Mental Maturity.1

2* "Achievement," in this study, refers to those qualities as

measured by those standardized tests described as materials

of this study.2

Locale and Research-Design of Study.— The significant aspects

of the Locale and Research-Design of this research are indicated below:

1. Locale and Period - This study was conducted during the1961-1962 school year at the Sale ity Elementary School, Sale

City, Georgia. The school has an enrollment of 111; pupils in

grades 1 through 6j and a staff of four teachers. The schoolplant is a modern brick structure. The economy of Sale City

and its adjacent environment is based on the raising of

vegetables, poultry, tobacco, beef cattle; and the pecan

industry and pine forestry.

2. Research Method - The Descriptive-Survey Method of research,

employing the techniques of testing and statistical analysis,

was used to collect the data required to fulfill the purposes

of this study.

3. Subjects - The subjects used in this study were 5>0 (33 boys

and 17 girls) in grades 1-3S and 50 (22 boys and 28 girls) ingrades E-6. The subjects ranged in age from 6 years and fourmonths to 13 years and three months.

U. Instruments - The instruments used in this research were: (a)

the California Short-Form Test of Mental Maturity1 and (b) theCalifornia Achievement Test.2

5. Criterion of Reliability - The criteria of reliability for

the statistics basic to the analysis and interpretation of

the data were: (a) grade-placement index, (b) per cent of_.

E. T. Sullivan, Willia ¥. Clark, and Srnest ¥. Tiegs, California

Test of Mental Maturity, California Test Bureau, Los Angeles, 1957.

2

Ernest Tiegs and Willis W. Clarkj California Achievement Test,

California Test Bureau, Los Angeles, 1957.

75

deviation from, the "norm" of achievement, and (c) theintelligence quotient.

6. Procedure - The following operational steps were pursued foraccomplishing the purposes of this research:

a* Permission to conduct this research was secured from

the proper school authorities.

b. The related literature pertinent to this study was

reviewed, summarized, and presented in the thesis copy.

c. The permission to use the recorded materials of the

elementary school was secured from the proper officials.

d. The test results and grades described as materials in

this study were obtained from "toe Sale City Elementary School.

e. The pupils were observed in their daily activities.

f• The data were assembled in appropriate tables and analyzed

and interpreted as required to fulfill the purposes of

the research.

g. The surveys and examinations of pupils1 official records

were made.

h. The findings, conclusions, implications, and recommendations

were formulated for inclusion in the final thesis copy.

The remaining sections of this research report will be presented,

in turn, in this order: Summary of Related Literature, Summary of

Basic Findings, Conclusions, Implications, and Recommendations,

Summary of Related Literature.— A summary of the Survey of the

Related Literature which was done in connection with the conduct of

this study is presented below in the series of separate generalizations

and/or characterizations of the overall findings pertinent to the

theories, principles, and research having to do with the problems of

this research.

1. The factor of intelligence has been defined in many different

76

ways according to:

(a) The traits involved(b) The nature of the process(c) The areas of performance(d) The resultant manifestations

2* There are, however, several generally accepted characteri

zations of intelligence which crystallize out of the many

and varied definitions, such as:

(a) Intelligence is the ability to meet "novel" situations(b) Intelligence is the innate ability to perform in

situations requiring mental perception or motor manipu

lation or social adjustment and skill*

(c) Intelligence is the innate ability to acquire knowledgeand to perform school tasks.

(d) Intelligence as a trait is found to be distributedaccording to the normal curve of probability throughout

the general population.

3, In general, the research findings indicate that intelligence

is the most critical factor in the school achievement of

children and youth.

U. In order to obtain a valid identification of the abilities,

interests and needs of children and youth some type of

educational diagnosis ~ testing ~ should be and must be used

by school people.

£. Achievement levels tend to be higher for pupils from urban

schools than are the levels for those from rural schools,

6. There is in general a direct relationship between intelligence

and school achievement of children and youth*

7* Achievement Tests have several distinct uses, such as:

(a) Assignment of pupil's school-marks(b) Comparison of school classes or class-groups ("grouping")(c) Comparison of school systems

77

8. The problem and effectiveness of "grouping" for instructional

purposes lay in the degree of homogeneity in the intellectual

capacity and level of prior achievement of the pupils to be

taught.

9, Success in school accomplishment is based — after full

weight is given to mental maturity ~ upon the acquisition

of the specific fundamental skills of reading, writing,

arithmetic, and vocabulary competence.

10. The "cultural background" of the learners tend to have

significant effects upon the overall development of school

children*

11, fhe mentally well-endowed and/or "gifted" student tends to

enjoy a greater degree of academic success and school progress

than those students less favored by native intelligence.

Summary of the Basic Findings.— The summary of the basic findings

of this research dealing with the measures (indices) of scholastic

aptitude and school achievement of elementary school pupils enrolled

in grades one through six at the Sale City Elementary School, Sale

City, Georgia, l?6l-1962, are presented below under appropriate data-

captions. The quantitative measures or indices on the variables of

intelligence, language, arithmetic, and reading have been derived from

the series of basic Tables 1 through 22; and will be the referrent for

the respective summaries which follow below.

Slrst-Grade Testing Program

Tables 1-3

California Test of Mental Maturity (IQ) Table 1

78

On the variable of Intelligence Quotients the measures

obtained were: The range of scores was 50 to 90 IQ, with

a mean of 61,33, a standard deviation of 15.11, and a

standard error of the mean of li,25, to indicate a mental

development index approximately 39 IQ points below the

accepted norm of potential intelligence*

California Achievement Test (Total Language) Table 2

On the variable of Total Language the measures obtained

were: The range of scores was 1 to 18, with a mean of

5»6, a standard deviation of 5*36, and a standard error of

the mean of 5.36 which indicated a grade-placement index of

2.1 or six -tenths of a year of educational acceleration

in Language development. The range of grade-placement was

1*0 to 3.6, with 62,50 per cent below the norm of

expectancy of 1,5 grade-placement,

California Achievement Test (Total Arithmetic) Table 3

On the variable of Total Arithmetic the measures obtained

were: The range of scores was 8 to h9$ with a mean of 19.86,

a standard deviation of 12.1*7, and a standard error of the

mean of 5.08 which indicated a grade-placement index of 1.55

or a normal level of accomplishment in arithmetic,

Second-Grade Testing Program

Tables U-6

California Test of Mental Maturity (IQ) Table h


obtained were: the range of scores was 1*8 to 117 IQ* with a

79

mean of 70.02, a standard deviation of 15.35, and a standard

error of the mean of 3.2, to indicate a mental development

index of 20 IQ points below the accepted norm of potential

intelligence.


On the variable of Total Language the measures obtained were:

The range of scores was 1 to 28, with a mean of 11.8U, a

standard deviation of 7.38, and a standard error of the mean

of 1.57 which indicated a grade-placement index of 1.5 or a

full year of educational retardation in language development.

The range of grade-placement was 1.2 to 2.6, with 91.33 per

cent below the norm of expectancy of 2.5 grade-placement.



were: The range of scores was 2 to h3y with a mean of 16.83,

a standard deviation of 10.98, and a standard error of the

mean of 2.3U which indicated a grade-placement index of l.k

or better than a full year of retardation in arithmetic

development and understanding. The range of grade-placements

was 1.1 to 2.2, with approximately 93 per cent scoring below

the norm of expectancy of 2.5 grade-placement.

Third-Grade Testing Program

Tables 7-10


On the variable of Intelligence Quotients the measures obtained

80

were: The range of scores was kl to 88 IQ, with a mean of

61.5, a standard deviation of 11.78, a standard error of

the mean of 3*26, to indicate a mental development index

approximately 39 IQ points below the accepted norm of

potential intelligence,


On the variable of Total Language the measures obtained

were: the range of scores was 5 to 26, with a mean of 1U.12,



or one and two-thirds years retardation in language develop

ment and competence. The range of grade-placements was 1.3

to 2.5, with all of the pupils having earned scores below the

norm of expectancy of a 3«f> grade-placement index.


On the variable of Total Arithmetic the measures obtained were:

The range of scores was 1 to 150, with a mean of 70,5, a

standard deviation of hk,5» and a standard error of the mean

of 13.U which indicated a grade-placement index of 2.1 or

approximately one and a half years of educational retardation

in arithmetic understanding and skills. The range of grade-

placements was 1.2 to 3.1, with all of the pupils having

earned scores below the norm of expectancy of 3.5 grade-

placement and only two of them scoring at the beginning of the

third-grade level of expectancy*

81

California Achievement Test (Total Reading) Table 10

On the variable of Total Reading the measures obtained were:

The range of scores was 11 to 52, with a mean of 33.81, a


of 3*5 which indicated a grade-placement index of 2.5 or a

full year of educational retardation in vocabulary level and

reading comprehension. The range of grade-placements was

1.6 to 2.7, with all of the pupils having earned scores a

half-year to one and half year below the norm of expectancy

of a grade-placement index of 3.5.

*ourth-Grade Testing ProgramTables 11-lU

California Test of Mental Maturity (Intelligence Quotient) Table 11


were: The range of the scores was 53 to 117 IQ, with a mean

of 73.75, a standard deviation of 16.10, and a standard error

of the mean of 3.23, to indicate a Rental development index

approximately 26 IQ points below the accepted norm of potential

intelligence.





of 1.09 which indicated a grade-placement index of 2.6 or

two and two-thirds years of educational retardation in

language development and competence. The range of the grade-

82

placements was 1.8 to 3*1 which indicated that all of the

pupils were two-thirds to one and a half years below the

norm of expectancy of a grade-placement of h»$ index of

achievement.



were: The range of scores was 1 to U4O, with a mean of

63,93, a standard deviation of 38.70, and a standard error

of the mean of 9.15 which indicated a grade-placement index

of U.f> or the achievement of a normal level of development

in competence in arithmetic. The range of grade-placements

was 2.3 to 8.0, with £7.97 per cent of the pupils having

earned scores above the U.5 grade-placement norm of expectancy

of realized competence in arithmetic performance.

California Achievement Test (Total Reading) Table 3JU


The range of scores was 5 to $2, with a mean of 26.U7, a


of 2.7 which indicated a grade-placement index of 3.0 or one

and a half years of retardation in the development of skills

of vocabulary use and reading comprehension. The range of

grade-placements was 1.9 to U.5, with 79.U3 per cent of the

pupils having earned scores below the U.5 grade-placement

norm of expectancy of achievement in the total area of reading

competence.

83

Fifth-Grade Testing Program

Tables 15-18



obtained were: The range of scores was 58 to 117 IQ, with

a mean of 83* a standard deviation of 10.15, and a standard

error of the mean of 2.5, to indicate a mental development

index of 7 IQ points below the accepted norm of potential

intelligence.




standard deviation of 13.85, and a standard error of the


or approximately two years of educational retardation in

language development and competence. The range of grade-

placements was 2.6 to 5.7 which indicated that the overall

retardation ranged from one to two years below the norm of

expectancy of a grade-placement of 5.5»



were: The range of scores was 83 to 177, with a mean of 126,


mean of 6.28 which indicated a grade-placement index of U.6

or approximately a year of retardation in the development of

8U

competence in arithmetic. The range of grade-placements was

2,3 to 6.3> with 13.32 per cent scoring above and at the norm,

respectively, and the remainder of the pupils scoring at the

second, third, and fourth grade levels. Better than 73 per

cent were below the norm of expectancy in arithmetic performance.




standard deviation of lk.55, and a standard error of the mean

of 3.88 which indicated a grade-placement index of U,6 or

approximately a year of retardation in the development of

skills of vocabulary use and reading comprehension. The range

of grade-placement was 1.9 to 6.6 with 33 P©r cent scoring

either at or above the norm and 67 per cent scoring below

the norm of expedtancy of a grade-placement of 5,5 in reading

accomplishment for these fifth-grade pupils.

Sixth-Grade Testing Program

Tables 19-22



were: The range of scores was 53 to 107 IQ, with a mean of

82,33, a standard deviation of 15.W, and a standard error of

the mean of lull, to indicate a mental development index of

8 IQ points below the accepted norm of potential intelligence,




85

standard deviation of 18.76, and a standard error of the

mean of 5.2 which indicated a grade-placement index of

or definitely two years of educational retardation in

language development and competence. The range of grade-

placements was 2.8 to 6.5 which indicated that the overall

retardation ranged from a half year to three and two-third

years below the norm of expectancy in achievement in

Language. Approximately, 86 (85.72) per cent of these sixth

graders were seriously retarded in their development of

language competences.



were: The range of scores was 71 to 190, with a mean of 138.07,


mean of 9.22 which indicated a grade-placement index of 5.6 or

approximately a year of retardation in the development of

competence in arithmetic. The range of grade-placements was

3.1 to 7.7, with 21»U2 per cent above the norm, 1U.28

approximately at the norm, and 61^.26 per cent definitely below

the norm within the 5th, Uth, and 3rd grade norms of expectancy

in arithmetic achievement.





86

of 5*36^ which indicated a grade-placement index of 5*1 or

approximately a full year of retardation in the development

of skills of vocabulary and reading comprehension. The range

of grade-placements was 3«U to 6.6, which indicate a retarda

tion which ranged from a half to three years of retardation

or below the norm of expectancy of a grade-placement of 6.5

in vocabulary skills and reading comprehension for these sixth-

grade pupils.

Summary of Statistical DataGrades 1 through 6

Table 23

The summary of the quantitative measures or indices on the

variables of intelligence, language, arithmetic, and reading

as portrayed in Tables 1 through 225 and has been the

referrent for the respective summaries which have been

presented in the separate paragraphs above.

Conclusions.— The analysis and interpretation of the data warrant

the conclusions to follow*

1. The pupils in the primary grades one through five manifested

a measured intelligence markedly below the accepted range of

normal intelligence or mental growth and development.

Specifically:

(a) The measured intelligence of the first and second grade

pupils indicated that they were experiencing a level of

retarded mental growth and development as indicated by

IQ's of 61.33 and 61.50 for first graders and third

graders, respectively.

87

(b) The intelligence of the second grade pupils showed anIQ of 70.02 which indicated a retarded mental growth

and development "potential" although less so than that

of the first and third grade pupils.

2. The pupils in the primary grades one through three showed

measured school accomplishment indices of educational retar

dation which ranged from one year to one and two-thirds years

on the variables of (a) Total Language, (b) Total Arithmetic;

and (c) Total Reading which was reported only for grade three.

Contra-wise, the first graders indicated a scholastic achieve

ment slightly above the norm of expectancy on the variables

of Total Language and Total Arithmetic.

(a) The first grade pupils were experiencing normal educa

tional progress or achievement on the variables of

Language and Arithmetic.

(b) The second and third grade pupils were experiencing

retarded educational achievement on the variables of

Language and Arithmetic, with the third grade pupils

retarded in Reading performance which was reported

only for this grade.

3. The pupils in the upper grades four through six manifested

a measured intelligence below the accepted range of normal

intelligence or mental growth and development. Specificallys

(a) The IQ's of 73.75, 83 and 82.33 for the fourth, fifth,and sixth grades, respectively, indicated that the

mental development of these upper elementary school

pupils was slightly below the index-range of normal

intelligence.

U. The pupils in the upper grades four through six showed a

measured school achievement index which ranged from one year

to two years (plus) of retarded educational accomplishment

on each of the three variables: (a) Total Language, (b) Total

Arithmetic, and (c) Total Reading, except for the fourth

graders who were at normal progress on the variable of Total

Arithmetic as indicated by a grade-placement index of U.5 to

show neither retardation nor acceleration in performance.

J>. The variables of Language appeared to be giving these

elementary school children the greatest difficulty; for

the educational retardation was greatest on this variable

as indicated by the negative grade-placements which ranged

from one year to better than two years, with five of them

ranging from 1.6 to 2.1.

6. With reference to the IQ's (mental indices), the less intelli

gent pupils appeared to be better school-achievers than did

the pupils of higher IQ indices.

Implications,— The findings and conclusions would appear to

warrant the following implications:

1. The educational retardation of these elementary school pupils

in grades one through six may be thought to be in some degree

a function of their observed mental restrictions; for the

educational retardation was general throughout the indicated

range of IQ's.

2. The school environment and educational experiences for these

pupils were not as conducive to educational progress and

accomplishment as might be hoped for and/or expected; for

the varied levels of educational retardation began to be

89

apparent after the first year in school.

3. At the lowered range of IQ's observed in this study, it would

appear that the difference of approximately 10 IQ points did

not appreciably affect the relative accomplishment-ratio

between higher and lower IQ pupils.

k» The normal language developmental level in Grade 1 and the

gradual retrogression in other grades reflects a current

trend noted among many groups that are culturally deprived.

f>« There is need for overcoming the limitations of this study

and correlating mental-ability and the respective achievement

levels in order that clear recommendations can be made as to

developmental, corrective and/or remedial programs that may

be needed.

6. The total school group reveals a general need for language

enrichment.

7. There is the possibility that the limitations in general

community life were reflected in the progressive retardation

throughout the grades represented.

Recommendations.— The findings, conclusions, and implications

derived from the analysis and interpretation of the data would appear

to justify the recommendations to follow:

1. The test - intelligence levels (IQ's) of these

elementary school pupils in grades one through six indicated

that the fullest emphasis should be placed upon the selection

90

and use of curricular materials appropriate to the nature of

their difficulties.

2. The range of educational retardation of these pupils in grades

one through six indicates the need for a remedial program

paralleled to the instructional program at the respective grade

levels and within the respective subject-matter areas*

3. The inauguration of an educational guidance program (pro

fessional and homeroom-centered) designed to place and main

tain these elementary school pupils in the most beneficial

academic environment throughdut these earlier school years is

indicated as deserving thorough and immediate attention.

h» The placement and maintenance of fullest emphasis upon the

development of language skills, language competence, and

desirable and effective language habits on the part of these

pupils in the Sale City Elementary School, Sale City, Georgia,

are strongly recommended,

5. The inauguration of a comprehensive and effective testing

program design to identify valid levels of mental potentiality

and scholastic attainments of the pupils in the respective

grades of this school should be the basis for corrective and

remedial procedures.

6. The inauguration of an in-service education program designed to

provide fruitful approaches to the implementation of these

recommendations should be a part of current efforts to raise the

educational levels of the primary and upper elementary grade

pupils of Sale City Elementary School.

BIBLIOGRAPHY

Books

Abraham, Williard. Common Sense About Gifted Children. New York:

Harper and Brothers, $&

Adams, Fay, Educating America's Children. 2d ed. New lork: Ronald

Press Company, 195U.

Anastasi, Anne. Psychologioal Testing. New York: ^he MacmillanCompany, E

Betts, Emmett A. Foundations of Reading Instruction. New York:

American Book Company, 1952•

Blair, Glenn M. Diagnostic and Remedial Teaching in Secondary

Schools. New York: Prentice-Hall, 1950.

Burton, William H« Guidance of Learning Activities. New York:

Appleton-Century-Croft Company, 19h3»

Carr, William. Only By Understanding Education and Instructional

Organisation, New York: McGraw-Hill -Book Company, 19U5.

Cronback, Lee J. Educational Psychology. New York: Harcourt, Brace

and Company, P

Cruze, Wendell W. Educational Psychology. New York: Houghton-

Mifflin Company, 191*2.

Dearborn, W. F. Intelligence Test. Boston: Houghton-Mifflin

Company, 1928.

Dewey, John. Democracy in Education. New York: The Macmillan

Company, 1922.

Garrett, H. E. Psychology. New York: American Book Company, 1950.

Gates, Arthur I, Educational Psychology. New York: The Macmillan

Company, 19f>l*.

Good, Carter and Scates, Douglas E. Methods of Research. New York:

Appleton-Century-Crofts, Inc., 19J>li. "~ ——————

Greene, Edward B. Measurements of Human Behavior. New York: The

Odyssey Press, 1952. ~

91

92

Harris, Chester W. Encyclopedia of Educational Research, New York:The Macmillan Company, I960. —————

Hillway, Tyrus. Introduction to Research, Boston: Houghton-Mifflin Company, 1956. "

Monroe, W. S. Encyclopedia of Educational Research. New York: TheMacmillan Company, 1950.

Murray, Lee and Lee, Doris. The Child and His Curriculum. Net* York:

The Dryden Press, 155

Otto, Henry J. Elementary School Organizations and Administration.

New York: Appleton-Century-Crofts, Inc., 19Ut. "~

Pinter, Rudolph. Intelligence Testing Method and Results. New

York: Henry Holt and Company, 1923•

Ragan, William B. Modern Elementary Curriculum. New York: Appleton-

Century-Crofts, 1950.

Ross, C. C. Measurements in Today's School. New York: Prentice-

Hall Inc., 19h7.

Terman, L. M. and Merrill, M, A. Measurement Intelligence, Boston:

Houghton-Mifflin Company, 1937.

. The Intelligence of School Children. Boston:

Houghton-Mifflin Company, 1918.

Tiegs, Ernest W. Test and Measurement^ in the Improvement of

Learning. New York: Houghton-Mifflin Company, 1939.

Traxler, Arthur E. Techniques^ of .Guidance^ New York: Harper and

Brothers, 195U.

Vaughan, W. F. General Psychology. New York: Appleton-Century-

Croft Company, 1957.

Wesley, Edgar B. Teaching the Social Studies in Elementary Schools.

Boston: D. C. Heath and Company, 1950. "

Wooford, Kate V, Modern Education in the Small Rural School. New

York: The Macmillan Company, 1936.

Periodical^

American Journal of Orthopsychiatory, "Measurement and Manipulation,"Journal of Human Behavior, (April, 1961).

93

Barbe, W. B. "Peer Relationships of Children of Different IntelligenceLevels," School and Society, (195k)•

Edds, Jess and Morrison, W# "Predicting Scholastic Success of CollegeFreshmen," The Journal of Educational Research, Vol.XVlI

(September, 1933, May, 193*0, 127-130.

Goddard, Henry W. "What is Intelligence," Journal of Social

Psychology, Vol. XVII, No. 1 (January, 19*17}, 56-57.

Guntor, J. Proehlich. "The Prediction of Academic Success at

University of Wisconsin," Bulletin of University of Wisconsin,(October, 19U1), 3.

Lamson, E. E. "High School Achievement of Fifty-Six Gifted Children,"

Journal of Genetic Psychology, (135), Vol. 2h7, 72-87.

Weisskopf, Edith and Jollison. "Kinds of Intelligence Differ Too,"Journal of the National Education Association, Chapter kk,

No. 7, (October, 1955).

General Source

Harris, Chester W. Encyclopedia of Educational Research. New York:The Macmillan Company, I960.

Unpublished Materials

Arrastrond, Malsenia. "Comparative Study to Determine the Relation of

Intelligence to Achievement in Creative Art, in Two Selected Groups

of Third Grade Pupils, I960." Unpublished Master's thesis,

School of Education, Atlanta University, Atlanta, Georgia.

McWhorter, Jessie Hampton. "An Analytical Study of the Academic

Achievement of Pupils in the Upper Grades of the East Athens

Elementary School, Athens, Georgia, 1952-1953." UnpublishedMaster's thesis, School of Education, Atlanta University,Atlanta, Georgia.

Neal, Naomi Adger. "A Comparative Study of the Relationship of

Intelligence, Personality Traits and Achievement of the Sixth-

Grade Pupils of the Scott's Branch Elementary School, Summerton,

South Carolina, 1958-1959." Unpublished Master's thesis, Schoolof Education, Atlanta University, Atlanta, Georgia.

VITA

Ward, Bertha L. Wright

Education: B. S. Elementary Education, Albany State College,

Albany, Georgia, 1?W3.

Experience: Teacher and/or Principal, elementary schoolsduring the immediate past twelve years and

current3y serving as principal.

Personal Information:

Married - with a devoted husband who is a pecan

tree horticulturist (budding and grafting expert)-one son who is married. Member of Bethel A, M. E.

Church, Albany, Georgia and a member of the

Stewardess Board Number Two and Choir Number On®.Also, a member of the Mitchell County Teachers

Association, Georgia Teachers and Education

Association, American Teachers Association and

National Education Association.

9k

APPENDIX

Documents

Scholastic aptitude and achievement of primary and upper ... · PDF fileScholastic aptitude and achievement of primary and upper elementary pupils of sale city elementary school