Teaming vs. self -contained: The impact of instructional configuration on student achievement

Todd Lambert, Purdue University

Abstract

The purpose of this study was to determine if a significant difference existed between the academic growth of fifth grade students in a self-contained instructional configuration and fifth grade students in a teaming instructional configuration, in the subjects of reading and mathematics. The study attempted to answer research questions regarding comparative performance by testing for significant differences in the average level of individual student growth, as well as the number of students who met or exceeded their individual academic growth targets. The survey of the literature reviewed contributions that were both directly and indirectly relevant to the research questions. The work of psychologists Inhelder, Piaget, Vygotsky, and Siegler was briefly reviewed to establish a conceptual understanding of the significant milestones students encounter as they transition into early adolescence. Additionally, instructional configuration studies, both quantitative and qualitative, were examined to provide data and support for the methodology. The population included fifth grade students who had taken the Northwest Evaluation Association (NWEA) Measure of Academic Progress assessment in both the fall and spring of their fifth grade school year. Students were categorized as either self-contained, or teaming, based on the instructional organization of their classes. Tests for significance were conducted to compare the difference in the average level of growth between the fall and spring NWEA assessments for self-contained and teaming students. Regarding the average mean growth in mathematics of self-contained students (M= 10.27) and teaming students (M= 7.77), a t-test was utilized to compare means and the difference was significant at an alpha of 0.05. In reading, the difference between self-contained (M= 6.07) and teaming (M= 5.60) was not significant. Tests for significance were also conducted to compare the difference in the average number of students meeting or exceeding their individual, fall-to-spring growth targets. The average number of students meeting their target was significantly higher for the self-contained students. And like the reading data on average growth, the data on meeting or exceeding targets demonstrated no significant difference. Ancillary hypotheses were developed to introduce the variable of socioeconomic status to the data. The data appeared to support the notion that students from higher socioeconomic backgrounds may have a better opportunity for success when they deal with multiple teachers at the upper elementary level. Both the growth and target data was significant when the self-contained students from the school with the higher socioeconomic level, were compared with the teaming students from the school with a lower socioeconomic status. The comparison between the same self-contained students and a teaming group from a district with very similar socioeconomic results, however, showed no significant difference in either average growth or meeting targets. Recommendations were made to consider the comprehensive needs of the early and pre-adolescent when designing instructional opportunities. It was also suggested to continue to utilize growth models to learn more about the effectiveness of the configurations, and to pursue research on instructional configurations that emphasize best instructional practices, regardless of the configuration.

Degree

Ph.D.

Advisors

Hirth, Purdue University.

Subject Area

Education|Elementary education|Curriculum development

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