Current Search: Academic achievement (x)
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- Title
- INTELLIGENCE AND COMPULSIVE PERSONALITY TRAITS AS MEDIATORS IN THE CONTRIBUTION OF THE COLLECTING HOBBIES TO ACADEMIC ACHIEVEMENT FOR EIGHTH AND NINTH GRADE STUDENTS.
- Creator
- CAHILL, WILLIAM P., Florida Atlantic University, Ceros-Livingston, Patsy
- Abstract/Description
-
A large number of individuals in the United States engage in the hobbies of stamp collecting and coin collecting. These recreational activities have long been believed to enhance academic learning for children although there has been no empirical evidence to support this belief. The question examined in this study was whether eighth and ninth grade collectors differ from noncollectors in academic achievement and, if such a difference were to be found, to what extent could it be explained by...
Show moreA large number of individuals in the United States engage in the hobbies of stamp collecting and coin collecting. These recreational activities have long been believed to enhance academic learning for children although there has been no empirical evidence to support this belief. The question examined in this study was whether eighth and ninth grade collectors differ from noncollectors in academic achievement and, if such a difference were to be found, to what extent could it be explained by differences in intellectual levels and degrees of compulsivity. To answer this question a multivariate analysis of covariance procedure was employed, with group membership (collector versus noncollector) being the independent variable. The dependent variables were California Achievement Test scores for Mathematics and Language skills. The covariates were intellectual level and degree of compulsivity, represented by several factor scales from the High School Personality Questionnaire. The results of this study indicated that the collector group scored significantly higher in academic achievement than did the noncollector group. This difference was diminished when the influence of the covariates was removed, but it remained statistically significant. Suggestions were offered as to how future research might more clearly delineate the relationship between collecting and academic achievement.
Show less - Date Issued
- 1986
- PURL
- http://purl.flvc.org/fcla/dt/11876
- Subject Headings
- Child collectors, Academic achievement
- Format
- Document (PDF)
- Title
- A PRINCIPAL’S PERSPECTIVE: INSTRUCTIONAL LEADERSHIP IN THE 21ST CENTURY.
- Creator
- Tracy, Maria Calzadilla, Shockley, Robert, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
-
Ever since No Child Left Behind in 2001 to the present, school accountability reform initiatives have concentrated on raising achievement. Critical to figuring out the relationship between instructional practice and student achievement is forming an awareness of the relationship from the perspective of school leaders—both principals and teachers—charged with improving student achievement. The study, a quantitative quasiexperimental design using the School Survey of Practices Associated with...
Show moreEver since No Child Left Behind in 2001 to the present, school accountability reform initiatives have concentrated on raising achievement. Critical to figuring out the relationship between instructional practice and student achievement is forming an awareness of the relationship from the perspective of school leaders—both principals and teachers—charged with improving student achievement. The study, a quantitative quasiexperimental design using the School Survey of Practices Associated with High Performance, representing instructional practices associated with improving student performance, collected survey data via social media from teachers, principals and other school leaders in Florida public schools. The SSPAHP grouped instructional practices into five domains: effective leadership, curriculum, professional development, school culture, and ongoing use of data for school improvement, which served as the predictor variables. Achievement data from the Florida Standards Assessment for the schools mentioned by participants in the survey functioned as the criterion variable. While 130 surveys were collected, only 84 of the responses reflected schools that took part in the FSA and met the criteria for data analysis.
Show less - Date Issued
- 2020
- PURL
- http://purl.flvc.org/fau/fd/FA00013532
- Subject Headings
- Student achievement, Academic achievement, Instruction, Principals and teachers, Educational leadership
- Format
- Document (PDF)
- Title
- A COMPARATIVE STUDY OF SELF-CONCEPTS: CHILDREN FROM ONE-PARENT HOME ENVIRONMENTS, CHILDREN FROM TWO-PARENT HOME ENVIRONMENTS.
- Creator
- SINGER, KARLA, Florida Atlantic University
- Abstract/Description
-
The purpose of this study was to determine whether there is a significant difference between the reported self-concepts of children living in one-parent homes and children living in two-parent homes. In addition, the variables of sex and grade level were investigated to determine whether there is a significant difference between the reported self-concepts of males and females in grades one and three. Based on the population studied, the findings of an analysis of variance, a multivariate...
Show moreThe purpose of this study was to determine whether there is a significant difference between the reported self-concepts of children living in one-parent homes and children living in two-parent homes. In addition, the variables of sex and grade level were investigated to determine whether there is a significant difference between the reported self-concepts of males and females in grades one and three. Based on the population studied, the findings of an analysis of variance, a multivariate analysis of variance, and the Fisher t-test all indicated and supported that there is a statistically significant difference, at the .05 level, between the reported self-concepts of children living in one-parent and two-parent homes. Children from two-parent homes had a considerably higher mean, 44.6, as compared to a 39.1 mean for children from one-parent homes. The findings indicated that there is a statistically significant difference between the reported self-concepts of male and female students in the primary grades. Females had a mean of 44.4 as compared to a 39.3 mean for males. There was no statistically significant difference between first and third graders with means of 42.0 and 41.7 respectively. Implications of these conclusions pertain specifically to the sample included in this study; limitations imposed by definition and by selection should be observed before making broad application of the findings to populations which are not closely similar in design.
Show less - Date Issued
- 1978
- PURL
- http://purl.flvc.org/fcla/dt/11711
- Subject Headings
- Self-perception in children, Academic achievement
- Format
- Document (PDF)
- Title
- A COMPARISON OF THE READABILITY OF COMMUNITY COLLEGE SOCIAL SCIENCE TEXTBOOKS WITH STUDENT READING LEVELS AND THE EFFECT ON ACADEMIC ACHIEVEMENT.
- Creator
- BERTALAN, JOHN J., Florida Atlantic University, Cook, Joseph B.
- Abstract/Description
-
The purpose of the study was to determine the reading grade placement levels of junior college students in relationship to the readability grade placement levels of their assigned social science textbook, and determine the relationship of these variables with the grade in course.
- Date Issued
- 1977
- PURL
- http://purl.flvc.org/fcla/dt/11698
- Subject Headings
- Textbooks--Readability, Reading comprehension, Academic achievement
- Format
- Document (PDF)
- Title
- Predicting success in four different programs at a technical university.
- Creator
- Devi, Nirmal., Florida Atlantic University, Weppner, Daniel B.
- Abstract/Description
-
The primary purpose of this research study was to predict student success in four programs at a technical university. The predictors of success: Scholastic Aptitude Test Verbal (SATV) and mathematics (SATM) scores, high school rank (HR), number of mathematics courses taken in high school (NMC), mathematics grade point average (MGPA), and age were examined to find the relationship with grade point average at the time of graduation (GPA) for each of four degree programs. Data was comprised of...
Show moreThe primary purpose of this research study was to predict student success in four programs at a technical university. The predictors of success: Scholastic Aptitude Test Verbal (SATV) and mathematics (SATM) scores, high school rank (HR), number of mathematics courses taken in high school (NMC), mathematics grade point average (MGPA), and age were examined to find the relationship with grade point average at the time of graduation (GPA) for each of four degree programs. Data was comprised of 254 freshman of Embry-Riddle Aeronautical University at Daytona Beach in the fall 1982. Of these 254 freshmen, 51 were from the Aeronautical Engineering program, 163 were from the Aeronautical Science program, 25 were from the Computer Science program, and 15 were from the Aviation Management program. Pearson product moment correlation coefficients between GPA and each of the six predictors were computed. For the entire sample, SATM (r =.47, p <.001), MGPA (r =.45, p <.001), HR (r =.46, p <.001), and SATV (r =.26, p <.001) were significant predictors of GPA. HR (r = 0.55, p <.001) SATM (r =.48, p <.001), and MGPA (r =.43, p <.01) were found to be significant predictors of GPA for the Aeronautical Engineering program. MGPA (r =.53, p <.001) was the best predictor of GPA for the Aeronautical Science program. SATM (r =.51, p <.001), HR (r =.47, p <.001), and SATV (r =.34, p <.001) were significant predictors of GPA for the Aeronautical Science program. Age and NMC were not significant predictors of GPA in any program. The results of multiple regression analysis indicated that the correlation coefficient was significant for the entire sample (F(6,178) = 14.14, p <.01), the Aeronautical Engineering program (F(6,33) = 4.24, p <$.01), and the Aeronautical Science program (F(6,109) = 14.34, p <.01). A student's GPA at the 95% level of confidence could be estimated within one letter grade for the Aeronautical Engineering and Aeronautical Science programs. It was recommended that the high school rank be included as an admission criterion in addition to SAT scores. This study could be extended to compare the success rates of students in different programs.
Show less - Date Issued
- 1988
- PURL
- http://purl.flvc.org/fcla/dt/11925
- Subject Headings
- College students--United States, Academic achievement
- Format
- Document (PDF)
- Title
- Teacher absenteeism and student achievement.
- Creator
- Kirk, Cathy Lee., Florida Atlantic University, Jurenas, Albert C.
- Abstract/Description
-
This study was designed to examine absenteeism rates for elementary and middle school teachers for 1996-97 to determine if a relationship exists between absenteeism and student achievement, as measured by a standardized norm-referenced reading test. The study examined the attendance records of 727 fourth and 154 seventh grade teachers who taught a reading or language arts class and 18,802 students in grades four and seven. The variables of teacher years of experience, student grade level, and...
Show moreThis study was designed to examine absenteeism rates for elementary and middle school teachers for 1996-97 to determine if a relationship exists between absenteeism and student achievement, as measured by a standardized norm-referenced reading test. The study examined the attendance records of 727 fourth and 154 seventh grade teachers who taught a reading or language arts class and 18,802 students in grades four and seven. The variables of teacher years of experience, student grade level, and student gender were added to the multiple regression model in order to ascertain whether or not teacher absences made a significant contribution to the prediction of student reading scores beyond that afforded by the aforementioned variables. Results indicated that there was a weak, but statistically significant relationship between teacher absenteeism and student achievement when the unit of analysis was the student (N = 18802). In this model, teacher absenteeism accounted for less than.4% of the variation in student achievement. When the unit of analysis was the teacher, results indicated that teacher absences for both fourth grade (n = 727) and seventh grades (n = 154) did not make a significant contribution to the prediction of student reading scores.
Show less - Date Issued
- 1998
- PURL
- http://purl.flvc.org/fcla/dt/12563
- Subject Headings
- Teachers--Leaves of absence, Academic achievement
- Format
- Document (PDF)
- Title
- A study of the relationship between teacher absenteeism, teacher attributes, school schedule and student achievement.
- Creator
- Bayard, Shirley R, Florida Atlantic University, Maslin-Ostrowski, Patricia
- Abstract/Description
-
The purpose of this non-experimental archival study was to determine if student mathematics in middle and high schools could be predicted by teacher absenteeism. Additional relationships, such as teacher absenteeism, selected attributes and student achievement; teacher absenteeism, school schedule and student achievement were investigated. This archival study was conducted in Broward County Public Schools, Florida, for the 2001--2002 school year and included 722 mathematics classes with their...
Show moreThe purpose of this non-experimental archival study was to determine if student mathematics in middle and high schools could be predicted by teacher absenteeism. Additional relationships, such as teacher absenteeism, selected attributes and student achievement; teacher absenteeism, school schedule and student achievement were investigated. This archival study was conducted in Broward County Public Schools, Florida, for the 2001--2002 school year and included 722 mathematics classes with their teachers in eighth and tenth grades. The study addressed 3 research questions. Multiple linear regression analyses were used to test each hypothesis. All statistical tests were performed at the .05 level of statistical significance. The following conclusions were reached regarding teacher absenteeism and student achievement: (1) Teacher absenteeism, beyond 2 days, has a small negative effect on achievement test scores, p = .007. (2) Mathematics background in elementary and middle school has a large positive effect on achievement test scores, p < .001. (3) Teacher attributes, except gender, are not linked to achievement test scores. The interaction between male teachers and teacher absenteeism has a small negative effect for more than 2 days absent, p = .02. (4) School schedule is not linked to achievement test scores. Further research is needed on the effect of absenteeism on student achievement, the effect of absenteeism on other student outcomes, and the effect of teacher gender on student achievement.
Show less - Date Issued
- 2003
- PURL
- http://purl.flvc.org/fcla/dt/12078
- Subject Headings
- Absenteeism (Labor), Academic achievement, Schedules, School
- Format
- Document (PDF)
- Title
- From Study Hall to Skipping Class: An Examination of the Relationship Between Situations and Academic Performance.
- Creator
- Hojecki, Kimberly, Sherman, Ryne A., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Psychologists have studied the relationship between personality and academic performance for over a century, and more recently the relationship between personality and situations, but no connection between academic performance and situation characteristics has been researched. The current study examines this relationship using the DIAMONDS dimensions and undergraduate GPA. Participants wore a life logging camera to capture pictures of their surroundings for 24 hours and then self-sorted and...
Show morePsychologists have studied the relationship between personality and academic performance for over a century, and more recently the relationship between personality and situations, but no connection between academic performance and situation characteristics has been researched. The current study examines this relationship using the DIAMONDS dimensions and undergraduate GPA. Participants wore a life logging camera to capture pictures of their surroundings for 24 hours and then self-sorted and rated the photos into meaningful situations. Results found support for previous findings of the relationships for personality with GPA and situations. Significant correlations were found between GPA and Adversity, Deception, and Mating situations, though none were significant unique predictors. There was also no correlation between GPA and percentage of situations which took place in a classroom setting, though there was a significant correlation with time spent in a classroom. Limitations and future research ideas are discussed.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004849
- Subject Headings
- Personality and academic achievement., Academic achievement., Performance--Psychological aspects., Motivation (Psychology)
- Format
- Document (PDF)
- Title
- The impact of students’ choice of time of day for class activity and their sleep quality on academic performance in multidisciplinary distance education courses.
- Creator
- Miles, Jessica A., Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this research was to identify the impact of students’ choice of time of day for class activity and their sleep quality on academic performance in multidisciplinary distance education courses at a southeastern U.S. state college. The research addressed the relationship of other individual student characteristics (i.e., age, gender, race/ethnicity, educational background, or course workload) and external factors (i.e., marital status, hours of employment, part-time or full-time...
Show moreThe purpose of this research was to identify the impact of students’ choice of time of day for class activity and their sleep quality on academic performance in multidisciplinary distance education courses at a southeastern U.S. state college. The research addressed the relationship of other individual student characteristics (i.e., age, gender, race/ethnicity, educational background, or course workload) and external factors (i.e., marital status, hours of employment, part-time or full-time status, or caretaker responsibilities represented by the number of children and/or elderly that the student was actively caring for in their home) to the students’ academic performance and to the students’ choice of time of day for class activity and sleep quality. This study analyzed distance education students’ Pittsburgh Sleep Quality Index (PSQI) Global Sleep Quality Scores, their demographic and external factor survey responses, a test grade, and the time of day that the student submitted their test. This study targeted the distance education student population, as they are part of a rapidly growing sector within higher education, and they had previously not served as the primary subjects in research regarding sleep quality and external factor impacts on academic success. Analyses of 208 distance education students resulted in the following research findings: sleep quality was found to be related to academic success, with significant findings of, for example, poorer sleep quality correlating with a lower test grade (r = -0.15; p = .03), likewise the number of hours spent working was related to academic success, with a significant finding of more hours spent working correlating with a lower grade (r = 0.377; p = .008). In this study most other factors were found to have no significant relationship with a students’ grades (age, gender, race/ethnicity, educational background, or course workload, marital status, or caretaker responsibilities). These research findings may enlighten students of the potential impacts of taking distance education classes if they anticipate having to work extensively or if they have, or expect to have, poor sleep quality. Additionally, educational institutions and faculty can learn ways to design better distance education courses and provide improved guidance for students to encourage academic success.
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004138, http://purl.flvc.org/fau/fd/FA00004138
- Subject Headings
- Academic achievement, Distance education, Performance, Sleep -- Physiological aspects
- Format
- Document (PDF)
- Title
- THE ACADEMIC PERFORMANCE OF GENERAL EDUCATIONAL DEVELOPMENT ENTRANTS COMPARED WITH HIGH SCHOOL DIPLOMA ENTRANTS TO BROWARD COMMUNITY COLLEGE, 1980 - 1983 (REMEDIAL, GED, ADULT EDUCATION; FLORIDA).
- Creator
- GRADY, DONNA KATHERINE., Florida Atlantic University, MacKenzie, Donald G.
- Abstract/Description
-
This study was undertaken in an effort to determine, through the study of six carefully chosen variables, whether the student obtaining a GED diploma was as well prepared for post-secondary educational experiences as the student who completed a regular high school program and received a diploma. Subjects for the study consisted of all GED entrants to Broward Community College (a public, fully accredited two-year community college located in Ft. Lauderdale, Florida) during the Fall term of...
Show moreThis study was undertaken in an effort to determine, through the study of six carefully chosen variables, whether the student obtaining a GED diploma was as well prepared for post-secondary educational experiences as the student who completed a regular high school program and received a diploma. Subjects for the study consisted of all GED entrants to Broward Community College (a public, fully accredited two-year community college located in Ft. Lauderdale, Florida) during the Fall term of 1980 and a randomly selected sample of high school diploma entrants for the same term who were matched to the GED entrants for age, sex and race. Subjects numbered 458 GED entrants and 458 high school diploma entrants, for a total of 916. The record for each subject was assessed for the three-year period beginning with the Fall term of 1980 and continuing through the Summer term of 1983, or a total of nine terms. Using the Statistical Package for the Social Sciences (SPSS), statistics involving the variables were obtained with computer assistance. In all cases, GED entrants were compared to high school diploma entrants, with the confidence level being established at .05. The six variables studied were: (1) Incidence of enrollment in "remedial" courses; (2) Degree of success in "remedial" courses as evidenced by passing grade; (3) Overall grade point average; (4) Successful completion of programs as evidenced by degree or certificate awarded; (5) Enrollment pattern as evidenced by length of enrollment; (6) Indicated major area of study (academic as compared with technical) Results were supportive of the null hypotheses variables 2, 3, and 5; they were not supportive in connection with variables 1 and 6. Results concerning variable 4 were inconclusive due to the very small number of degrees or certificates awarded to either group. The overall conclusion reached was that GED entrants to post-secondary educational programs would probably need some remediation, especially in the area of mathematics. Mandatory assessment and placement for GED entrants was recommended, as were other revisions in College policy regarding grading practices and retention efforts.
Show less - Date Issued
- 1983
- PURL
- http://purl.flvc.org/fcla/dt/11842
- Subject Headings
- Broward Community College--Students, Academic achievement, GED tests
- Format
- Document (PDF)
- Title
- Achievement and satisfaction in adult Spanish language courses with compressed and standard formats.
- Creator
- Schoenfeldt, Alyse Lesser., Florida Atlantic University, Guglielmino, Lucy M.
- Abstract/Description
-
This study examined the achievement and satisfaction level attained by adults studying elementary Spanish in compressed and standard terms. Each format included 60 hours of classroom instruction; compressed terms were completed in 6 weeks, while standard terms were 15 weeks. The 90 minute, multiple choice, standardized achievement test, the Dantes Beginning Spanish I-SF 583, an attitudinal survey, and a 15 minute questionnaire developed for this study were completed by 129 students in...
Show moreThis study examined the achievement and satisfaction level attained by adults studying elementary Spanish in compressed and standard terms. Each format included 60 hours of classroom instruction; compressed terms were completed in 6 weeks, while standard terms were 15 weeks. The 90 minute, multiple choice, standardized achievement test, the Dantes Beginning Spanish I-SF 583, an attitudinal survey, and a 15 minute questionnaire developed for this study were completed by 129 students in southeast Florida, 73 in standard format courses, 56 in compressed formats. The findings indicated that adult students learning Spanish as a foreign language in compressed and standard time formats with an equal number of contact hours had similar levels of student achievement and intent to continue to the next level of Spanish. The one exception was that a significantly higher vocabulary and structure mean achievement score (<.05) was obtained by the students in the compressed term. The major conclusion is that an adult learner may expect similar results in an elementary Spanish course regardless of whether it is offered in a standard or compressed format. Inferences which can be drawn must be limited to similar populations and time frames. Since a learner's achievement and satisfaction level in elementary Spanish classes for adults is dependent upon many factors, not just the element of time, a multiple perspective is needed to analyze and assess foreign language learning. One implication is that courses be made available in a wide variety of time formats. It is recommended that administrators concerned with scheduling and curriculum planning use adult student needs assessments to determine what the adult learner considers to be convenient, flexible scheduling. Recommendations include replicating the study with a larger, more diverse population, amplifying it to include a qualitative segment for student personal responses, and adding a longitudinal component containing follow-up surveys over varying time periods.
Show less - Date Issued
- 1997
- PURL
- http://purl.flvc.org/fcla/dt/12505
- Subject Headings
- Adult education, Academic achievement, Spanish language--Study and teaching
- Format
- Document (PDF)
- Title
- THROUGH THE LENS OF RESILIENCE THEORY: IS LEVEL OF FUNCTIONING ACROSS BEHAVIORAL, SOCIAL, AND/OR ACADEMIC DOMAINS ASSOCIATED WITH LONG-TERM FOSTER CARE?.
- Creator
- McClellan, Joy, Thompson, Heather, Florida Atlantic University, School of Social Work, College of Social Work and Criminal Justice
- Abstract/Description
-
The purpose of this study was to analyze potential relationships between the domains of behavioral outcomes, social skills, and academic performance for youth in foster care and remaining longer in care. This study utilized data from three waves in the NSCAW II dataset, including youth (N =296) between the ages of 11 and 17 years. Multiple linear regression was utilized to assess the association between the three domains and the number of days spent in foster care. Findings were not...
Show moreThe purpose of this study was to analyze potential relationships between the domains of behavioral outcomes, social skills, and academic performance for youth in foster care and remaining longer in care. This study utilized data from three waves in the NSCAW II dataset, including youth (N =296) between the ages of 11 and 17 years. Multiple linear regression was utilized to assess the association between the three domains and the number of days spent in foster care. Findings were not significant, exposing the need for more studies on contextual variables that might be consistent with children living in out of home care. Limitations of the study were reviewed. Potential research and practice implications of the results were considered.
Show less - Date Issued
- 2020
- PURL
- http://purl.flvc.org/fau/fd/FA00013483
- Subject Headings
- Foster home care, Youth, Academic achievement, Social skills, Behavior
- Format
- Document (PDF)
- Title
- THE EFFECTIVENESS OF A SYNERGISTIC MODEL IN TEACHING FIFTH GRADERS HOW TO DO RESEARCH.
- Creator
- DENNARD, KHA PHRANCES., Florida Atlantic University, Weppner, Daniel B.
- Abstract/Description
-
The primary purpose of this study was to determine the effectiveness of a synergistic research model in teaching fifth graders how to do research. The secondary purpose was to determine if achievement means of the treatment group in an open research and development school were comparable to achievement means of the treatment group in a traditional school. Four fifth grade teachers in the research and development school, two teachers in the traditional school, and their 167 fifth grade...
Show moreThe primary purpose of this study was to determine the effectiveness of a synergistic research model in teaching fifth graders how to do research. The secondary purpose was to determine if achievement means of the treatment group in an open research and development school were comparable to achievement means of the treatment group in a traditional school. Four fifth grade teachers in the research and development school, two teachers in the traditional school, and their 167 fifth grade students comprised three experimental and three control groups. The researcher conducted two three hour workshops on two consecutive days in the classrooms of the three experimental groups. Specific, behaviorally defined skills of the synergistic research process were demonstrated by the researcher as they were practiced and developed by the teachers and students. One experimental and one control group in the research and development school were pretested on "A Test of Knowledge, Comprehension and Application of Selected Research Competencies," constructed by the researcher. Experimental teachers used the synergistic model in teaching their students how to do research during the last nine week period of the school year. Experimental and control groups were posttested using a different form of the instrument. The Solomon Four Group and Posttest Only Control Group Designs were used to generate 2 x 2 factorial analyses of variance utilizing the SPSS MANOVA Program. It was found that treatment groups in both the traditional and research and development schools achieved significantly higher posttest scores than the control groups. It was further concluded that the achievement means of the treatment group in the traditional school were comparable to the achievement means of the treatment group in the research and development school.
Show less - Date Issued
- 1983
- PURL
- http://purl.flvc.org/fcla/dt/11841
- Subject Headings
- Report writing, School reports, Academic achievement, Learning, Psychology of
- Format
- Document (PDF)
- Title
- A STUDY OF THE ACADEMIC PERFORMANCE OF A COMMUNITY COLLEGE SERVICE DISTRICT'S TRANSFER STUDENTS.
- Creator
- WEAVER, MARCELYN ELLEN., Florida Atlantic University, Urich, Ted R.
- Abstract/Description
-
The Problem. The purpose of this study was to determine whether significant differences existed between the academic achievement of two-year transfer students from Indian River Community College (IRCC) and native students from the same service district. Both the native and transfer students graduated from the University of Florida (UF) or Florida State University (FSU) between 1977 and 1981. Further, there was the attempt to formulate a predictive equation for upper division grade point...
Show moreThe Problem. The purpose of this study was to determine whether significant differences existed between the academic achievement of two-year transfer students from Indian River Community College (IRCC) and native students from the same service district. Both the native and transfer students graduated from the University of Florida (UF) or Florida State University (FSU) between 1977 and 1981. Further, there was the attempt to formulate a predictive equation for upper division grade point average. Summary. The transfer students graduated from high schools in the four counties served by IRCC where they completed their lower division before transferring to FSU or UF. The native students graduated from high schools in the counties served by IRCC and enrolled directly at FSU or UF. The academic performance of these two groups was studied in terms of lower division, upper division, first semester upper division, and cumulative grade point averages, as well as Scholastic Aptitude Test (SAT) scores. An important application of this study was the attempt to formulate a predictive equation for upper division grade point average based on either the lower division grade point average, the SAT, or both. Procedure. As a preliminary study, the analysis of variance factorial design was used to determine if there was interaction between the two independent variables. For the hypotheses comparing grade point averages, the one-way analysis of variance was used. Linear regression was used to determine if upper division grade point average could be predicted by lower division grade point average, SAT score, or both. Multiple regression was used to test lower division grade point average and SAT as multiple variables.
Show less - Date Issued
- 1982
- PURL
- http://purl.flvc.org/fcla/dt/11806
- Subject Headings
- Transfer students--Florida, Prediction of scholastic success, Academic achievement
- Format
- Document (PDF)
- Title
- Relationships between theory of intelligence and academic performance in children: Domain differences in the influence of gender and self-esteem variables.
- Creator
- Sanders, Deborah., Florida Atlantic University, Perry, Louise C.
- Abstract/Description
-
This study examined domain-specific gender differences in children's domain specific theories of intelligence. It was based on Dweck's theory that individuals view intelligence as either fixed (entity theory) or flexible (incremental theory). The hypothesis that the mathematics and verbal domains would differ most for older, brighter girls who are highly sex-typed was confirmed in that more highly sex-typed older girls endorsed more entity-like thinking in the math area. Higher achievement...
Show moreThis study examined domain-specific gender differences in children's domain specific theories of intelligence. It was based on Dweck's theory that individuals view intelligence as either fixed (entity theory) or flexible (incremental theory). The hypothesis that the mathematics and verbal domains would differ most for older, brighter girls who are highly sex-typed was confirmed in that more highly sex-typed older girls endorsed more entity-like thinking in the math area. Higher achievement level was related to more incremental thinking, with gender and domain effects found only among low and not high achievers. Theory interacted with age level in influencing English grades. Also, in terms of examining the effect of perceived competency on academic performance, academic and domain competency but not global self-esteem related to school grades. It was found that girls associated feelings of global self-worth to achievement test scores.
Show less - Date Issued
- 1991
- PURL
- http://purl.flvc.org/fcla/dt/14781
- Subject Headings
- Intelligence levels, Academic achievement, Students--Self-rating of, Intellect
- Format
- Document (PDF)
- Title
- School affect and academic achievement in relation to expected self-, best friend, and peer-group reactions.
- Creator
- Ashley, Elizabeth A., Florida Atlantic University, Perry, Louise C.
- Abstract/Description
-
Children's (Grades 4-8) expected self, best friend, male and female peer groups' reactions to academic performance and school affect were examined in relation to academic outcomes as measured by achievement test scores, school grades, and peer-based performance and affect judgments. The main hypothesis that expected self-reactions would show the strongest relationship to school outcomes was supported for both sexes. Some evidence of best friend influences was found for girls, with best friend...
Show moreChildren's (Grades 4-8) expected self, best friend, male and female peer groups' reactions to academic performance and school affect were examined in relation to academic outcomes as measured by achievement test scores, school grades, and peer-based performance and affect judgments. The main hypothesis that expected self-reactions would show the strongest relationship to school outcomes was supported for both sexes. Some evidence of best friend influences was found for girls, with best friend reactions to positive affect in girl targets a positive predictor of achievement, and best friend reactions to positive affect in boy targets a negative predictor. Both boys' and girls' anticipated positive self-reactions to high academic performance in male (but not female) targets were strong predictors of children's own achievement scores and grades. Theoretical and practical implications of the research findings were discussed.
Show less - Date Issued
- 1997
- PURL
- http://purl.flvc.org/fcla/dt/15490
- Subject Headings
- Academic achievement, Age groups, Self-perception in children
- Format
- Document (PDF)
- Title
- The effects of accommodating students' learning styles on academic achievement and attitudes towards algebra.
- Creator
- Husni, Nabil Afif., Florida Atlantic University, Urich, Ted R.
- Abstract/Description
-
The purpose of this study was to compare the academic achievement and attitude of students who were enrolled in Algebra for College Students taught by traditional lecture methods of instruction with students taught by methods of instruction that matched student learning style preferences. This study included 84 students who were enrolled in Algebra for College Students at Palm Beach Community College. The study was designed to determine whether students' age, gender, GPA, and the number of...
Show moreThe purpose of this study was to compare the academic achievement and attitude of students who were enrolled in Algebra for College Students taught by traditional lecture methods of instruction with students taught by methods of instruction that matched student learning style preferences. This study included 84 students who were enrolled in Algebra for College Students at Palm Beach Community College. The study was designed to determine whether students' age, gender, GPA, and the number of hours worked were correlated with students' attitude gain scores or with their algebra gain scores. Four instruments were used to collect information for this study: (a) an algebra pre-test/posttest, (b) a background questionnaire, (c) the Productivity Environmental Preference Survey, and (d) an attitude survey. Reliability was obtained using the SPSS software. The algebra pre-test/posttest and the attitude survey had alpha reliability coefficients of 0.7022 and 0.8154 respectively. Twelve hypotheses were developed to determine if there were significant relationships between and among attitudes towards algebra, academic achievement in algebra, and the aforementioned variables. Multiple linear regression was the statistical tool used for data analysis. Each hypothesis was tested at the 0.1/12 = 0.0083 level of significance. Based on the findings, gender played a significant role in this study. Male students who were taught by methods of instruction corresponding to their learning style preferences had slightly higher attitudinal gain scores and consistently higher achievement gain scores than male students who were taught by the traditional lecture method of instruction. On the other hand, female students who were taught by methods of instruction that accommodated their learning style preferences had higher attitudinal gain scores and relatively no change in academic achievement. Additionally, analyses of data collected from male students revealed a significant negative relationship between male students' academic achievement in algebra and the number of hours worked per week. In contrast, analyses of data collected from female students showed a significant positive relationship between female students' academic achievement and number of hours worked per week.
Show less - Date Issued
- 1997
- PURL
- http://purl.flvc.org/fcla/dt/12510
- Subject Headings
- Algebra--Study and teaching (Higher), Academic achievement
- Format
- Document (PDF)
- Title
- An examination of the Kolb LSI and GEFT and their relationship to academic achievement in Web-based and face-to-face nursing courses.
- Creator
- Musgrove, Ann Terrill., Florida Atlantic University, Bryan, Valerie
- Abstract/Description
-
Technological advances in computer systems have made the computer a valuable educational tool to both instructors and students. Web-based learning (WBL) is a relatively new instructional delivery mode which is rapidly becoming a staple at all levels of education. Critical shortage areas such as nursing should be able to use properly supported web-based education successfully to help address this shortage. Instructors need to create this support by presenting learning materials in a variety of...
Show moreTechnological advances in computer systems have made the computer a valuable educational tool to both instructors and students. Web-based learning (WBL) is a relatively new instructional delivery mode which is rapidly becoming a staple at all levels of education. Critical shortage areas such as nursing should be able to use properly supported web-based education successfully to help address this shortage. Instructors need to create this support by presenting learning materials in a variety of ways to allow learners choices that can match their Cognitive Styles (CS). This study was designed to determine the relationship between students' CS as measured by the Kolb Learning Style Inventory (LSI) and the Witkin Group Embedded Figures Test (GEFT) and academic achievement in web-based and face-to-face nursing courses. Knowledge about different CS could assist students, administrators, and instructors to determine the best instructional delivery mode. Properly applied knowledge of individual learning styles could lead to greater academic achievement. This study is divided into two parts and took place in the years 2000--2002. In study one, the Kolb LSI was administered to 153 non-randomly selected nursing students in either web-based or face-to-face classes. Academic achievement was measured as a percentage of total points. No significant difference was found when comparing academic achievement and instructional delivery modes. An Analysis of Variance (ANOVA) showed a significant difference between Kolb learning styles (p < .05). Convergers had higher final mean scores in both face-to-face and web-based classes than either Assimilators or Accommodators. In study two, the Group Embedded Figures Test (GEFT) was administered to 108 non-randomly selected nursing students enrolled in either web-based or face-to-face classes. No significant difference was found between GEFT scores and academic achievement or between GEFT scores and instructional delivery mode. The field of CS research would benefit from a continued effort towards examination, organization and consensus of the large numbers of labels and types. Future research should examine other populations. Longitudinal studies should be undertaken to determine the stability of CS. Other education focused CS instruments should be used to examine the relationship to learner achievement.
Show less - Date Issued
- 2002
- PURL
- http://purl.flvc.org/fcla/dt/11996
- Subject Headings
- Cognitive styles, Academic achievement, Nursing--Computer-assisted instruction
- Format
- Document (PDF)
- Title
- Gender differences in children's domain-specific theories of intelligence: Developmental effects upon academic performance.
- Creator
- Gaultney, Jane F., Florida Atlantic University, Perry, Louise C.
- Abstract/Description
-
This study examined gender differences in children's domain-specific theories of intelligence. It was based on Dweck's theory that individuals view intelligence as either fixed (entity theory) or flexible (incremental theory). The hypothesis that the mathematics and verbal domains would differ most for older, brighter girls who are highly sex-typed was partially confirmed in that brighter girls endorsed incremental theory more strongly for the verbal than the math area. Incremental theory was...
Show moreThis study examined gender differences in children's domain-specific theories of intelligence. It was based on Dweck's theory that individuals view intelligence as either fixed (entity theory) or flexible (incremental theory). The hypothesis that the mathematics and verbal domains would differ most for older, brighter girls who are highly sex-typed was partially confirmed in that brighter girls endorsed incremental theory more strongly for the verbal than the math area. Incremental theory was generally endorsed more by girls than boys, by more sex-typed than less sex-typed children, and by brighter than more average children. Interactions indicated the sex difference was strongest among less sex-typed bright children, and sex-typing differences greatest among bright boys. Theory of intelligence had little predictive value for academic performance. It was suggested that future research explore whether greater domain variation may occur in children with average intelligence than was evident here for a sample of generally above-average intelligence.
Show less - Date Issued
- 1989
- PURL
- http://purl.flvc.org/fcla/dt/14567
- Subject Headings
- Intelligence levels, Academic achievement, Students--Self-rating of, Intellect
- Format
- Document (PDF)
- Title
- Gender identity effects on school outcomes.
- Creator
- Sharif, Medeia., Florida Atlantic University, Perry, Louise C.
- Abstract/Description
-
Children's (Grades 4--8) gender identity was examined as a predictor of academic self-concept, achievement, attitudes, and conduct. Three gender identity components were assessed: (a) feelings of being typical of one's gender, (b) feeling content with one's gender assignment, and (c) feeling pressured to conform to one's gender. It was expected that gender typicality and contentedness would be positive influences, whereas felt pressure would be a negative influence. Results were partially...
Show moreChildren's (Grades 4--8) gender identity was examined as a predictor of academic self-concept, achievement, attitudes, and conduct. Three gender identity components were assessed: (a) feelings of being typical of one's gender, (b) feeling content with one's gender assignment, and (c) feeling pressured to conform to one's gender. It was expected that gender typicality and contentedness would be positive influences, whereas felt pressure would be a negative influence. Results were partially supportive, but showed that relationships varied substantially with child gender and the gender-normative relevance of a given academic domain (math vs. English). It was concluded that gender identity factors have importance not only for children's personal/social adjustment but also for their academic outcomes.
Show less - Date Issued
- 2001
- PURL
- http://purl.flvc.org/fcla/dt/12859
- Subject Headings
- Gender identity, Identity (Psychology) in children, Academic achievement
- Format
- Document (PDF)
