Annehurst curriculum classification system : effects of matching materials and students on achievement, on-task behavior, and interest

Date

1979

Journal Title

Journal ISSN

Volume Title

Publisher

Abstract

The purpose of this study was to determine the extent to which the matching of students and materials on the basis of learner characteristics and procedures prescribed by the Annehurst Curriculum Classification System would affect student achievement, on-task behavior, and interest. The population sample for the study was 120 fifth-grade students in a military dependents school located in San Juan, Puerto Rico. The investigation utilized a randomized group design. The population was randomly assigned to six classrooms. Students in three of the classrooms used curriculum materials classified as "high" according to ACCS coding specifications; students in the other three classes used "low" materials. Six learner characteristics (intelligence, experience, motivation, emotion-personality, social, and creativity) and the treatment (a language arts unit) were the independent variables; the outcome measures (achievement, on-task behavior, and interest) were the dependent variables. The following instruments were administered to assess students' characteristics on the six learner independent variables: 1. Experience. Three Piagetian tasks--balance protocol, quantification of probabilities, and pendulum protocol; 2. Intelligence. The Otis-Lennon Mental Ability Test (Form J); 3. Motivation. The Self-Concept and Motivation Inventory (SCAMIN); 4. Emotion-Personality. The California Test of Personality Subsections related to personal and social adjustment; 5. Creativity. The Torrance Tests of Creative Thinking; and 6. Social. The Vineland Social Maturity Scale. To analyze the data, the students were pooled in the following manner: Groups 1 + 3 were combined (high materials--high students - matched and low materials-low students-matched); and Groups 2 + 4 were combined (high materials -low students--unmatched and low materials-high students—unmatched). The student groups were compared using one-way analyses of variance. No statistically significant differences (p < .05) were found between the matched and unmatched groups with respect to the three dependent variables.

Description

Keywords

Citation