Thesis (M. Ed.)--Kutztown University of Pennsylvania, 2001. / Source: Masters Abstracts International, Volume: 45-06, page: 2797. Typescript. Abstract precedes thesis as preliminary leaves. Includes bibliographical references (leaves 41-43).

Thesis (Ph. D.)--University of Chicago, Dept. of Education, June 2003. / Includes bibliographical references. Also available on the Internet.

Not available / text

Thesis (Ph. D.)--University of Pennsylvania, 1937. / Bibliography: p. 49-57.

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

The Scholastic Aptitude Test (SAT) is taken each year by two fifths of the high school graduates (Cameron, 1989). The perception that high SAT scores will either open the door of selective colleges and generate scholarships or that low SAT scores will close off opportunities for the rest of one’ life, makes virtually every student who invests the three hours of time required to take the test extremely anxious about doing as well as possible (Whitla, 1988). Significant relationships between identified preparation techniques and the perceived effectiveness of those techniques by students and staff can be very useful information for educators when counseling and/or assisting students who want to improve their performance on the SAT. This study describes perceptual opinions from students, teachers, counselors, and administrators from 10 Portland, Oregon metropolitan area schools about the effectiveness of three SAT preparation techniques. The following research questions were examined: 1. What is the perceived effectiveness of three SAT preparation techniques: SAT computer programs, SAT preparation classes, and specific SAT information taught in general classes? 2. Are students who regard the SAT as important more likely to know about, use, and perceive effective the three preparation techniques than students who do not? 3. Are students who regard the SAT as important more likely to perceive their teachers or administrators as valuing the SAT than students who do not? 4. Are students who perceive that their teachers or administrators regard the SAT as important more likely to perceive the preparation techniques effective than students who do not? The results of this study indicated some specific groups of students and teachers did perceive one preparation technique to be effective. Their perceptions validated belief in specific SAT information taught in general classes as an effective preparation technique. It also revealed that there was lack of awareness, use, and perceived effectiveness of both SAT computer programs and SAT preparation classes. Lastly, the study showed that both students and teachers who perceived the SAT to be important, agreed that their administrators valued the SAT.

No description available.

The purpose of this study was to investigate the effects of a special preparation program of coaching on the verbal section of the Scholastic Aptitude Test (SAT). The coaching program was designed to familiarize the students with test-taking strategies and to enhance their sequential deduction and reasoning abilities through the use of classwork as well as homework. This special preparation course covered a period of six weeks and was held directly after school. The sample for this quasi-experimental study included 170 seniors from three public high schools in a suburb of the Greater Washington Metropolitan Area who had first taken the SAT in May of their junior year and again for a second time in November of their senior year. The May SAT verbal scores served as the pretest measures and the November SAT verbal scores served as the posttest measures. An analysis was made using the regressed gain scores to see if there was a significant difference between the students who were coached for the second test and for those who were not coached. The findings of this study indicated that coaching was effective for those students who received the special preparation. Additionally, the study examined the following: (1) the effect of coaching across schools; (2) the interaction of controlling variables such as sex, grade point average, final grade in junior English, and parental education levels; and (3) the difference in regressed gain scores of those students who volunteered for coaching programs and for those students who did not volunteer when neither group received any coaching. / Ed. D.

The purpose of this study was to discover: (A) Whether the Tennessee Self-Concept Test would predict academic success better than the Scholastic Aptitude Test. (B) Whether Tennessee Self-Concept Test would add to Scholastic Aptitude Test as a predictor of academic success.The subjects were 102 first quarter Freshmen English students enrolled at Ball State University during the Fall Quarter of 1974. The predictor variables studied were: Scholastic Aptitude Test - verbal, Scholastic Aptitude Test -mathematical and Tennessee Self -Concept Test the counseling form. All the 14 scores on Tennessee Self-Concept Test, self criticism, total-P scores, Row 1-identity, Row 2-self satisfaction, Row 3-behavior, Column 1-physical self, Column 2-moral self, Column 3-personal self, Column 4-family self, Column 5-social self, Total variability score, Column total, Row total, and D-distribution score, were included. The criteria of success was the final grade point average.In order to find the statistical significance of the variables studied as a predictor of academic success, step wise multiple regression was applied.The result of this study indicated that (A) the single variable that offered the best information for predicting academic success was Scholastic Aptitude Test-verbal; (B) only one variable on Tennessee Self Concept Test, the personal self, was significant as a predictor of academic success; (C) the combination of variables on Scholastic Aptitude Test and Tennessee Self-Concept Test was test d. Only three variables were found to be significant as a predictor of academic success: SAT-verbal, Column 4-the family self, and Column 3-personal self.

There is no abstract available for this dissertation. / Department of Educational Leadership