Publication Date


Document Type


First Advisor

Bauernfeind, Robert H.||Schmidt, Wesley I.

Degree Name

M.S. Ed. (Master of Education)

Legacy Department

School of Education


French language--Study and teaching; Spanish language--Study and teaching


Problem. The purpose of this study was two-fold. It was to find the best predictor of success in ninth grade foreign language courses, while at the same time looking for the one predictor that would do so at a minimum of time and expense. The predictor variables in this study included those that are currently being used by the school district involved, and all are academically oriented. Procedure. Eleven predictor variables were used. The validity was found for each predictor variable versus the first and second semester grades the students earned in foreign language courses. A total of 291 students were used for this study. data were gathered on each student by studying his cumulative folder. A review of related literature yielded few studies of a similar nature. However, those studies that had been done on high school students seem to corroborate the results found by this study. Findings and Conclusions. The findings of this study showed no single best predictor of foreign language success, but they did show that the eighth grade English grammar grade and the Iowa Testa of Basic Skills composite score were as good predictors as the Modern Language Aptitude Test. Since the eighth grade English grammar grade and the Iowa Tests of Basic Skills composite score are currently being used by the school district for purposes other than placement in a foreign language, it was concluded that the Modern Language Aptitude Test could be discontinued.


Includes bibliographical references.


x, 55 pages




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