The Effects of Multi-Grade Cohorts in Advisor/Advisee Programs on Social Interaction Skills of Sixth Grade Students

Joy Ann Mueller, Concordia University, St. Paul


The purpose of this thesis was to determine the benefits of a multi-grade cohort in a sixth through eighth grade advisor/advisee program focusing on sixth grade social interaction skills verse a single grade cohort advisor/advisee program. The literature researched confirmed that multi-grade cohorts for advisor/advisee programs were a more effective way to group students to develop affective social interaction skills. Using a pre- and post-questionnaire with a 2 X 2 factorial design, analysis of variance (ANOVA) and a series of independent-samples t-test, it was found that the students (n = 14) in multi-grade cohorts and students (n = 14) in single grade cohorts had a statistically significant difference, F(l,54) = 6.66, (p = .013) after 4 months. Significant change occurred from the pre- to the post-questionnaire but did not indicate that one group had a larger significant change over the other, t(54) = -.2581, p = .013. However, the study showed positive significant change in multi-grade cohorts verses single grade cohorts over time. Through multi-grade cohorts, students became more community based, produced more cooperation across grade levels, showed confidence in communication, felt comfortable and less harassed, and believed their opinions were valued by upper-classmates over time. It was concluded that over time, multi-grade cohorts were the more effective grouping in advisor/advisee programs for developing new sixth grade students' social interaction skills with upper-classmates.