Current Search: info:fedora/islandora:personCModel (x) » BIble. O.T. Pentateuch. (x) » Department of Educational Leadership and Research Methodology (x) » Morris, John D. (x)
View All Items
- Title
- An exploration of the relationship between mathematics anxiety level and perceptual learning style of adult learners in a community college setting.
- Creator
- Cook, Roberta Parrino., Florida Atlantic University, Guglielmino, Lucy M., Morris, John D., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
This study investigates the relationships between and among math anxiety level, perceptual learning style (audio, visual, tactile/kinesthetic), age, gender, and math performance. The subjects were 501 community college students taking remedial credit Introductory Algebra and college credit Basic College Algebra. A questionnaire measuring math anxiety level, perceptual learning style, and personal demographics was developed and administered to the participants. Math anxiety level was measured...
Show moreThis study investigates the relationships between and among math anxiety level, perceptual learning style (audio, visual, tactile/kinesthetic), age, gender, and math performance. The subjects were 501 community college students taking remedial credit Introductory Algebra and college credit Basic College Algebra. A questionnaire measuring math anxiety level, perceptual learning style, and personal demographics was developed and administered to the participants. Math anxiety level was measured by the Brief Math Anxiety Rating Scale (BMARS), a subscale of Suinn's Math Anxiety Rating Scale (MARS). Perceptual learning style was measured by the Learning Style Inventory-Adapted (LSI-A), an adaptation of the CITE Learning Style Inventory. The results showed that math anxiety level was significantly correlated to one or more learning styles for all groups studied. Math Anxiety level was also significantly correlated to gender but did not have significant correlations with age or math performance. For the female subjects, there were significant positive correlations between math anxiety level and two learning styles: tactile/kinesthetic and audio. For males, there was a significant positive correlation between math anxiety level and audio learning style only. While the math anxiety levels of females were significantly higher than those of males, their course grades were as well. They were also significantly older than the males in the study group and had significantly higher preferences for the visual learning style than the males. Multiple regression analyses were performed with the predictor variables of age, gender, learning style; and the criterion variable math anxiety level. The regression models were statistically significant and predicted up to 15% of the variance in math anxiety level. Multiple regression analyses were performed on subgroups of the original groups. These groups were comprised of the participants who received letter grades from A-F. Those receiving incompletes or withdrawals were not included in this part of the study. The predictor variables for the regressions in these models were: age, gender, math anxiety level, and perceptual learning style. The criterion variable was math performance, measured by the final grade in the course. All but one of the regression models were statistically significant, predicting up to 16% of the variance in math performance. The remedial credit model was not significant. Further research is needed with a more comprehensive learning style instrument and possibly a different measure for evaluating math performance that would also include all the incomplete grades and withdrawals.
Show less - Date Issued
- 1997
- PURL
- http://purl.flvc.org/fcla/dt/12528
- Subject Headings
- Education, Community College, Education, Mathematics, Education, Adult and Continuing, Education, Educational Psychology
- Format
- Document (PDF)
- Title
- Multiple Measures as a Placement Instrument in Mathematics at Florida State Colleges.
- Creator
- Montañez Martínez, III, Miguel A., Floyd, Deborah L., Morris, John D., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
Every year, thousands of Florida public high school graduates seek to enter Florida state colleges based on a single standardized placement test. This quantitative study sought to identify an actuarial model, based on multiple measures, as an alternative to standardized placement tests. The study, grounded on degree completion theories, examined high school students from the Miami-Dade metropolitan area and their performance in one first-year mathematics course in Miami Dade College during...
Show moreEvery year, thousands of Florida public high school graduates seek to enter Florida state colleges based on a single standardized placement test. This quantitative study sought to identify an actuarial model, based on multiple measures, as an alternative to standardized placement tests. The study, grounded on degree completion theories, examined high school students from the Miami-Dade metropolitan area and their performance in one first-year mathematics course in Miami Dade College during the Fall 2014 academic term. The study, using a sample size of 10,186 subjects, examined multiple predictor variables and one outcome variable to measure predictability of success in Intermediate Algebra. The study used descriptive statistics, multiple linear regression, and logistic regression to develop a multiple measure actuarial model. A quantitative analysis of archived student records was used in this study. The analysis revealed that the actuarial model, using gender, ethnicity, age, academic objective, academic load, high school GPA, high school mathematics gap, and high school mathematics curriculum composite score as predictor variables, was significant in predicting success in Intermediate Algebra. The actuarial model correctly classified 1,688 subjects who would fail Intermediate Algebra, achieving a hit rate of 75% in predicting failure in Intermediate Algebra. Similarly, the model achieved a hit rate of 54% when classifying subjects who would pass Intermediate Algebra. The improvement-over-chance index, I, was 44.8%, representing a 45% reduction in error when classifying subjects who would fail Intermediate Algebra. Thus, the actuarial model, with all its predictor variables, provides helpful guidance when advising incoming first-time-in-college (FTIC) students.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004614, http://purl.flvc.org/fau/fd/FA00004614
- Subject Headings
- Achievement in education--Measurement., Educational tests and measurements--Florida., Mathematics--Examinations, questions, etc., Advanced placement programs (Education)
- Format
- Document (PDF)
- Title
- Perceived job satisfaction of resident assistants in student housing at three Florida public universities.
- Creator
- Ovathanasin, Teeranai, Floyd, Deborah L., Morris, John D., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this study was to determine differences in satisfaction of public university Resident Assistants (RAs) with regard to several job satisfaction factors identified on the Resident Assistant Satisfaction Survey (RASS), specifically as compared to Casey’s (2009) normative sample of RAs in privatized university housing. The RASS outlined eight Employment Aspect Factors and three Criterion Factors to determine RA job satisfaction. This study also determined if there were differences...
Show moreThe purpose of this study was to determine differences in satisfaction of public university Resident Assistants (RAs) with regard to several job satisfaction factors identified on the Resident Assistant Satisfaction Survey (RASS), specifically as compared to Casey’s (2009) normative sample of RAs in privatized university housing. The RASS outlined eight Employment Aspect Factors and three Criterion Factors to determine RA job satisfaction. This study also determined if there were differences in job satisfaction for public university RAs based on gender, racial ethnic identification, or academic class standing. Resident Assistants from three Research I Florida institutions in the United States completed the RASS. There has been very little research identifying the factors influencing job satisfaction of paraprofessional RAs, specifically at Florida public institutions of higher education and as compared to a privatized university housing Company.
Show less - Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004458, http://purl.flvc.org/fau/fd/FA00004458
- Subject Headings
- College students -- Florida -- Housing, Residence counselors -- Florida -- Job satisfaction, Resident assistants (Dormitories) -- Florida -- Attitudes, Resident assistants (Dormitories) -- Florida -- Job satisfaction, Universities and colleges -- Florida -- Professional staff -- Job satisfaction
- Format
- Document (PDF)
- Title
- The Relationships Among the Behavioral Agility of School Leadership Teams, Culture, and Performance.
- Creator
- Shaw, Carletha B., Shockley, Robert, Morris, John D., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
This quantitative, non-experimental study was conducted to investigate the relationship among the behavioral agility of school leadership teams, school culture, and school performance. Additionally, the study sought to determine whether the influence of these variables and/or their relationships are modified by alterable and unalterable characteristics of the school. The study utilized Pisapia’s (2009) Strategic Leader Questionnaire (SLQ) to measure school leadership team’s behavioral agility...
Show moreThis quantitative, non-experimental study was conducted to investigate the relationship among the behavioral agility of school leadership teams, school culture, and school performance. Additionally, the study sought to determine whether the influence of these variables and/or their relationships are modified by alterable and unalterable characteristics of the school. The study utilized Pisapia’s (2009) Strategic Leader Questionnaire (SLQ) to measure school leadership team’s behavioral agility in using five leadership influence actions (managing, transforming, bridging, bonding, and bartering). Cameron and Quinn’s (2005) Organizational Culture Assessment Instrument (OCAI) was used to determine if the school’s dominant organizational culture type (adhocracy, clan, hierarchy, or market) mediated the behavioral agility of school leadership teams and school performance. The study included 65 schools and approximately 1,500 classroom teachers from a very large urban school district located in the Southeast United States. The results indicate that behavioral agility, unidimensional and multidimensional factors, were significantly correlated to each organizational culture type, with the exception of the managing behavior subfactor in clan and adhocracy cultures. Student suspension moderated the relationship between behavioral agility and school culture. There was no relationship found between school culture and school performance; however, it was found that minority percentage negatively correlated market culture and school performance and student attendance negatively correlated both hierarchy and market cultures and school performance.
Show less - Date Issued
- 2018
- PURL
- http://purl.flvc.org/fau/fd/FA00005966
- Subject Headings
- Educational leadership, Organizational culture, Schools, Agility
- Format
- Document (PDF)