Date of Conferral
7-1972
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Gail Richardson, Ed. D.
Abstract
This doctoral research was conducted to determine if there was a statistical difference in achievement between fourth grade students who were instructed through a programmed reading approach and those fourth grade students who were instructed in the traditional reading methods with a basal text series. Secondly, whether the same fourth grade students who were instructed by the programmed reading method would achieve significantly higher gain scores in fourth grade science than those students who were instructed in the traditional reading method. Analysis of variance was used to analyze the results and the level of significance was set at the 0.05 level. The following conclusions were drawn, The specific factors found to be non-significant between the programmed reading group and the traditional reading group were: sex, intelligence quotient, sex and intelligence quotient, sex and experimental group, intelligence quotient and experimental group, and sex by intelligence quotient by experimental group. One factor was found to be significantly different. This factor was the experimental group, The same procedure was used for programmed and traditional science classes. Factors found to be non-significant were: sex, experimental group, sex and experimental group; intelligence quotient and experimental group, and sex by intelligence quotient by experimental group. Two factors were found to be significantly different. They were: intelligence quotient, and sex and intelligence quotient.
Recommended Citation
Garner, Harold Eugene, "Programmed Reading Instruction Versus Traditional Reading Instruction and Their Relation to Science Achievement" (1972). Walden Dissertations and Doctoral Studies. 439.
https://scholarworks.waldenu.edu/dissertations/439
