Keywords
looping, special education, inclusion, self-efficacy, academic achievement, elementary
Abstract
The focus of the current study was to examine the effects of looping on academic achievement and self-efficacy for Exceptional Student Education (ESE) students. The basic design of this study was causal comparative, or ex post facto, because the researcher was seeking to identify a difference in achievement based on developmental scale scores between the two groups of looping and non-looping students with ESE classifications. A retrospective causal comparative study was chosen because the researcher began with a potential cause, looping, and studied the potential effects on achievement and self efficacy. The hypotheses were that the experimental group would outperform the control group on student achievement measures in reading and math as a result of participation in the looping classroom. In addition, it was hypothesized that the experimental group would outperform the control group on measures of self-efficacy and that there would be a correlation between reading and math developmental scale scores and self-efficacy scores. Results indicated no statistically significant difference between the experimental and control groups on measures of achievement in reading and math. Additionally, no statistically significant difference was found between the groups on measures of self-efficacy. However, moderate and statistically significant relationships were found between self-efficacy scores and reading and math development, respectively. The findings of this study indicate further research may be warranted to explore the benefits of looping in providing a more positive environment for students' emotional growth.
Notes
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Graduation Date
2005
Semester
Fall
Advisor
Ezell, Dan
Degree
Doctor of Education (Ed.D.)
College
College of Education
Department
Educational Studies
Degree Program
Curriculum and Instruction
Format
application/pdf
Identifier
CFE0000773
URL
http://purl.fcla.edu/fcla/etd/CFE0000773
Language
English
Release Date
January 2006
Length of Campus-only Access
None
Access Status
Doctoral Dissertation (Open Access)
STARS Citation
Thomas, Marybeth, "The Effects Of Looping On Student Achievement And Self-efficacy Of Exceptional Education Students" (2005). Electronic Theses and Dissertations. 624.
https://stars.library.ucf.edu/etd/624