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Page 35
_b. Later Grades in the Same Kind of Subjects, Following Repetition and
Without It_
Next in importance to the degree of success attending the repetition of
failing subjects is the effect which such repetition has upon the
results in later subjects of the same kind. By tabulating separately
the later grades in like subjects for those who had repeated and for
those who had not repeated after failure, we have the basis for the
following comparison of results. It should be stated at this point that
by the same kind of subject is not meant a promiscuous grouping
together of all language or of all history courses. But for languages a
later course in the same language is implied, with the single exception
that Latin and French are treated as though French were a mere
continuation of the Latin preceding it. Certain other decisions are as
arbitrary. Greek, Roman, and ancient history are considered as in the
same class; so are modern, English, and American history. The general
and the biological sciences are grouped together, but the physical
sciences are distinguished as a separate group. The various commercial
subjects are considered to be of the same kind only when they are the
same subject. All mathematics subjects are regarded as the same kind of
subjects except commercial arithmetic which is classed as a commercial
subject. All the later marks given in what was regarded as the same
kind of subject, are included in the two distributions of grades which
follow.
LATER GRADES IN THE SAME KIND OF SUBJECT, AFTER FAILURE AND
REPETITION OF THE SUBJECT
Total A B C D
2788 Boys 28 308 1441 1011
3489 Girls 33 307 1748 1401
Per Cent of Total .9 9.8 50.8 38.4
This distribution shows a marked tendency for failures in any subject
to be accompanied by further failures (38.4 per cent), not only in the
subjects for which it is a prerequisite but in subjects closely akin to
it. If this tendency to succeeding failures is really dependent upon
thoroughness in the preceding subject, then the repetition of the
subject should offer an opportunity for greater thoroughness and should
prove to be a distinct advantage in this regard. When we compare the
percentage of failures above with that in the following distribution,
we fail to find evidence of such an advantage in repetition. The
continuity of failures by subjects and the ineffectiveness of
repetition are pointed out by T.H. Briggs[42] as found in an
unpublished study by J.H. Riley, showing that after repeating and
passing the subjects of failure, 33 per cent of those who continued the
subject failed again the next semester.
LATER GRADES IN THE SAME KIND OF SUBJECTS, FOLLOWING FAILURE
BUT WITH NO REPETITION
Total A B C D
1269 Boys 5 102 639 523
1191 Girls 8 147 669 367
Per Cent of Total .5 10.1 53.1 36.2
Here the same pronounced tendency is disclosed for the occurrence of
other subsequent failures in the subjects closely similar. But for this
distribution of grades, secured without any preceding repetitions, the
unsuccessful result is 2.2 per cent lower than that found for those who
had repeated. This group is not so large in numbers as the one above,
and undoubtedly there is some distinct element of pupil selection
involved, for it is not easy to believe that the repetition should work
a positive injury to the later grades. Nevertheless, our faith in the
worth of unconditional repetitions should properly be disturbed by such
disclosures.
_c. The Grades in Repeated Subjects and in the New Work, for the Same
Semester and the Same Pupils_
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