Kindergarten Scheduling: Options and Effects on Student Achievement

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dc.contributor.author Beckley, William L.
dc.date.accessioned 2007-09-27T18:26:37Z
dc.date.available 2007-09-27T18:26:37Z
dc.date.issued 1986-05
dc.identifier.other 1986 .B388
dc.identifier.uri http://hdl.handle.net/2092/647
dc.description vi, 94 leaves. Advisor: Lloyd Stjernberg en
dc.description.abstract The problem. This study was conducted to examine whether differences in achievement existed between three types of kindergarten scheduling. Half-day/everyday, full-day/alternate day, and full-day/everyday schedules were studied. Procedures. The Brigance Basic Inventory was administered to students attending three different types of kindergarten. Eleven different skills were pre and posttested. Mean gain scores were used to determine gains for skill areas between schedules. A Schaffe test was used to test significant differences between schedules at the .05 level. Findings. The data indicates there was significant differences between schedules in three skill areas. Students attending the full-day/everyday were significantly different in numeral and letter recognition. The full-day/alternate day group had significant gains in being able to produce numbers by dictation. The trend of the data on the basis of mean scores gives a statistical advantage to the full-day/everyday schedule. Conclusions. The time spent on learning can produce increases in the achievement levels of kindergarten students. Achievement was slightly affected as a result of spending more time in kindergarten. Students in a11 three programs attained average to above average achievement growth in all eleven of the skill areas tested. Southeast Iowa norms for the Brigance test were used to make comparisons. Full-day/everyday kindergarten was able to spend more time on enrichment activities than the other kindergartens examined by this study. Recommendations. The goal of educators and school boards is to provide for quality education. Research will continue in the area of scheduling practices in order to provide students with optimum learning environment and conditions. The type of schedule a school district uses for students is a factor. The type of experiences, materials, and curriculum are also important components, The teacher continues to he the most important resource. en
dc.format.extent 5928437 bytes
dc.format.mimetype application/pdf
dc.language.iso en_US
dc.publisher Drake University en
dc.relation.ispartofseries Drake University, School of Graduate Studies;1986
dc.subject Kindergarten--Planning en
dc.subject Academic achievement--Education, Elementary en
dc.title Kindergarten Scheduling: Options and Effects on Student Achievement en
dc.type Thesis en


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