Off-campus UNL users: To download campus access dissertations, please use the following link to log into our proxy server with your NU ID and password. When you are done browsing please remember to return to this page and log out.
Non-UNL users: Please talk to your librarian about requesting this dissertation through interlibrary loan.
A STUDY OF THE EFFECTS OF STUDENT TRANSFER ON THE MATHEMATICS AND READING ACHIEVEMENT OF STUDENTS FROM SINGLE-PARENT HOMES (LINCOLN, NEBRASKA)
Abstract
A sample of 372 third, fourth and fifth grade students, identified as living in single-parent homes, were selected from six elementary schools designated as having high mobility indexes. The sample was studied to determine the effect of student transfer on mathematics and reading achievement. The information collected for statistical analysis was sex, grade, ability, mobility, mathematics achievement and reading achievement. The sample students were grouped as either high mobile, average mobile, low mobile or nonmobile according to the number of school transfers. Data analysis indicated that there was no statistically significant difference in the mean mathematics achievement scores between mobility groups, sexual groups or grade groups. In addition, there was not a significant interaction of mobility with the independent variables, ability, sex and grade in relation to mathematics achievement. Data analysis of reading achievement scores revealed no statistically significant difference between mobility groups, sexual groups or grade groups. In addition, there was not a significant interaction of mobility with the independent variables, ability, sex, or grade in the analysis of reading achievement scores. There did exist a statistically significant difference in the mean mathematic achievement scores and the mean reading achievement scores between ability groups. Higher ability students scored higher in both reading and mathematics than did the lower ability students. The results of this research tended to support the theory that mobility or student transfer has no effect on mathematics and reading achievement. The study's results supported the hypothesis that the degree of mobility did not appear to be an additional factor causing a detrimental nor a beneficial influence on the mathematics and reading achievement of students who had experienced the separation or loss of a parent. The results of this study supported the recommendation that educators no longer excuse or ignore a student's poor academic performance upon the sole basis of a history of frequent school transfer. However, the results indicate the need for further empirical investigation of the relationship of student transfer, single-parenting, and academic achievement.
Subject Area
Curricula|Teaching
Recommended Citation
SORENSEN, MAXINE KNIGHT, "A STUDY OF THE EFFECTS OF STUDENT TRANSFER ON THE MATHEMATICS AND READING ACHIEVEMENT OF STUDENTS FROM SINGLE-PARENT HOMES (LINCOLN, NEBRASKA)" (1985). ETD collection for University of Nebraska-Lincoln. AAI8521478.
https://digitalcommons.unl.edu/dissertations/AAI8521478