Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed on August 28, 2006). PDF text of dissertation: 116 p. : ill. ; 1.29Mb. UMI publication number: AAT 3208122. Includes bibliographical references. Also available in microfilm, microfiche and paper format.

Typescript, etc. / Digitized by Kansas State University Libraries

A Monte Carlo study was conducted to investigate the effect of truncation of score distributions on systematic bias and random error of correlation coefficient distributions. The findings were twofold: Correlation decreases systematically due to increasing truncation; and the standard error of the correlation coefficient, which is a measure of random error, increases due to increasing truncation.

<p> The college admission systems of the United States require the Scholastic Aptitude Test (SAT) and American College Testing (ACT) examinations. Although, some resources suggest that SAT and ACT scores give some meaningful information about academic success, others disagree. The objective of this study was to determine whether there is significant predictive validity of SAT and ACT exams for college success. This study examined the effectiveness of SAT and ACT scores for predicting college students&rsquo; first year GPA scores with a meta-analytic approach. Most of the studies were retrieved from Academic Search Complete and ERIC databases, published between 1990 and 2016. In total, 60 effect sizes were obtained from 48 studies. The average correlation between test score and college GPA was 0.36 (95% confidence interval: .32, .39) using a random effects model. There was a significant positive relationship between exam score and college success. Moderators examined were publication status and exam type with no effect found for publication status. A significant effect of exam type was found, with a slightly higher average correlation for SAT compared to ACT score and college GPA. No publication bias was found in the study.</p>

<p> Current research indicates there is a correlation between participating in an early childhood program and a student&rsquo;s performance on future standardized measures, including the challenge of using early learning standards (Feldman, 2010). This research study focused on state initiatives, and student participation in an early childhood preschool model centered on the use of universal curriculum and assessment designed to measure student outcomes aligned to learning targets, outlined in state preschool curriculum standards. Research shows learning decreases for students who have not participated in an early childhood program, while those who have participated in some kind of early childhood program show progress (Heckman, 2011). Young children come to school with varying degrees of experiences, which may or may not enhance their learning. Educators are responsible for providing positive experiences and provide academic activities to develop academic awareness, social/emotional skills, in addition to displaying appropriate behavioral skills. Participation in preschool should also build a student&rsquo;s level of independence and competency skills. This research study examined state initiatives and curriculum materials, and assessment tools related to the importance of early childhood education programming and teacher practices, and the impact of universal curriculum and assessment implemented in the classroom during the school year. In addition, it further explored teacher perspectives on educational programming, Louisiana&rsquo;s early childhood initiatives, and the use of universal curriculum and assessment in their classroom.</p>

<p> Relieving test anxiety actions range from relaxation exercises to prescription medication. Humor can be a simple method of test anxiety relief. The current study was used to determine if humor, in the form of a cartoon, placed on the splash page of an online exam improved the test scores of students who have high test anxiety. In the current study, 2 theories were used to guide the research. The interference theory by Ralf Schwarzer and Matthias Jerusalem indicated students have difficulty separating competing thoughts during an exam. In the adult learning theory by Malcolm Knowles, the learning of children and adults was differentiated, while explaining how adults learn. A quasi-experimental quantitative design was used to find a possible correlation between humor and test anxiety relief. The study sample comprised an equal number of students with high test anxiety and students with low test anxiety. The low test anxiety group comprised the control group. A 2-sample <i>t</i> test was used to search for a correlation between the cartoon and the exam scores. Intended benefits of the study included: (a) students with test anxiety find relief from test anxiety, (b) instructors achieve reliable assessments of students with test anxiety, and (c) confident, well-educated graduates. The current study results showed the opposite of expected results. The high test anxiety group did worse on the exam with the cartoon. The 2-sample <i> t</i> test showed a negative improvement of &ndash;6.222 between midterm and final exams for the high test anxiety group.</p>

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The purpose of this study was to compare alternative models for analyzing student learning outcomes. The models were: (a) single equation approach, (b) separate equation approach using actual within-group intercept (actual b(,oj)) and (c) separate equation approach using adjusted within-group intercept (adjusted b(,oj)). The models were compared first under an additive model assumption and then under an interactive model assumption. Basic models, assumptions and procedures were discussed. Data were generated using computer simulation. / The simulation model assumed that the within-group process is represented by the within-group slope and intercept. Those parameters were assumed to be a linear function of the group mean. / One hundred, 500 and 1,000 replications were generated for the additive model, the interactive model assuming an intraclass correlation of 0.2 and the interactive model assuming an intraclass correlation of 0.4, respectively. Each set of replications was analyzed using the three approaches. Sampling distributions for the additive constant (b(,o)), the individual (b(,s)), group (b(,c)) and interaction (b(,sc)) effects were compared. / The results suggested that, for the additive model, the single equation approach and the separate equation approach using adjusted b(,oj) provided unbiased estimates of b(,o), b(,s), and b(,c) with approximately equal sizes for the actual standard errors of the estimates. However, only the separate equation approach using adjusted b(,oj) provided an accurate picture of the actual precision of the estimates. / Results for the interactive model suggested that the separate equation approaches are superior to the single equation approach, in terms of providing equal and unbiased, estimates. However, only the separate equation approach using actual b(,oj) is recommended because it is less costly, both in computer time and personnel time. / Source: Dissertation Abstracts International, Volume: 43-01, Section: A, page: 0147. / Thesis (Ph.D.)--The Florida State University, 1982.

The primary purpose of this research was to investigate, using Monte Carlo procedures, the stability and bias of canonical results as a function of sample size, average within-set correlations, average between-set correlations, and number of variables and to determine the feasibility of using matrix sampling in the context of canonical correlational analysis. The major findings from this research indicated that: / Under the conditions examined, the standard errors associated with the canonical correlations and the redundancy index were small and the standard errors of canonical weights and variate-variable correlations were large. The effect of sample size was moderate for canonical correlations and the redundancy index and large for canonical weights and variate-variable correlations. The effect of within-set correlations was small for the first and second canonical correlations and the redundancy index, large for canonical variate-variable correlations, and extremely large for canonical weights. The effect of between-set correlations was small for the second canonical correlation, moderate for the first canonical correlation and the redundancy index, large for canonical variate-variable correlations, and extremely large for canonical weights. The effect of number of variables was moderate for the first and second canonical correlations and the redundancy index, extremely large for canonical weights, and inconsistent for canonical variate-variable correlations. / It was recommended that the sample size for conducting a canonical correlational analysis should be determined in view of the primary purpose of investigation. If stability of the canonical correlations or the redundancy index is desired, from 45 to 60 subjects are necessary to obtain reliable results. If the stability of canonical weights is desired, from 500 to 6000 subjects are necessary to obtain reliable results. It was also pointed out that the subjects per variable index was misleading for the purpose of determining the sample size. / Source: Dissertation Abstracts International, Volume: 43-04, Section: A, page: 1121. / Thesis (Ph.D.)--The Florida State University, 1982.

Value-Added Models (VAMs) require consistent longitudinal data that includes student test scores coming from sequential years. However, longitudinal data is usually incomplete for several reasons, including year-to-year changes in student populations. This study explores the implications of yearly population changes on teacher VAM scores. I used the North Carolina End of Grade student data sets, created artificial sub-samples, and run separate VAMs for each sub-sample. Results of this study indicate that changes in student population could affect teacher VAM scores. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the Doctor of Philosophy. / Fall Semester 2015. / November 12, 2015. / hierarchical linear modeling, Value-added models / Includes bibliographical references. / Russell Almond, Professor Directing Dissertation; Elizabeth Jakubowski, University Representative; Betsy Jane Becker, Committee Member; Insu Paek, Committee Member.