Date of Award

1980

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Abstract

This study was an investigation to determine if a relationship existed between the twenty-three day physical, twenty-eight day emotional and the thirty-three day intellectual biorhythm cycles and academic achievement in reading. If a relationship existed between the learning potential of a student and the low, critical and high levels of the biorhythm cycles, instructional techniques could be designed to capitalize on the internal fluctuations of each learner. It was hypothesized that there would be a significant relationship between the academic performance of a student in reading and the high, low and critical positions of the twenty-three day physical, twenty-eight day emotional and the thirty-three day intellectual biorhythm cycles at the .05 level of confidence. The academic performance of fifty Title I remedial reading students was recorded daily for sixty-six consecutive days, excluding weekends, during a period beginning January 22, 1980, and ending March 28, 1980. A 2 x 3 group chi square factoral design was used to test the relationship of the biorhythm cycle position and academic performance in reading. Scores which fell above or below the individual mean of each student were grouped according to each biorhythm cycle: twenty-three day physical, twenty-eight day emotional and the thirty-three day intellectual. Each cycle was analyzed separately in order to identify the possible effect that high, low or critical positions might have on academic performance in reading. Based upon analysis of the statistical data, the following findings were reported: (1) There was no significant difference in the academic performance of a student in reading and the high, low or critical position of the physical biorhythm cycle. (2) There was no significant difference in the academic performance of a student in reading and the high, low or critical position of the emotional biorhythm cycle. (3) There was no significant difference in the academic performance of a student in reading and the high, low or critical position of the intellectual biorhythm cycle. Hypotheses one, two and three were rejected at the .05 level of confidence. It was concluded that the high, low and critical positions of the twenty-three day physical, the twenty-eight day emotional and the thirty-three day intellectual biorhythm cycles did not affect academic reading performance in Title I remedial reading students.

Pages

228

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