Since World War II there has been a "revolutionary" increase in nonparental preschool-age child care. However, the effects of nonparental preschool care remains illusive. In an effort to address some of the limitations of previous research, seven different types of preschool-age care were statistically analyzed. Survey research and available data were gathered on 456 students in a large mid-south metropolitan area. Academic performance was measured by intelligence test scores and report card spelling grades from the sample children's third grade permanent record file. School behavior was measured by the child's conduct score over several years. Fourteen background conditions served as controls.

No description available.

This study provides a rationale for advising students on whether to enroll in individualized/self-paced computer courses. It identifies seven factors that have a significant correlation with success in an individualized computer course. The sample comprises all the students enrolled in individualized computer courses at Lee College, Baytown, Texas in the spring semester of 1988. Students completed a survey to determine whether they had previous computer experiences, whether they operated with a level of introvert personality characteristics, and whether the individualized computer course was their first choice. Students completed a learning style inventory and a score was determined using the items relating to individualized computer studies. Data collected in the Lee College records office included high school percentile rank, standardized reading score, standardized mathematics score, college hours completed, course withdrawals, and age. The following seven factors were shown by the data to have a significant correlation with a final grade (in order of decreasing significance): (a) learning style inventory, (b) high school percentile, (c) standardized mathematics score, (d) standardized reading score, (e) previous computer experience, (f) number of college hours, and (g) age. The following three factors were shown by the data to have no significant correlation with a final grade: (a) course withdrawals, (b) degree of personality introversion, and (c) the individualized computer course as first choice. The findings substantiate the hypothesis that success in an individualized computer course might be attributed to certain factors, and once identified, these factors can be used in advising students. Advisors should use as many of the seven factors (identified as significant), as possible in helping students choose between individualized and traditional computer courses.

The problem of this study was to isolate predictors of academic success in both self-paced classes and lecture classes in Introductory Accounting. The purposes of the study were to determine if learning style, locus of control, reading ability, age, sex, accounting work experience, and prior accounting academic experience are predictors of success in Introductory Accounting classes taught using self-paced methods of instruction and lecture methods of instruction. Another purpose was to determine if there is a difference in the set of predictors of success in the two instructional methods and to provide some direction as to determinants of success which may be addressed by counselors in advising students. The data were collected from 463 students at a suburban community college in the Southwest. Each of the variables was analyzed by a stepwise multiple regression analysis and a backward elimination regression for students grouped according to instructional method. A two-way multivariate analysis of variance was used to examine whether the distribution of scores on the potential predictor variables were equivalent for students in the two teaching methods and for successful completers of the course and noncompleters. Consideration of the data findings of this study permitted the following conclusions: 1. Age and reading ability have a positive relationship to academic success in an Introductory Accounting course taught in a lecture format. 2. Concrete learning style, as measured by the Learning Style Inventory, age, reading ability, and accounting work experience have a positive relationship to success in an Introductory Accounting course taught in a self-paced format. 3. Age, reading ability, accounting work experience, and a concrete learning style have a positive relationship to academic success in Accounting courses taught using either method. 4. There is a difference in the set of predictors of success for Accounting classes taught using the two instructional methods. 5. There are differences between completers and noncompleters of courses regardless of instructional method.

The present study was designed to investigate the interrelationships of various school-related attitudes and mathematics achievement in a sample of 104 fifth-grade students. A version of the Semantic Differential was used to assess student attitudes toward school, mathematics, teachers, and mathematics teachers. Achievement in mathematics was measured using the Wide Range Achievement Test and classroom grade in mathematics. Higher correlations between the attitude and achievement variables were obtained when classroom grade was used as the achievement measure. Weights generated for each of the attitude variables in multiple regression equations designed to predict each achievement measure were nonsignificant for males, females, and the total sample. Results were discussed and recommendations for future research were made.

This investigation compared achievement of boys and girls in second grade who were seven years old in June, July, and August of 1983 to the boys and girls in second grade who were eight years old in September, October, and November of 1983. The students were tested using the Iowa Test of Basic Skills using the following areas: reading, total math, and composite scores. The study also looked at the correlation of sex and age of students who had been retained in first grade. A comparison of teacher grades to standardized test scores and ability grouping was also presented. One way analysis of variance was applied to the test results. A chi square test of independence was conducted on students retained in the first grade to determine if interaction between sex and age was indicated. Older children scored higher in all three areas measured, while girls scored higher in reading. This may seem contradictory, but is not. Age was significant beyond the .05 level, while sex was significant beyond the .001 level. This difference is explained by the extremes in means for younger boys and older girls. Since first grade curriculum emphasizes reading, this gave girls a definite advantage over boys. Boys, however, scored significantly higher in math. The results indicate a need for restructuring curriculum to meet the needs of boys and girls. Younger boys in second grade scored the lowest in all areas tested, except math. These scores would have been even more significant if the boys who were not promoted to second grade could have been included in the second grade testing. These findings indicate that total developmental age is the most important factor when considering admission for school. A closer look should be taken at the requirements for school entrance. The factors that must be considered are chronological age, mental age, physical maturity, emotional and social maturity, behavior age, and sex.

A Freshman Academy's Influence on Student Connectivity, Attendance, and Academic Achievement by Nancy O. LoPresti MA, Montclair State University 2005 MAT, Marygrove College, 2002 BA, Kean University 1981 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University June 2017

This study is a lifespan analysis of adult college students between the ages of twenty-three and fifty-five at North Texas State University in Denton, Texas, with respect to academic achievement as measured by grade point average, self-esteem as measured by the Rosenberg Self-Esteem Scale, and anxiety as measured by the Taylor Manifest Anxiety Scale.

The problem of this study was a comparison of attitudes toward and achievement in biology between students enrolled in an introductory biology course taught using instructional television and as taught at Tarrant County Junior College South Campus in the spring semester of 1982.

The purpose of this study was to compare the achievement mean test scores in Technical Drawing of students enrolled for the NCE (Technical) program at the College of Science and Technology, Kaduna polytechnic, Kaduna, Nigeria. Test score means were compared between direct and remedial (preparatory) entry students and secondly among type of high school attended. Data were collected directly from students' permanent records. Two major hypotheses with three sub-hypotheses for each were tested. The first major hypothesis compared direct and remedial entry students. The second major hypothesis compared among three types of high schools attended. The One Way Analysis of variance (ANOVA) was used to analyze the data. The Duncan Multiple Comparison Test was also applied on the second major hypothesis. Both hypotheses I and II were retained at the .05 level of significance. However, hypothesis I was rejected at the .01 level of significance because the remedial entry students were found to have higher mean test scores than the direct entry students. Findings for hypothesis II indicated no significant difference among type of high school attended. It was recommended that selection for admissions for both the remedial and direct enrollments should not be based only on type of high school attended or type of subjects taken; data collected for remediation should bear directly on individuals' academic problems; and aptitude tests should be conducted in addition to transcripts currently demanded.