Date of Award

1954

Document Type

Thesis

Degree Name

Master of Science

Department

Education

Abstract

The effect of shifts upon learning has for sone time been the subject of debate among school administrators, teachers, parents, and others concerned with the education of children. This study was developed because of the need of objective information bearing on the total problem or shifts in the elementary school. Each area of learning needs to be investigated to determine the merits, if any, as well as the shortcomings of partial-day or shift programs of instruction.

This study attempts to determine whether there is a difference between the reading achievement of second grade children non shifts" and those on regular-day programs of instruction in the public schools. Further, assuming that a difference is found, to determine whether the difference is statistically significant. Also, to determine whether a discard difference is due to some factor or factors inherent in shifts, or due to factors unrelated to shifts. Then, to make the same investigations and comparisons between morning and afternoon classes.

Obviously, the area of language development and reading skills has been the object of untold investigations and studies, some experimental, some philosophical, and others strictly curriculum-building in nature. However, few studies have attempted to isolate one area of learning (such as reading skills) and compare near-equivalent groups for effect of shifts.

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