CHAPTER FIVE

CONCLUSIONS

The purpose of this study was to determine if a certain teaching style led to a significant change in the achievement of selected Indian students. Specifically, if the instructor used methods that were conducive to the total growth of individuals, problem solving in groups or individually, emphasized individual achievement and self- fulfillment, and encouraged self-direction by the individual learner, achievement would be enhanced. These methods are more in conjunction with Indian values. Although there are many factors which may have impacted the outcome of this study, the researcher attempted to minimize those factors as much as possible.

The data showed that there were significant changes in achievement in the following areas and grade levels:

1. reading, kindergarten to first grade in all groups and second to third grade in the boys
2. language, second to third grades for girls and the class, and first to second grade for boys and the class
3. math, third to fourth grade for all groups, fourth to fifth grade for boys and girls, and first to second grade for the class
4. the basic battery, second to third and third to fourth grades for the girls and the class, and first to second grade for the girls.

The significant change in reading achievement between kindergarten and first grade can be attributed to when reading is taught, not to any specific style. The only other significant change that occurs in all groups is in the math area between the third and fourth grades.

An anomaly occurred in the math scores between the fourth and fifth grades. There was a significant decrease in the CAT scores yet a slight increase in the SAT scores for both boys and girls. There was no significant change for the class as a whole. This may have been the result of a change in textbooks in that year.

Although the null hypothesis stating that teacher methodology will make no difference in student achievement is not rejected, there is some evidence to suggest otherwise. In the grades where a significant increase in achievement occurred (3rd and 4th) the TAI showed the teacher scoring high in professionalism and individualism. The slower rate of achievement shown in grades two, five, six, and seven may be attributed to teachers in those grades expecting the students to stay together more as a group, all doing the same thing at the same time as indicated by higher controlling scores on the TAI.

The studies of Peterson (1948), Anderson, Collister, and Todd (1953), and Coombs, Kron, Collister, and Anderson (1958) once again seem to be verified. Both the boys and the girls reached a high point in achievement in the fourth grade. After the fourth grade there seemed to be a continued increase in achievement but at a slower rate than the general population.

This researcher would recommend the following major changes in subsequent studies. First, the study should be conducted on a larger population over a one year period. Second, a pre-test should be given to determine the level at which each student enters the study. The final recommendation is to give an equivalent post-test to each student at the end of the study.

� 1997, Alvin Birkholz

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