Date Approved

6-26-1996

Embargo Period

8-31-2016

Document Type

Thesis

Degree Name

M.A. in School Psychology

Department

Educational Services and Leadership

College

College of Education

First Advisor

Klanderman, John

Subject(s)

Academic achievement; Mainstreaming in education; School children

Disciplines

Educational Psychology

Abstract

It was the goal of this study to evaluate the effectiveness of the Team Approach to Mastery (TAM) program on the Metropolitan Achievement Test (MAT) scores of regular education students in the TAM classroom. The hypothesis suggested that the TAM students would do as well as or better than the students in the non-TAM classroom.

This study observed the progress of twenty-nine fourth grade students that live in a rural area with an urban school population. A pretest posttest design was used. The dependent variable was the MAT, and the TAM program was the independent variable.

An analysis of the t-scores revealed a significant difference on the MAT between the TAM and non-TAM students. An interpretation of these results would indicate that the TAM program had a positive effect on the academic progress of the regular education students participating in the experimental group.

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