Graduate Thesis Or Dissertation
 

Differences between expectations of performance in beginning first graders and actual performance

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  • The purpose of this study was to explore under controlled conditions possible differences between teacher expectancy and child performance at the first grade level. The Beaverton Public Schools participated in the study with their first grade children and teachers, using an examination administered to a random sampling of children and comparing results with teacher expectancy. The study addressed itself to two main questions: 1. How well can first grade students perform specific developmental tasks? 2. What are first grade teachers' expectancies of performance of first graders? Developmental tasks were selected by a panel of Oregon State University professors from a list applicable to beginning first graders. The Testing Instrument was developed through a pilot study in the Corvallis Public Schools. A sample of 60 beginning first graders from the Beaverton Public Schools composing the population of the study were then tested to establish actual student performance upon school entrance. Teachers were administered the Teacher Survey Instrument under controlled conditions to establish teacher expectancy. Seventy first grade teachers completed the instrument under controlled conditions. Through the implementation of the Bernoulli binomial distribution formula, comparison was made of teacher expectancy on child performance. By the end of the binomial distribution formula, a confidence interval of teacher expectancy was established relative to actual student performance. The confidence interval was established at the 95 percent level of confidence and designated as "reasonable" expectancy of child performance. The results of this study show a wide range of teacher expectancy of child performance. There was a strong tendency for teachers to underestimate and overestimate child performance on most items. Only four test items, two of which were related by numerical implementation, were not significantly overestimated by the teachers. The extreme ease of performance of these four tasks could have influenced the accuracy of teacher expectancy. The most significant aspect of this study is the wide range of teacher expectancy of child performance. Teachers overestimated and underestimated child performance excessively suggesting extreme difficulty of teachers in making accurate judgments concerning child performance.
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