Date Approved

7-3-2002

Embargo Period

6-13-2016

Document Type

Thesis

Degree Name

M.S. in Teaching

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Robinson, Randall

Subject(s)

Social sciences--Study and teaching (Elementary); Group work in education

Disciplines

Elementary Education and Teaching

Abstract

The purpose of the study was to determine whether grouping when reading informative texts during social studies lessons gave students enjoyment and motivation, which, in turn, would provide more success in learning for the students. It explored a method that is not whole class instruction, but is sometimes used in the classroom. The researcher of this study did not attempt to determine which method is better to use during social studies instruction, but rather how students perceive reading informative texts in social studies after being exposed to peer-assisted group instruction. The forty-eight participants of the study were taken from two fourth grade classrooms in the same elementary school. The procedure of the study was conducted using a survey to measure the students' attitudes toward social studies and the students' chapter test scores. The data was analyzed using independent t tests, nonindependent t tests, and validity and reliability measures to compare the results of the treatment group and control group. There was no indication of any significant difference between the achievement level of those subjects who experienced peer-assisted group instruction during social studies and those who did not experience peer-assisted group instruction during social studies. Also, there was no indication of any significant difference in the motivational level of those subjects who experienced peer-assisted group instruction during social studies and those who did not.

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