Date of Award

11-1991

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

Abstract

The purpose of this study was to determine if there was a statistically significant relationship between students’ birth order and reading achievement, self-concept and reading achievement, and their birth order and self-concept. Research has shown that educational achievement was influenced by birth order, and that birth order affected self-concept. A sample population of seventy-two subjects was used for this study. Subjects answered questions about their birth order and completed a self-concept scale. Their reading achievement score was taken from each subject’s permanent folder. The Chi-Square Test of Independence was used to determine if the relationship between each set of variables was statistically significant. The Chi-Square Test of Independence showed that the relationships between birth order and reading achievement, and self-concept and reading achievement were not statistically significant. The variables of birth order and self-concept were found to be statistically significant.

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