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dc.contributor.authorCantrell, Rita Annette
dc.description.abstractThis study was designed to investigate the impact of merging factors associated with student productivity on fourth grade students‘ academic achievement in reading and mathematics. The study sought to determine if students achieved higher achievement scores when placed in homogeneous, small class size groups. Additionally, the classroom teacher received specialized training in differentiating instruction for students who have difficulty obtaining basic skills. Data in this study were collected from a southeastern suburban elementary school that had 207 students enrolled in fourth grade. Fifty-one of these students were identified for this study. The findings indicated no significant difference in reading achievement at the .05 level of significance. Significance did exist in mathematics suggested students may be better served in heterogeneously grouped classes for math instruction. Based on conclusions of this study, it is recommended further research be conducted in the area of student productivity, specifically assessing merging factors associated with student learning. Larger samples should be used and should include data from various school levels and should include historical data.
dc.subjectStudent Productivity
dc.subjectHomogeneous Grouping
dc.subjectHeterogeneous Grouping
dc.subjectAbility Grouping
dc.subjectStudent Achievement
dc.subjectTransition Program
dc.titleThe effectiveness of a transition program on academic achievement of fourth grade students
dc.description.departmentEducational Leadership
dc.description.majorEducational Leadership
dc.description.advisorJo Blase
dc.description.committeeJo Blase
dc.description.committeeThomas Holmes
dc.description.committeeSally Zepeda

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