The perceptions of high school seniors and their junior high school teachers of the effect of a seventh and eighth-grade tutorial program on academic performance, study and work habits, and personal development
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| Publicado en: | ProQuest Dissertations and Theses (1997) |
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| Acceso en línea: | Citation/Abstract Full Text - PDF |
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| Resumen: | Problem. The purpose of this study was to investigate senior high school students' and their former junior high school teachers' perceptions of the effect of a seventh and eighth grade tutorial program on the student' academic performance, study skills and work habits, and personal development. The study purports to answer questions from the following six major categories from the perspectives of the students and of the seventh and eighth grade teachers: (1) academic achievement; (2) knowledge attainment; (3) study skills; (4) work habits; (5) psychological development; and (6) social development. Procedure. This study took place four years after the students completed the tutorial program, allowing time for student maturation and reflection. Two surveys, one for students and one for teachers were used to determine their perceptions of the tutorial program. Each survey consisted of twenty-four items and four demographic questions. About half of the students, fifty-eight, and more than ninety-five percent of the teachers, thirty-five, who participated in the tutorial program, returned the questionnaires. Statistical analysis of data which pertained to the major research questions consisted of the following: (1) the frequency distributions of student and teacher responses to each of the twenty-four questions and demographic information; and (2) the frequency distributions of both student and teacher responses to the six perspectives of student change. For the secondary questions, comparing the overall perceptions of the students and teachers, t-tests were done. An Analysis of Variance (ANOVA) for the remaining secondary questions, pertaining to the effect of gender, years of experience, number of years of teaching experience and level of teacher's education on the teachers' perception of the tutorial program, was used. Conclusions. Overall, the surveys showed that the students and the teachers perceived that the tutorial program was beneficial. The students held that it had a slightly positive effect which contrasted with the teachers' claim that tutorial had a stronger or more substantial level of influence. Teachers and students disagreed on the degree of positive effect that tutorial had on academic performance, which included academic achievement and knowledge attainment. Students characterized its effect as slight, while teachers considered it to be very strong in comparison. Both groups agreed that study skills seemed to be unaffected by the tutorial program. Students perceived that work habits and social development had been slightly effected by tutorial, but teachers felt that a stronger influence in both categories occurred as a result of the tutorial program. Students believed that tutorial had little if any effect on psychological development, which sharply contrasted to the teachers' perceptions of a very positive impact. Gender of the teacher, years of teaching experience, subjects taught and level of teacher education apparently had little if any effect on the teachers' perceptions of the tutorial program. The historical data seems to provide additional credibility to tutorial as an educational practice, specifically in the area of academic performance. Grade distributions and CTBS scores appeared to have increased for some students who experienced the tutorial program. |
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| ISBN: | 9780591450132 |
| Fuente: | ProQuest Dissertations & Theses Global |