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|Title:||A Study of Seventh and Eighth Grade Student Feelings About Instructional Activities in District 202, Lisle, Illinois|
|Author(s):||Galiardo, Ronald John|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Abstract:||The purpose of this study was to determine how seventh and eighth grade students of Lisle Junior High school, District 202, Lisle, Illinois, feel about the instructional activities in their school. Answers were sought to the following questions: (1) Are gender and grade level important in student feelings toward instructional activities? (2) Does academic rank influence student perceptions about instructional activities? (3) Do students in language arts and mathematics ability-tracking programs have different feelings about instructional activities? (4) Does participation in extracurricular activities influence student feelings about instructional activities? (5) Do students who appear to have physiologically matured, as judged by their teachers, have better attitudes toward instructional activities?
Eight scales were reported on as follows: (1) Student-letter grade relationship; (2) Student-course relationship; (3) Student-achievement relationship; (4) Student-teacher relationship; (5) Student-favorite teacher/least favorite teacher relationship; (6) Student-principal relationship; (7) Student-study relationship; and (8) Student-program relationship.
A questionnaire consisting of demographic information, sixty-three categorical questions, and a discussion question was administered to 286 seventh and eighth grade students. Teachers estimated the physiological maturity for each of the student population. Answers are reported and an analysis made.
Within the limitations of this study, these data obtained warrant the conclusions that: (1) Girls had a higher mean than boys in seven scales (course, achievement, teacher, favorite teacher/least favorite teacher, principal, study, and program). (2) Students in the upper academic part of their classes had a higher mean than students in the middle and lower parts of their classes in five scales (achievement, teacher, favorite teacher/least favorite teacher, study, and program). (3) Student enrichment ability groups in language arts and mathematics had a higher mean than average and developmental groups in the same five scales. (4) Participation in extracurricular school activities positively influences student feelings about instructional activities. (5) Students who appear to have physiologically matured generally have better attitudes toward school.
Thesis (Educat.D.)--University of Illinois at Urbana-Champaign, 1982.
|Date Available in IDEALS:||2014-12-15|