Earning a General Educational Development (GED) credential can have positive results in a student's life including higher wages and better job opportunities. The 2014 version of the GED exam changed the format from a paper-based test to a computer-based test. This change coincided with a 35% decline in the pass rate indicating not all students are prepared to pass the new computer-based test (CBT). The purpose of this quantitative study was to evaluate the influence of a candidate's race and reason for taking the exam on the pass or fail outcome of the new computer-based GED exam. The study used Vroom's expectancy theory as the theoretical framework. The guiding question was to examine the relationship between a candidate's motivation and pass or fail outcome of the CBT. This study used a quantitative approach to analyze available archival data from The Technical College System of Georgia in 2014 and 2015. Two chi-square analyses were conducted on data from 21,641 participants using candidate's race, reason for taking the exam, and GED pass or fail outcome. Results suggested that individually, both a candidate's race and reason for taking the test have a statistically significant effect on the participant's pass or fail outcome. Results from this study may help GED educators and students better understand factors that can influence student success. Integrating career development orientations and remedial computer based technology classes into the GED preparation process were recommended. Implications for positive social change include the potential to increase student motivation, improve the preparedness of both students and educators and subsequently increase the number of people who pass the GED exam.

Wissenschaftliches Schreiben ist eine sehr komplexe Aufgabe, die eine Vielzahl unterschiedlicher Aktivitäten umfasst. Viele Studierende haben jedoch Schwierigkeiten, die damit verbundenen Anforderungen selbständig zu bewältigen. Im Mittelpunkt des Interesses der vorliegenden Arbeit stand daher die Entwicklung und Evaluation interaktiver computerbasierter Trainingsaufgaben, die Studienanfänger beim Erwerb von Grundkompetenzen des wissenschaftlichen Schreibens unterstützen. Zentrale Anliegen dieser Arbeit waren: (a) die psychologisch begründete Entwicklung einer computerbasierten Schreibumgebung für das wissenschaftliche Schreiben, (b) die theoretisch und methodisch begründete (Weiter-)Entwicklung von Instrumenten zur Untersuchung der Bedingungen und Wirkungen der Schreibumgebung und (c) die empirische Überprüfung der lern- und motivationspsychologischen Wirkungen des Arbeitens mit der Schreibumgebung. Im ersten Teil der Arbeit wird aus theoretischen Überlegungen und Modellen zum Schreibprozess bzw. zum Textverstehen ein integratives Modell des wissenschaftlichen Schreibens abgeleitet. Auf dieser Grundlage wird eine prototypische Trainingsumgebung entwickelt und formativ evaluiert. Anhand der Ergebnisse der formativen Evaluation wird der Prototyp zur Schreibumgebung „escribo“ weiterentwickelt. Diese Schreibumgebung setzt systematisch empirisch bestätigte Schreibstrategien um. Somit werden die Schreibenden in ihrem Schreibprozess kognitiv und metakognitiv unterstützt und angeleitet. Zur Untersuchung individueller Einflussgrößen auf den Schreibprozess werden im zweiten Teil der Arbeit verschiedene Fragebögen, z.B. zu motivationalen Aspekten beim wissenschaftlichen Schreiben entwickelt. Weiterhin wird ein verhaltensorientierter Fragebogen zu Strategien beim akademischen Schreiben (FSAS) konzipiert und hinsichtlich seiner Struktur sowie Reliabilität überprüft. Die Ergebnisse einer empirischen Studie mit zwei Messzeitpunkten zur Wirkung der Schreibumgebung weisen darauf hin, dass das Arbeiten mit der Schreibumgebung einer Übungssituation überlegen ist: Zum Messzeitpunkt 1 z.B. schrieben die Versuchspersonen mit computerbasierter Schreibunterstützung besser verständliche Texte. Daraus lässt sich der Schluss ziehen, dass es unter folgenden Bedingungen möglich ist, wissenschaftliches Schreiben computerbasiert zu fördern: Der komplexe Schreibprozess muss aufgebrochen werden, um die Anforderungen des wissenschaftlichen Schreibens transparent machen zu können. Außerdem sollten empirische und theoretische Erkenntnisse systematisch genutzt werden, um angemessene Strategien gezielt fördern zu können. / Academic writing is a complex task that involves a variety of cognitive and metacognitive activities. However, many university students perceive academic writing as an ill-defined task which, as a consequence, leads to feelings of incompetence and frustration. Thus, the purpose of the research presented here was to develop and evaluate interactive web-based training exercises to support students’ acquisition of basic writing competences. The main concerns include the: (a) development of a psychologically sound computer-based writing environment for academic writing; (b) development and enhancement of theoretically and methodologically sound instruments to study conditions and effects of such a writing environment; and (c) empirical investigation of the effects of working with the writing environment on achievement and motivation. In the first part of the dissertation an integrative model of academic writing is derived from theoretical considerations and models of the writing process as well as text comprehension. On this basis, a prototype of the writing environment is developed and evaluated in a pilot study. The results of the pilot study were used to design the writing environment “escribo”. This writing environment systematically applies empirically proven writing strategies. As a result, students receive cognitive and meta-cognitive support in their writing. To investigate individual influences on the writing process, various questionnaires, e.g. on motivational aspects of writing, were developed in the second part of the research presented here. Furthermore, a behaviour-oriented questionnaire on strategies in academic writing (FSAS) was designed and assessed regarding its structure and reliability. An empirical study using two measuring values was carried out to determine the effects of the writing environment. Its results show that there is some evidence that working with the writing environment is superior to a situation without any support; in session 1, for example, students supported by “escribo” wrote texts with a better readability compared to students working without support. Therefore, it can be concluded that such a computer-based writing environment can foster the acquisition of basic competencies in academic writing. This holds true only, if the following prerequisites are met. Firstly, the complexity of the writing process has to be broken up in order to make the demands of academic writing transparent. Secondly, theoretical and empirical findings should be used systematically to foster adequate writing strategies.

Title from PDF of title page. / Document formatted into pages; contains 89 pages. / Thesis (M.A.)--University of South Florida, 2003. / Includes bibliographical references. / Text (Electronic thesis) in PDF format. / ABSTRACT: Due to the increasing demands of third-party payers to show measurable results in a decreased amount of time, mental health practitioners need new tools and techniques to quickly and efficiently assess their client's current status and progress in treatment. The goal of this study was to develop and validate a brief computerized measure of emotional states and personality traits for use as an assessment tool in a clinical setting. Adapted from the State-Trait Personality Inventory (STPI; Spielberger, 1998), the computerized instrument measured state and trait anxiety, anger, depression, and curiosity. The computerized STPI was examined for equivalence with the traditional STPI and compared with therapists' ratings of their clients' emotional states and personality traits. Forty individuals (24 women, 16 men) in psychotherapy were administered either a computerized version of the STPI or the original, paper version. / ABSTRACT: Each client's therapist was asked to rate him or her on the same 4 states and 4 traits measured by the STPI. In addition, clients and therapists answered short questionnaires regarding their reactions to the STPI and the client report generated by the STPI, respectively. [BR][BR] A comparison of mean STPI scale scores between the computerized and paper administration groups showed slightly higher levels of reported state emotion for the computerized administration. There was no other evidence of differences between the two experimental groups. Therapists who had previously conducted assessment with their client demonstrated a significantly higher correlation of their ratings with the corresponding client STPI self-reported scores. Feedback from the client and therapist exit questionnaires suggested that their reactions to the procedure and the usefulness of the STPI were quite favorable. / ABSTRACT: Implications of increasing the use of computers in clinical assessment are discussed. / System requirements: World Wide Web browser and PDF reader. / Mode of access: World Wide Web.

This is a report on research regarding the screen layout of Web-based training (WBT) programs, conducted with an eye toward providing evidence-based guidance for the design and development of WBT interfaces. Specifically, the study investigated the relative instructional benefits of two general types of WBT screen design, full-page and partial-page, in terms of both learner performance and learner satisfaction. The main hypotheses of the study were that the full-page design option would yield significantly better outcomes in both categories of interest.The study employed a mixed-method design, generating both quantitative and qualitative data. The main phase of the study was experimental, following a factorial design to explore the relationships between a single treatment variable (WBT screen design) in two treatment conditions (partial-page WBT design and full-page WBT design) and two dependent variables (learner performance and learner satisfaction). Both a full-page and a partial-page version of the same Web-based tutorial were created, and 129 self-selected undergraduate students who reported having little or no experience with the tutorial subject matter were randomly assigned into the two treatment groups. Performance data were collected as scores on the tutorial's 18-item, multiple choice final exam, and satisfaction data were collected via a 10-item satisfaction survey. In addition, 59 of the study participants were randomly selected to participate in post-study session interviews.The results of the study yielded no significant difference between the two treatment groups for either learner performance or learner satisfaction; thus, making it impossible to reject the null hypothesis for either of the two primary research questions. The conclusion of this study was that the presence or absence of scrolling alone is not a significant factor either in how well a person performs in a WBT program or how satisfied they are with the learning experience . However, while analysis of the post-study session interview data supported this conclusion, the fact that a large majority of the interviewees stated a preference for the full-page, non-scrolling WBT interface design suggests that some elements inherent in the full-page design might warrant further consideration and/or study.

English language learners (ELLs) develop their reading by engaging in diverse literacy activities in the learning contexts of multiliteracies. I investigated ELLs' experiences and their use of strategies when they read computer-based texts at home and in school. In addition, I identified a variety of influential factors that affected the ELLs' use of reading strategies when they read computer-based texts in both research contexts. This research was conducted at homes and at three public elementary schools. Participants were two fourth-grade and two fifth-grade ELLs, four parents, and five classroom teachers. The study included observations, interviews, verbal reports, documents, field notes, and reflective journals. My data analysis processes consisted of five steps and resulted in an understanding of the ELLs' use of strategies and literacy experiences when they read computer-based texts in home and school contexts. I collected data from April 2010 through December 2010. The findings indicated that the ELLs used 15 strategies when they read diverse computer-based texts. All the ELLs created their multi-dimensional zone of proximal development (ZPD) and dialogued with others, themselves, and texts in both non-linear and dynamic ways. The ELLs' specific patterns of using the strategies contained both similarities and differences in each context. In addition, (1) ELLs' electronic literacy knowledge and experiences, (2) parents' and teachers' guidance and interest for computer-based text readings, (3) ELLs' purposes for reading computer-based texts, (4) the language of computer-based texts, and (5) technology equipment in the contexts all influenced the ELLs' use of reading strategies at homes and schools. There are two implications for parents and teachers. First, even though limitations exist, parents and teachers need to play more active roles in supporting their children's efficient and productive use of strategies and computer technology for their computer-based text reading. Second, to enhance the ELLs' literacy development in the learning contexts of multiliteracies, a home-school connection is necessary.

Rationale: Audiology student training in New Zealand faces many difficulties with a limited number of qualified instructors and suitable external placements. With a continued shortage of audiologists in New Zealand, new methods of training need to be introduced and implemented. One solution is through the use of realistic, computer-based virtual patient simulators (VPS). HIT Lab New Zealand in conjunction with the University of Canterbury has designed a VPS for New Zealand audiology students. A speech audiometry component is to be developed based on best practice recommendations, and needs to be validated. Method: Two studies, one with 18 Master of Audiology (“expert”) and another with 18 (“novice”) undergraduate students, were evenly divided into simulator and non-simulator user groups. Simulator users had to complete 5 virtual patient cases in addition to the non-simulator users’ requirement to refer to provided lecture notes and speech audiometry protocols. Novice students were assessed on declarative, procedural and retained knowledge of speech audiometry; expert students were additionally assessed on training transfer. The intervention period was set at two weeks, and the retention assessment at four weeks post-intervention.   Results: Expert students who used the simulator significantly improved their training transfer skills. No significant differences were found between and within groups for declarative knowledge and procedural knowledge. Training transfer and procedural knowledge were retained for both groups, but only non-simulator users retained declarative knowledge. Novice students who used the simulator significantly increased their declarative knowledge. Both groups’ procedural knowledge significantly regressed post-intervention. Declarative and procedural knowledge were retained for both groups. Implications: Simulator use appears to accelerate learning outcomes otherwise achievable through traditional learning methods, and does depend on the users’ existing knowledge base. Regular use may be necessary to retain desired learning outcomes. Improvements (e.g., more detailed feedback systems) are to be incorporated into the simulator, and sole reliance on the simulator for learning is not recommended. Future research into more holistic aspects of virtual patient use within the field of audiology and allied health care is warranted.

return and payback period. All these above techniques will be analysed in three different scenarios, namely: 1. Mine X will stay with its current operations without any new projects. 2. The development project will begin immediately. 3. A six–month delay in development of the project. The study found that the net present value was positive, the internal rate of return was more than the discount rate and the payback period was shorter than the project’s life–time regarding to all three above–mentioned scenarios. The highest net present value is calculated in case the project starts immediately. Both the internal rate of return and the payback period indicated that a six month delay in the project is the most viable. After considering all the facts, the study concluded due to the highest net present value the best feasible recommendation would be to start the project immediately. The value of this study is that it is the first study to investigate the relationship between the viability to delay or to start the investment project immediately in the South African mining industry. This study is also unique, since it takes into account how mining industries world–wide can achieve long–term success through development projects without losing key players, due to impulsive short–term downsizing decisions. To be able to use personality tests in the most reliable and valid manner there are many considerations to be taken into account. Variables such as the population used, the culture of the test–takers, the mode of administration, whether pencil–and–paper or computer–based testing procedures, familiarity with computers when using computer–based tests and the response format to be used when administering the personality questionnaire are but some of the considerations. Within South Africa it is that much more important to consider the mode of administration, whether pencil–and–paper tests or computer–based tests, as there are many individual groups who have been historically disadvantaged when it comes to the use of computers as a testing method. It is just as important to consider the response scale to be utilised when administering personality testing as this may influence the results obtained and can influence the reliability and validity of these results. The objective of this study was to determine which response scale, dichotomous or polytomous, was the best to use when conducting computer–based personality testing. The questionnaire that was utilised was the South African Personality Inventory (SAPI) questionnaire; however, only items from the Soft–Heartedness cluster were employed as the objective was not to test the questionnaire but to test the most reliable and valid response scale to be used in conjunction with the questionnaire. A convenience sampling approach was utilised and the questionnaire was administered to students who were available and able to take the test (N = 724). Descriptive statistics, factor analysis and Cronbach Alpha coefficients were used to analyse the data obtained. / Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2012.

return and payback period. All these above techniques will be analysed in three different scenarios, namely: 1. Mine X will stay with its current operations without any new projects. 2. The development project will begin immediately. 3. A six–month delay in development of the project. The study found that the net present value was positive, the internal rate of return was more than the discount rate and the payback period was shorter than the project’s life–time regarding to all three above–mentioned scenarios. The highest net present value is calculated in case the project starts immediately. Both the internal rate of return and the payback period indicated that a six month delay in the project is the most viable. After considering all the facts, the study concluded due to the highest net present value the best feasible recommendation would be to start the project immediately. The value of this study is that it is the first study to investigate the relationship between the viability to delay or to start the investment project immediately in the South African mining industry. This study is also unique, since it takes into account how mining industries world–wide can achieve long–term success through development projects without losing key players, due to impulsive short–term downsizing decisions. To be able to use personality tests in the most reliable and valid manner there are many considerations to be taken into account. Variables such as the population used, the culture of the test–takers, the mode of administration, whether pencil–and–paper or computer–based testing procedures, familiarity with computers when using computer–based tests and the response format to be used when administering the personality questionnaire are but some of the considerations. Within South Africa it is that much more important to consider the mode of administration, whether pencil–and–paper tests or computer–based tests, as there are many individual groups who have been historically disadvantaged when it comes to the use of computers as a testing method. It is just as important to consider the response scale to be utilised when administering personality testing as this may influence the results obtained and can influence the reliability and validity of these results. The objective of this study was to determine which response scale, dichotomous or polytomous, was the best to use when conducting computer–based personality testing. The questionnaire that was utilised was the South African Personality Inventory (SAPI) questionnaire; however, only items from the Soft–Heartedness cluster were employed as the objective was not to test the questionnaire but to test the most reliable and valid response scale to be used in conjunction with the questionnaire. A convenience sampling approach was utilised and the questionnaire was administered to students who were available and able to take the test (N = 724). Descriptive statistics, factor analysis and Cronbach Alpha coefficients were used to analyse the data obtained. / Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2012.

Across the period in which this research was conducted, there has been an increasing emphasis in government and university policies on the promotion of technology integration in higher education. This emphasis has also become evident in Commonwealth and State government policies relating to preservice teacher education because of the need to ensure that teachers enter the profession with the types of technological skills and competencies that can enhance teaching and learning. The research reported in this thesis describes the experiences and perceptions of computer-based technologies from the perspective of academic staff and graduates from two preservice teacher education courses in a Queensland university. The research was conducted in two phases using a repeated cross-sectional longitudinal design. In Phase 1 of the research conducted in 1997, and in Phase 2 in 2002, questionnaires were used to gather data. In Phase 1 of the research, participants comprised 43 academic staff members involved in two preservice teacher education courses and 72 first or second year graduate teachers from these courses. Items in the academic staff and graduate teacher questionnaires elicited information on a range of issues related to the technologies including knowledge and confidence levels, acquisition of knowledge, current and future usage in teaching, advantages and disadvantages of teaching with the technologies, the importance of the technologies to higher and preservice education and the adequacy of preservice teacher education to prepare new teachers to use technologies. Graduate teachers were also questioned about barriers to their classroom use of technologies. Further questions for academic staff investigated the existence of factors that facilitate usage of technologies and the degree to which the presence or absence of these factors constituted barriers or incentives to technology use. A number of questions also explored attitudes surrounding the valuing of teaching, research and publishing. Results from the first phase of research revealed that both academic staff and new teachers made little use of technologies in their teaching. The most salient barriers to academic staff technology use included lack of technical advice and support, time, and lack of evidence of improved student learning and interest. There was also a widely held perception among academic staff that teaching was not valued by their university and that, in particular, innovation in teaching deserved greater recognition. For graduate teachers, barriers to technology use included lack of computers and resources, lack of school funding, and lack of knowledge and training. In Phase 2 of the research, participants comprised 40 academic staff members and 123 graduate teachers from the same two preservice teacher education courses. Participants were again questioned about knowledge and confidence levels, acquisition of knowledge, current and future usage in teaching, and the adequacy of preservice teacher education to prepare new teachers to use technologies. In light of new research and building on findings from the first phase of data collection, several new questions were added. These questions related primarily to the nature and availability of training and how preservice teacher preparation in technology use could be improved. Results from the second phase of research indicated that, among academic staff and graduate teachers, there had been considerable increases in knowledge and confidence levels in relation to the technologies, along with increased levels of usage. Both groups were also significantly more likely than their earlier counterparts to report that preservice teachers were adequately or well prepared in the use of technologies. For graduate teachers, lack of equipment and resources were ongoing barriers to technology use. Training in technology use appeared to be less of an issue for graduate teachers than academic staff with most reporting access to, and satisfaction with, inservice training opportunities. Encouraging too, was the finding that these graduate teachers were significantly more likely than their 1997 counterparts to attribute their knowledge of the technologies to preservice teacher education. While positive change in technology use was evident across this period, continued efforts to support and integrate technology in preservice teacher education remains important, as does support for the innovative use of technology to promote learning in schools.

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