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Ability, Performance, Attitudes and Process Education. An Exploratory Investigation of the Relationships that Exist Between Ability, Performance, and Attitudes of Fifth and Sixth Grade Children During Use of Curricula Identified as Process-Oriented. Final Report.

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Bibliographic Details
Title: Ability, Performance, Attitudes and Process Education. An Exploratory Investigation of the Relationships that Exist Between Ability, Performance, and Attitudes of Fifth and Sixth Grade Children During Use of Curricula Identified as Process-Oriented. Final Report.
Authors: Ronchi, Donald M., Eastern Regional Inst. for Education, Syracuse, NY.
Peer Reviewed: N
Page Count: 118
Publication Date: 1971
Sponsoring Agency: National Center for Educational Research and Development (DHEW/OE), Washington, DC.
Contract Number: OEC-1-7-061440-3262
Descriptors: Academic Ability, Academic Achievement, Childhood Attitudes, Continuous Progress Plan, Curriculum Research, Elementary School Students, Grade 5, Grade 6, Group Behavior, Group Dynamics, Student Attitudes, Student Characteristics
Abstract: This investigation was conducted as an attempt to document certain aspects of small group work and their relationships with process education. Particular attention was given to such student characteristics as ability levels, quality of group performance, and attitudes toward problem solving. Small groups of students were videotaped while working on curriculums identified as process-oriented. Videotaped protocols were also recorded on the same groups while these groups were involved in nonprocess activities. Comparisons were made between several measures of group performance taken before, during, and after exposure to process curriculums. In addition, attitude and personality inventories were administered both before and after the use of process curriculums. Process-oriented activities seemed to mitigate the relationship between students' ability levels and their performances. The emphasis on conceptual activity in process curriculums is discussed as a possible explanation of this finding. Attitudes toward solving were also found to increase after exposure to process curriculums. Greater increases in attitudes were found in students who had used highly structured curriculums. (Pages 104-106 and 108-110 may reproduce poorly.) (Author)
Journal Code: RIESEP1972
Entry Date: 1972
Accession Number: ED062723
Database: ERIC
Description
Abstract:This investigation was conducted as an attempt to document certain aspects of small group work and their relationships with process education. Particular attention was given to such student characteristics as ability levels, quality of group performance, and attitudes toward problem solving. Small groups of students were videotaped while working on curriculums identified as process-oriented. Videotaped protocols were also recorded on the same groups while these groups were involved in nonprocess activities. Comparisons were made between several measures of group performance taken before, during, and after exposure to process curriculums. In addition, attitude and personality inventories were administered both before and after the use of process curriculums. Process-oriented activities seemed to mitigate the relationship between students' ability levels and their performances. The emphasis on conceptual activity in process curriculums is discussed as a possible explanation of this finding. Attitudes toward solving were also found to increase after exposure to process curriculums. Greater increases in attitudes were found in students who had used highly structured curriculums. (Pages 104-106 and 108-110 may reproduce poorly.) (Author)