A Comparison of Academic Achievement of Students Taught by the Montessori Method and by Traditional Methods of Instruction in the Elementary Grades. Fero, J. R. Ph.D. Thesis, Montana State University, Bozeman, Montana, 1997. ![A Comparison of Academic Achievement of Students Taught by the Montessori Method and by Traditional Methods of Instruction in the Elementary Grades [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper abstract bibtex The problem of this study was to determine if there is a significant difference between the academic achievement scores of students in grades 2 through 5 who are taught with the Montessori method of instruction and those students who are taught with traditional methods of instruction in the Helena Public Schools. Analyses used a two-way ANOVA; method and gender as well as method and aptitude were examined. The level of significance was set at alpha =.05. A matching technique was used to match Montessori students with students from traditional classrooms by the independent variables of grade, aptitude, gender, socioeconomic conditions, and handicapping conditions. The study also examined if there was a significant difference between the aptitude of all students in Montessori classrooms and all students in traditional classrooms. The population studied was second, third, fourth, and fifth grade students during the spring of 1996. A total of 120 students was used in the study of academic achievement. There were 145 F-tests conducted in this study. At the second grade level, students from traditional classrooms scored significantly higher than students in Montessori classrooms in mathematics computation and mathematics concepts and applications. Also at the second grade, when aptitude was taken into consideration, Montessori low aptitude students scored significantly higher in vocabulary than low aptitude students in traditional classrooms. There were no significant findings in any of the subtests at the third and fourth grade levels. At the fifth grade level, Montessori students scored significantly higher in language expression and social studies. Interaction was found with aptitude in language expression and with gender in science. A comparison of the aptitude of all Montessori students to all students from traditional classrooms revealed that Montessori students scored significantly higher. The overall results of this study show that the Montessori method of instruction and the traditional method of instruction provide students with comparable achievement test scores. A longitudinal study is recommended to examine the long-term effects of academic achievement of those students taught by the Montessori method of instruction.
@phdthesis{fero_comparison_1997,
address = {Bozeman, Montana},
type = {Doctoral {Dissertation}},
title = {A {Comparison} of {Academic} {Achievement} of {Students} {Taught} by the {Montessori} {Method} and by {Traditional} {Methods} of {Instruction} in the {Elementary} {Grades}},
copyright = {Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.},
url = {https://search.proquest.com/docview/304385607/abstract/50E6F5FF127346E1PQ/8},
abstract = {The problem of this study was to determine if there is a significant difference between the academic achievement scores of students in grades 2 through 5 who are taught with the Montessori method of instruction and those students who are taught with traditional methods of instruction in the Helena Public Schools. Analyses used a two-way ANOVA; method and gender as well as method and aptitude were examined. The level of significance was set at alpha =.05. A matching technique was used to match Montessori students with students from traditional classrooms by the independent variables of grade, aptitude, gender, socioeconomic conditions, and handicapping conditions. The study also examined if there was a significant difference between the aptitude of all students in Montessori classrooms and all students in traditional classrooms.
The population studied was second, third, fourth, and fifth grade students during the spring of 1996. A total of 120 students was used in the study of academic achievement.
There were 145 F-tests conducted in this study. At the second grade level, students from traditional classrooms scored significantly higher than students in Montessori classrooms in mathematics computation and mathematics concepts and applications. Also at the second grade, when aptitude was taken into consideration, Montessori low aptitude students scored significantly higher in vocabulary than low aptitude students in traditional classrooms. There were no significant findings in any of the subtests at the third and fourth grade levels. At the fifth grade level, Montessori students scored significantly higher in language expression and social studies. Interaction was found with aptitude in language expression and with gender in science. A comparison of the aptitude of all Montessori students to all students from traditional classrooms revealed that Montessori students scored significantly higher.
The overall results of this study show that the Montessori method of instruction and the traditional method of instruction provide students with comparable achievement test scores. A longitudinal study is recommended to examine the long-term effects of academic achievement of those students taught by the Montessori method of instruction.},
language = {eng},
school = {Montana State University},
author = {Fero, John Robert},
year = {1997},
keywords = {Education}
}
Downloads: 0
{"_id":"mtRgnwrY2gLiGQcgg","bibbaseid":"fero-acomparisonofacademicachievementofstudentstaughtbythemontessorimethodandbytraditionalmethodsofinstructionintheelementarygrades-1997","authorIDs":[],"author_short":["Fero, J. R."],"bibdata":{"bibtype":"phdthesis","type":"Doctoral Dissertation","address":"Bozeman, Montana","title":"A Comparison of Academic Achievement of Students Taught by the Montessori Method and by Traditional Methods of Instruction in the Elementary Grades","copyright":"Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.","url":"https://search.proquest.com/docview/304385607/abstract/50E6F5FF127346E1PQ/8","abstract":"The problem of this study was to determine if there is a significant difference between the academic achievement scores of students in grades 2 through 5 who are taught with the Montessori method of instruction and those students who are taught with traditional methods of instruction in the Helena Public Schools. Analyses used a two-way ANOVA; method and gender as well as method and aptitude were examined. The level of significance was set at alpha =.05. A matching technique was used to match Montessori students with students from traditional classrooms by the independent variables of grade, aptitude, gender, socioeconomic conditions, and handicapping conditions. The study also examined if there was a significant difference between the aptitude of all students in Montessori classrooms and all students in traditional classrooms. The population studied was second, third, fourth, and fifth grade students during the spring of 1996. A total of 120 students was used in the study of academic achievement. There were 145 F-tests conducted in this study. At the second grade level, students from traditional classrooms scored significantly higher than students in Montessori classrooms in mathematics computation and mathematics concepts and applications. Also at the second grade, when aptitude was taken into consideration, Montessori low aptitude students scored significantly higher in vocabulary than low aptitude students in traditional classrooms. There were no significant findings in any of the subtests at the third and fourth grade levels. At the fifth grade level, Montessori students scored significantly higher in language expression and social studies. Interaction was found with aptitude in language expression and with gender in science. A comparison of the aptitude of all Montessori students to all students from traditional classrooms revealed that Montessori students scored significantly higher. The overall results of this study show that the Montessori method of instruction and the traditional method of instruction provide students with comparable achievement test scores. A longitudinal study is recommended to examine the long-term effects of academic achievement of those students taught by the Montessori method of instruction.","language":"eng","school":"Montana State University","author":[{"propositions":[],"lastnames":["Fero"],"firstnames":["John","Robert"],"suffixes":[]}],"year":"1997","keywords":"Education","bibtex":"@phdthesis{fero_comparison_1997,\n\taddress = {Bozeman, Montana},\n\ttype = {Doctoral {Dissertation}},\n\ttitle = {A {Comparison} of {Academic} {Achievement} of {Students} {Taught} by the {Montessori} {Method} and by {Traditional} {Methods} of {Instruction} in the {Elementary} {Grades}},\n\tcopyright = {Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.},\n\turl = {https://search.proquest.com/docview/304385607/abstract/50E6F5FF127346E1PQ/8},\n\tabstract = {The problem of this study was to determine if there is a significant difference between the academic achievement scores of students in grades 2 through 5 who are taught with the Montessori method of instruction and those students who are taught with traditional methods of instruction in the Helena Public Schools. Analyses used a two-way ANOVA; method and gender as well as method and aptitude were examined. The level of significance was set at alpha =.05. A matching technique was used to match Montessori students with students from traditional classrooms by the independent variables of grade, aptitude, gender, socioeconomic conditions, and handicapping conditions. The study also examined if there was a significant difference between the aptitude of all students in Montessori classrooms and all students in traditional classrooms.\nThe population studied was second, third, fourth, and fifth grade students during the spring of 1996. A total of 120 students was used in the study of academic achievement.\nThere were 145 F-tests conducted in this study. At the second grade level, students from traditional classrooms scored significantly higher than students in Montessori classrooms in mathematics computation and mathematics concepts and applications. Also at the second grade, when aptitude was taken into consideration, Montessori low aptitude students scored significantly higher in vocabulary than low aptitude students in traditional classrooms. There were no significant findings in any of the subtests at the third and fourth grade levels. At the fifth grade level, Montessori students scored significantly higher in language expression and social studies. Interaction was found with aptitude in language expression and with gender in science. A comparison of the aptitude of all Montessori students to all students from traditional classrooms revealed that Montessori students scored significantly higher.\nThe overall results of this study show that the Montessori method of instruction and the traditional method of instruction provide students with comparable achievement test scores. A longitudinal study is recommended to examine the long-term effects of academic achievement of those students taught by the Montessori method of instruction.},\n\tlanguage = {eng},\n\tschool = {Montana State University},\n\tauthor = {Fero, John Robert},\n\tyear = {1997},\n\tkeywords = {Education}\n}\n\n","author_short":["Fero, J. R."],"key":"fero_comparison_1997","id":"fero_comparison_1997","bibbaseid":"fero-acomparisonofacademicachievementofstudentstaughtbythemontessorimethodandbytraditionalmethodsofinstructionintheelementarygrades-1997","role":"author","urls":{"Paper":"https://search.proquest.com/docview/304385607/abstract/50E6F5FF127346E1PQ/8"},"keyword":["Education"],"metadata":{"authorlinks":{}},"html":""},"bibtype":"phdthesis","biburl":"https://gmn-documents.s3.amazonaws.com/montessori-bibliography/Montessori-Bibliography_current.bib","creationDate":"2020-07-21T13:23:02.673Z","downloads":0,"keywords":["education"],"search_terms":["comparison","academic","achievement","students","taught","montessori","method","traditional","methods","instruction","elementary","grades","fero"],"title":"A Comparison of Academic Achievement of Students Taught by the Montessori Method and by Traditional Methods of Instruction in the Elementary Grades","year":1997,"dataSources":["q3AhBc72gnjBRPbyB","dnQMfjQ7Yp4Aq7kc6"]}