This quantitative descriptive comparative study compared test scores from the Ohio Achievement Assessment of students who were taught reading in ability grouped classrooms with those who were taught in non-ability grouped classrooms. The purpose of this quantitative descriptive comparative study was to determine if a statistically significant difference existed between reading scores on the Ohio Achievement Assessments Test (OAA) of third grade students who are ability grouped and third grade students who are not ability grouped with regards to gender and ethnicity. The theories examined for this quantitative descriptive comparative study were the constructivist theory and the theory of multiple intelligences. The primary research question was whether or not there was a significant statistical difference in student test scores for the Ohio Achievement Assessment (OAA) in reading in ability grouped and non-ability grouped classrooms, with regard to gender or ethnicity. This study was a quantitative descriptive comparative design using archived data from the Ohio Department of Education and a school district located in Ohio. The study consisted of 334 student test scores, ability grouped males, females, White, Hispanic, and Black students and then the same groups for non-ability grouped students with regard to their gender and ethnicity. Descriptive statistics (standard deviation and the mean) were used to analyze the variables that were under investigation and to answer the hypotheses. Data analysis was completed using independent samples t-test to determine statistical significant difference among ability or non-ability grouped students with regard to gender. A one-way analysis of variance (ANOVA) was used to determine if a statistical significant difference existed between ability grouped and non-ability grouped students with regard to ethnicity, this resulted in a post-hoc test. It was determined that a statistical significant difference did not exist between males and females, regardless of their grouping status for reading on the Ohio Achievement Assessment. When grouping students by ability, there was a statistically significant difference in Hispanic students increase in achievement, when being compared to Black and White students. When non-ability grouped students were compared, there was not a statistically significant difference in OAA scores with regard to ethnicity. Further research is needed to provide holistic recommendations for grouping strategies across curriculum, types of schools, and age of students.
|Commitee:||Adams, Candace, Wold, William|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 79/01(E), Dissertation Abstracts International|
|Subjects:||Instructional Design, Education, Curriculum development|
|Keywords:||Ability grouping, Ohio achievement assessment, Quantitative, Reading instruction, Tracking|
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