An exploration of how academic achievement can be improved by peer acceptance and a description of an experimental study carried out to demonstrate this.
Written in 2005; 3,419 words; 9 sources; APA; $ 96.95
Paper Summary:
This paper describes an experimental study with the purpose of determining whether positive peer relationships correlate with higher academic achievement. The writer discusses past research on peer acceptance and school performance, predicting achievement scores from peer acceptance and friendship status, negative peer treatment and achievement, and on the influence of peer groups on feelings of connectedness. The writer explains how the current study differs from past research and describes in detail the activities carried out with an intervention group and a control group. Both groups were given the California Achievement Test, Sixth Edition, before the study and are to be given it again at the end of the academic year after the study. The writer predicts how the graph of the results of the study should look for both groups with regard to both the CAT/6 and to social skills. The paper concludes with the prediction that the peer relationship training that participants would receive in the intervention groups would significantly elevate their scores in both CAT/6 and social skills, compared with the participants in the control groups. This paper includes figures.
"My experiment will differ from the past research in that it will be an experimental study with an intervention group and control group. The past research was not able to manipulate variables and therefore had many confounding variables that could have skewed the results. I chose this study because I believe peer relationships and emotional functions have a huge impact on academic success during the early developing years of childhood. I believe that if there were more work done to help develop positive peer relationships; educational and achievement benefits would follow suit. The hypothesis of my paper is that children who participate in the intervention group will achieve more in academics and will be rated higher in positive social skills by their peers."
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