AN EXPLORATORY STUDY OF THE EFFECTS OF SOCIO?ECONOMIC STATUS ON LEARNING

Abstract

This study was designed to explore possible relationships between socio‐economic status (SES) of learners and their achievement when programmed instruction and conventional classroom techniques are employed. The subjects were 105 biology students in grade 9. A 2 x 2 multivariate analysis of covariance design was used to analyse the data, with two pre‐tests, chemistry grade and SCAT‐Quantitative score as covariates, and two post‐tests as dependent variables. The results indicated that programmed instruction, as compared with conventional classroom teaching, is more effective for the students who belong to a lower SES than for other students.