M.S. in Teaching
Interdisciplinary and Inclusive Education
College of Education
Kindergarten; Reading (Kindergarten); Reading readiness
Elementary Education and Teaching
The purpose of this study was to determine if students who receive performance based activities would perform better on activities that required the identification of beginning sounds than those who were taught using traditional teaching methods.
The sample in this study consisted of 89 students from a public kindergarten in southern New Jersey. The experimental group consisted of 45 students who received the sorting performance based activities. The control group consisted of 44 students who were exposed to more worksheets and verbal identification of beginning sounds than performance based activities.
A pretest and posttest was used to determine if sorting performance based activities improved the scores on the Theme Assessment III for beginning sounds. In order to determine the amount of learning that occurred in each group, the raw pretest and posttest scores were calculated and the mean was derived for each group. The results were analyzed using an analysis of variance. A probability level of 0.05 was applied.
There was no significant difference between the experimental group who received three weeks of performance based activities and the control group which received limited sorting performance based activities. The results of this study did not support the hypothesis.
Kruse, Renee, "The effects of performance based activities on the achievement of the theme assessment for beginning sounds in kindergarten" (2000). Theses and Dissertations. 1702.