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This study examines the effects of integration on intermediate level students in dual track schools. The research hypotheses were that integrated French immersion and regular program students would have more positive attitudes towards learning French and towards other program students than did segregated students in dual track schools. The study considered data gathered from 303 intermediate level students by means of a researcher-developed questionnaire. Twenty students were selected to participate in post-questionnaire interviews. Statistical analyses were computed with the aid of the SPSS computer software program. The investigation determined that although integrated students demonstrated more positive attitudes orally than regular program students, there were no significant differences between the two groups in attitude towards learning French or towards other program students revealed and thus, the research hypotheses were not supported. These findings and suggestions for future research are discussed. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis1993 .K57. Source: Masters Abstracts International, Volume: 33-04, page: 1044. Adviser: Norman Diffey. Thesis (M.Ed.)--University of Windsor (Canada), 1993.
Kirkland, Deborah Lynn., "Effects of integration on intermediate level students in dual track schools." (1993). Electronic Theses and Dissertations. 1855.