Allocation of Time and Achievement in Elementary Social Studies

This study addressed the following problem: Does time allocated for social studies instruction account for variance in student achievement scores? Sixty-eight fifth grade teachers in the Tri-County area of southern Maryland kept logs of the time they allotted to social studies instruction for a period of 101 days. At that time, their classes were administered the STEP Achievement Test (Social Studies). Findings demonstrated a very slight relationship between allocated time and achievement, and when studied in the context of other variables, the usefulness of allocated time as a potent variable in planning or evaluation of instruction seemed questionable.