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AN EDUCATIONAL GUIDANCE PROGRAMME FOR THE PRIMARY SCHOOL
Author(s) -
FRANCE NORMAN,
WISEMAN STEPHEN
Publication year - 1966
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1966.tb01871.x
Subject(s) - psychology , pace , developmental psychology , test (biology) , mathematics education , geography , paleontology , geodesy , biology
S ummary . The France‐Wiseman Educational Guidance Programme consists of three 32‐page work‐books which contain a variety of tasks for children to complete at their own pace as part of their normal class‐work over a period of about two weeks. The three work‐books are for use by first, second and third‐year juniors, respectively. The separate tests were tried out in a variety of schools throughout the United Kingdom in the Spring of 1964, and were then standardised simultaneously in November, 1964, on a random sample of Warwickshire and Solihull primary schools. The scores were analysed first to provide tables of standard scores, and then to investigate the achievement of:(a) children born in different months of the year, (b) boys and girls, (c) children from different areas of the county, (d) children from different family backgrounds, and (e) all children on the different sub‐tests.The results showed that untimed tests of this nature, even when of short duration, can produce a satisfactory discrimination over most of the ability range, ( a ) The effect of month of birth decreases for the older age‐groups. ( b ) In all cases the spread of scores for girls is less than that for boys. Girls generally achieve higher scores than boys over the whole ability range. The greatest superiority is shown in tests of the basic skills rather than in tests of reasoning and the smallest differences occur in tests of mathematical or spatial ability, ( c ) There are appreciable differences in the achievement of children from different areas, ( d ) Some evidence suggested a relationship between the member of family listed first by the child and his own ability. A correlation of −0.2 was found between number of siblings and aggregate test score, ( e ) Factor analysis of the intercorrelations of sub‐tests showed a consistent factor pattern for the three sets of tests.