Abstract
The purpose of this study was to examine the effects of a pullout string program on student achievement in the writing, reading, mathematics, and citizenship sections of the Ohio Proficiency Test. One hundred forty-eight fourth-grade string students and 148 fourth-grade nonstring students from a southwestern Ohio city school district were ability-matched according to their performance on the verbal section of the Cognitive Abilities Test. The scores of the Ohio Proficiency Test were then recorded and compared. This study involved a two-group static-group comparison design. A two-sample independent t-test analysis was used to determine if there was a significant difference between the achievement scores of the string students who were excused from class twice a week for 30 minutes and the matched group of nonstring students who remained in class. It was hypothesized that there would be no significant difference between the two matched groups. The results revealed a significant difference in favor of the string students' achievement in reading and citizenship, with no significant difference between the two matched groups in the writing and mathematics sections of the Ohio Proficiency Test.
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