The purposes of this study were: (1) to illustrate the applications of sequential analysis in education and the behavioral sciences, (2) to compare the power of the sequential configural rank (SCR) test, the modified sequential configural rank (MSCR) test, and the sequential t-test for the two sample situation, and (3) to compare the average sample size of the SCR-test, the MSCR-test and the sequential t-test for the two-sample situation. / Applications of five sequential tests were illustrated with data from education and the behavioral sciences and with the aid of computer software written in Applesoft BASIC. The efficiency of the sequential tests with respect to sample size was also demonstrated. / In order to compare the power and average sample size of the SCR-test, the MSCR-test, and the sequential t-test, the present study used computer generated Monte Carlo methods as its primary means of investigation. The power and the average sample size of the three tests were compared under three distributions: normal ((mu) = 0, (sigma) = 1), uniform (interval 0, 1), and exponential ((lamda) = 1). / Results of the Monte Carlo study suggested that the sequential t-test has appreciable power advantage (about 1 to 23 percent) over the SCR-test and the MSCR-test under normal and uniform distributions. The magnitude of the power advantage depends on the effect size tested (k(,1)) and the true effect size (k). The SCR-test is more powerful than the MSCR-test under normal and uniform distributions. However, under exponential distribution the MSCR-test shows modest power advantage over the SCR-test. Under exponential distribution the SCR-test and the MSCR-test have power superiority over the sequential t-test in the range 1 to 11 percent and 1 to 21 percent respectively. / The MSCR-test requires substantially smaller number of observations (5 to 53 percent smaller) than the SCR-test and the sequential t-test under the three distributions. The sequential t-test requires fewer observations than the SCR-test under the three distributions. / Source: Dissertation Abstracts International, Volume: 47-05, Section: A, page: 1535. / Thesis (Ph.D.)--The Florida State University, 1986.

This study examined the relationship between six change variables and attitude formation towards an innovation: a system approach to identifying and solving problems. Specifically the study examined four relationships between: (a) Change Agent Credibility and the linear combination of the individual's Belief System, Change Agent Status, and Change Agent Origin, (b) Knowledge Level and the linear combination of Change Agent Credibility, the individual's Belief System, Change Agent Status, and Change Agent Origin, (c) Perception of the Innovation Attributes and the linear combination of Knowledge Level, Change Agent Credibility, the individual's Belief System, Change Agent Status, and Change Agent Origin, and (d) Attitude towards the Innovation and the linear combination of Perception of the Innovation Attributes, Knowledge Level, Change Agent Credibility, the individual's Belief System, Change Agent Status, and Change Agent Origin. / All subjects completed three pretreatment instruments (Belief Systems Test, Background Information Survey, and Attitude Survey). The Attitude Survey consisted of two subscales: Attitude towards the Innovation and Perception of the Innovation Attributes. / The treatments consisted of five objectives-based workshop presentations on the innovation, given by the same change agent, to 94 faculty in five postsecondary colleges. At two colleges the change agent was portrayed as a high status external change agent. At two other colleges he was portrayed as a low status external change agent and at the fifth college he was portrayed as a low status internal change agent. / Seventy-five subjects completed three posttreatment instruments (Knowledge Level Survey, Change Agent Credibility Survey, and Attitude Survey). The data were analyzed using multiple regression analysis and the following significant results in explained variance were obtained. Change Agent Origin and client Belief System explained variance in Knowledge Level. The abstract/concrete dimension of Belief Systems appeared instrumental in explaining Knowledge Level. Knowledge Level and Change Agent Credibility explained variance in Perception of the Innovation Attributes but it appeared that Knowledge Level may not directly influence Perception. Perception of the Innovation Attributes explained variance in Attitude towards the Innovation. / Source: Dissertation Abstracts International, Volume: 49-06, Section: A, page: 1317. / Major Professor: Roger Kaufman. / Thesis (Ph.D.)--The Florida State University, 1988.

The purpose of this study was to investigate the influence of advance organizers in a systematically designed lesson to teach rule-using behavior on transfer of rule learning to problem-solving situations. It was hypothesized that learners receiving an advance organizer treatment would perform better on a measure of transfer of rule learning than those not receiving such a treatment. A second hypothesis was that those with greater general ability would perform better on a transfer test than those with less general ability. Furthermore, it was hypothesized that learners with lower general ability would benefit more from an advance organizer treatment than those with higher general ability. / To test these hypotheses, 72 fifth and sixth grade elementary students at the Developmental Research School at Florida State University were evenly divided into high and low spelling ability levels. Within levels, learners were randomly assigned to one of two instructional treatments, one with and one without advance organizers. The instruction was systematically designed to teach rule-using behavior to spell words with cie and cei letter sequences. The dependent variable was a test of transfer of learning to the solution of problems associated with the spelling of unfamiliar words. To analyze the data, a two-way analysis of variance was conducted on the scores achieved on the transfer test. / Results indicated that those with greater general ability performed better on the transfer test of rule learning than those with less general ability even though both types of learners achieved the same level of performance in applying the rules taught during instruction. However, although no detrimental effects on transfer of learning were caused by the advance organizers, no statistically significant differences in transfer of learning could be attributed to the inclusion of an advance organizer treatment. / The conclusions from the study indicate that, while students benefit from systematically designed instruction to teach rules, advance organizers incorporated in that instruction do not necessarily enhance learning transfer. / Source: Dissertation Abstracts International, Volume: 44-02, Section: A, page: 0471. / Thesis (Ph.D.)--The Florida State University, 1983.

This cross-sectional study uses production function analysis to examine the relationship between the education of rice farm "managers" and farm productivity in northeast Bangladesh. The study also attempts to determine in what ways education influences farm output, if it does, and to what extent the effect of education on output, if any, is mediated by the social organization of production in rural Bangladesh. The farm level data, based upon one agricultural season, was collected by the author during a seven month period in the Sylhet district of Bangladesh, 1981. / The findings of the study support a large body of literature which suggests that formal schooling has a positive effect on agricultural productivity. Of the nonformal educational activities examined, exposure to agricultural radio broadcasts and participation in out-of-school literacy classes are found to be positively associated with farm productivity. In addition, evidence is presented which suggests that, in the study area, agricultural extension contact has a positive influence on rice paddy production per acre. / The study's results indicate that one reason both formal schooling and nonformal literacy training seem to enhance productivity is because both types of education provide farmers with literacy-related capabilities which are positively associated with farm productivity. However, formal and nonformal education are found to influence farm production independently, rather than as substitutes or complements. / Although the findings indicate that formal schooling has a positive effect on rice farm production per acre, the production model, as specified, indicates that the extent of that educational effect depends upon a farmer's class position within the social organization of production. Based upon these findings, the tentative conclusion is that, while the expansion of schooling may tend to increase overall productivity in the agricultural sector, the unintended consequence of such a policy may be the exacerbation of existing class-based income inequalities in Bangladesh. / Source: Dissertation Abstracts International, Volume: 44-02, Section: A, page: 0327. / Thesis (Ph.D.)--The Florida State University, 1983.

Source: Dissertation Abstracts International, Volume: 28-12, Section: A, page: 4833. / Thesis (Ph.D.)--The Florida State University, 1967.

Source: Dissertation Abstracts International, Volume: 29-05, Section: A, page: 1360. / Thesis (Ph.D.)--The Florida State University, 1968.

Source: Dissertation Abstracts International, Volume: 29-05, Section: A, page: 1371. / Thesis (Ph.D.)--The Florida State University, 1968.

Source: Dissertation Abstracts International, Volume: 31-09, Section: A, page: 4636. / Thesis (Ph.D.)--The Florida State University, 1970.

Source: Dissertation Abstracts International, Volume: 29-07, Section: A, page: 2047. / Thesis (Ph.D.)--The Florida State University, 1968.

Source: Dissertation Abstracts International, Volume: 30-02, Section: A, page: 0624. / Thesis (Ph.D.)--The Florida State University, 1968.