The effect of family status on academic achievement and program selection.

A biographical questionnaire and a scripted interview were administered to a homogeneous group of grade nine students. Chi square analyses showed that the characteristics of the adults in the home did not differ greatly among students from intact, blended and single-parent families. Using analysis of variance, it was found that there was no significant effect of family status on academic achievement as measured by semester-end marks, or on program selection. There was no interaction of student gender, family status and course marks. The results show that differences in academic achievement among students are not based on family status alone, but are mediated by other variables. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis1993 .J37. Source: Masters Abstracts International, Volume: 33-04, page: 1068. Adviser: J. Meyer. Thesis (M.Ed.)--University of Windsor (Canada), 1994