| dc.description |
As indicated by empirical research, non-promotion is
a questionable alternative for students not experiencing
success in school. However, due to poor design, studies
do not clearly support promotion or non-promotion. This
study attempts to match non-promoted first grade students
with promoted peers with respect to IQ and age and compare
their achievement and attitude toward school at a common
point in time (the third grade level).
The study reported on herein compared the achievement
test scores and attitude regarding the social-emotional
and educational aspects of school of third grade students
matched according to IQ and age who were promoted and non-promoted
at the first grade level. The California
Achievement Test (CAT) scores (reading, language, math,
and total achievement) were compiled from the level 13,
form C of the CAT. The attitude ratings were gathered
from responses on an attitude questionnaire designed by
the researcher. After compiling the data, a test of
significance (t-test) was used to determine any
significant differences between the promoted and non-promoted
groups.
The promoted students in this study were
significantly stronger in reading vocabulary, language
mechanics, overall language skills, math computation,
overall math skills and overall achievement. However,
there was no significant difference in the achievement of
the promoted and non-promoted students regarding phonics,
structural analysis, reading comprehension, total reading,
spelling, language expression, and math concepts. There
was also no significant difference in the attitude toward
school of the promoted or non-promoted first grade
students at the third grade level.
Promotion/non-promotion decisions require careful
consideration. Educators need to be cognizant of what
research suggests regarding this issue in order to best
serve the students who are being considered for non-promotion. |
|