Date of Award

1994

Publication Type

Master Thesis

Degree Name

M.Ed.

Department

Education

First Advisor

Meyer, J.,

Keywords

Education, Sociology of.

Rights

info:eu-repo/semantics/openAccess

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Abstract

A biographical questionnaire and a scripted interview were administered to a homogeneous group of grade nine students. Chi square analyses showed that the characteristics of the adults in the home did not differ greatly among students from intact, blended and single-parent families. Using analysis of variance, it was found that there was no significant effect of family status on academic achievement as measured by semester-end marks, or on program selection. There was no interaction of student gender, family status and course marks. The results show that differences in academic achievement among students are not based on family status alone, but are mediated by other variables. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis1993 .J37. Source: Masters Abstracts International, Volume: 33-04, page: 1068. Adviser: J. Meyer. Thesis (M.Ed.)--University of Windsor (Canada), 1994.

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