A. Guy Larkins

Some Effects of Teacher Enthusiasm on Student Achievement in Fourth Grade Social Studies

AbstractThis study examined the effects of teacher enthusiasm on pupil achievement in Grade 4, as well as the ability of teachers to exhibit interteacher similarity in enthusiasm. Findings indicate that teachers can exhibit levels of high, medium, and low enthusiasm that are similar across teachers. Findings also indicate no effect of teacher enthusiasm on social studies achievement of fourth grade students. Informal observation indicates marked increases in classroom management problems in the high-enthusiasm treatment.

The Effectiveness of Three Methods of Teaching Social Studies Concepts to Fourth-grade Students: An Aptitude-Treatment Interaction Study

This study examined the effectiveness of three methods of teaching social studies concepts to fourth-grade students (Merrill & Tennyson’s model, Gagné’s model, and a reading-recitation method), tested two aptitude-treatment interactions, and tested three propositions concerning instructional designs for teaching concepts. Student achievement for the Merrill and Tennyson model was significantly (p < .001) greater than achievement reported for Gagné’s model and the reading-recitation method. No significant aptitude-treatment interactions were reported. Evidence supported the claim that students need to be allowed practice in identifying examples and nonexamples. Additional support was given to the claim that definitions and both examples and nonexamples facilitate concept acquisition.

Acquiescence-Dissent Response Set on an Elementary True-False Achievement Test

A yes-no (true-false) psuedo-achievement test, designed to measure acquiescence-dissent response tendencies, was given to 328 first-grade children. That the obtained distribution of responses differed significantly (.001) from the exptected chance (binomial) distribution indicated that students were influenced by response set. Significantly (.001) more high scores and low scores were obtained than expected by chance. Thus the influence of dissent set in addition to that of acquiescence was suggested. Whether acquiescence-dissent represents one or two variables could not be determined. Implications for the validity of testing the achievement of young children are discussed.