Date of Award
Thesis (On-Campus Access Only)
Kay Burg Fry
In order to investigate the relationship between student perceptions and academic achievement, 176 fifth grade students were surveyed at three different elementary schools. The surveys addressed student feelings of comfort, importance, interest and pride as related to the school environment. Survey results were then tallied into classroom and schoolwide totals, and compared across the sample. The results of the surveys were largely inconclusive but indicated that a greater difference in student response occurs among classrooms within individual schools than among schools. This seems to be reflective of the student-teacher relationship and the importance of the in-class enjoyment on the over-all school experience. The only noticeable school difference was in response to the, - survey statement I feel challenged by my work at school. The school-wide ranges of Never responses extended from 12.1% to 18.8%. The standardized test scores of two of the schools can be compared to these percentages, with the higher percentage of Never responses coming from the students at the lower scoring school. Standardized test scores from the third school were unobtainable, however, eliminating the possibility of a well-founded hypothesis relating the notion of challenging work to achievement on standardized tests.
Hunter, Michelle C., "Student attitudes and perceptions: Do they relate to academic achievement?" (1995). College of Education. 284.