Effects of Departmentalized Versus Traditional Settings on Fifth Graders' Math and Reading Achievement
School of Education
Doctor of Education (EdD)
Primary Subject Area
Education, Administration; Education, Early Childhood; Education, General
departmentalization, instructional setting, math achievement, organizational structure, reading achievement, traditional setting
Yearwood, Connie B., "Effects of Departmentalized Versus Traditional Settings on Fifth Graders' Math and Reading Achievement" (2011). Doctoral Dissertations and Projects. 441.
The purpose of this quantitative study was to determine whether fifth grade students who received instruction in a departmentalized setting achieved higher mean scale scores on the reading and math sections of the Georgia Criterion Referenced Competency Test (CRCT) than students who were taught in a traditional setting. Two one-way between-groups analyses of covariance were conducted to control for previous achievement while seeking to determine if a statistically significant difference existed in the mean reading and math scale scores of fifth grade students who were taught in different organizational structures. The findings suggest that students who received instruction in departmentalized settings scored higher on the reading and math portions of the 2010 CRCT.