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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
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Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 31 to 37 of 37 (0.092 seconds)| 31 |
The Effect of STEM and non-STEM Education on Student Mathematics Ability in Third GradeHyacinth, Elke 01 January 2019 (has links)
Although early mathematics instruction is predictive of future mathematics achievement, the effects of STEM-based mathematics instruction on mathematics gains in elementary school have been largely unexplored. The purpose of this quantitative study was to determine whether mathematics scores from third grade student state-mandated standardized mathematics test differ between students who were enrolled in STEM schools and students who were enrolled in non-STEM schools in the largest school district located in a Southwestern state in the United States. Polya's problem-solving heuristics formed the theoretical framework because of their relevance to concepts on the third grade mathematics test. Two research questions focused on intraindividual changes and interindividual changes over time in standardized mathematics test scores of third grade students who were enrolled in 18 STEM and 18 non-STEM schools. Analyses included growth curve modeling and a one-way random effect ANOVA to determine individual growth trajectories of mathematics test scores from individual schools over time from 2012 through 2017. The results indicated that there were no intraindividual differences in growth over time within schools, and there were interindividual changes in growth over time between schools, but the changes could not be explained by the independent variables, STEM and non-STEM schools. Findings were not consistent with the literature, which indicated early STEM-based mathematics instruction is more beneficial than traditional instruction. This study offers implications for positive social change by demonstrating equivalent results of STEM to non-STEM instruction, which may encourage more hands-on, inquiry-based learning for all children.
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Use of Standardized Text Scores to Predict Success in a Computer Applications CourseHarris, Robert V 17 May 2014 (has links)
In this educational study, the research problem was that each semester a variable number of community college students are unable to complete an introductory computer applications course at a community college in the state of Mississippi with a successful course letter grade. Course failure, or non-success, at the collegiate level is a negative event for students and is a factor that leads to high attrition but does not always receive much research (Haynes Stewart et al., 2011). The purpose of this study was to see if a relationship existed between ACT scores (i.e., English, reading, mathematics, science reasoning, and composite) and student success in a computer applications course at a Mississippi community college. The first research question examined to see if the ACT composite test score was a statistically significant predictor of success in a computer applications course at a Mississippi community college. The second research question studied the ACT sub scores in English, reading, mathematics, and science reasoning to see if they were statistically significant predictors of success in the same course. Demographics of the sample were gathered from a multi-campus Mississippi community college along with the ACT scores and final grade in the computer applications class of the sample. Descriptive statistics were run and reported on the demographic data while bivariate and multivariate logistic regressions were utilized to examine predictability of the ACT scores in relation to course final grade. The time period covered by this study was from fall 2010 through spring 2012 excluding the summer semesters. The study showed that while the ACT scores were excellent predictors of inclusion in the success category, the ACT scores did a very poor job of predicting non-success. The study concluded with a summary of the findings as well as limitations of the study. Also discussed were recommendations for practitioners and policy makers to include making the information available to students, teachers, advisors, and administration as an advisement tool when deciding to take the computer applications class. As well, recommendations for future research include treating withdrawals separately, examining multiple schools for differences, and increasing internal validity.
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Teacher Self-Efficacy and Student Achievement as Measured by North Carolina Reading and Math End-Of-Grade Tests.Eberle, Wayne M 07 May 2011 (has links) (PDF)
Teachers continue to experience an increased sense of responsibility as it relates to job performance while still being required to produce at the same level with relation to student performance. This can cause an increase in personal stress and result in lowered feelings of self- worth, having a negative impact on service delivery to children and overall job performance.
Bandura (1997) defined self-efficacy as a judgment of one's ability to organize and execute given types of performances. Furthermore, he suggests that the outcomes people anticipate depend largely upon their judgments of how well they will be able to perform in given situations. The same can be said for teachers in relation to their beliefs and attitudes toward their students' overall performance.
The purpose of this quantitative study was to determine whether a relationship exists between teachers' feeling of self-efficacy and their students' overall achievement with respect to North Carolina Reading and Math End-Of-Grade tests. Surveys were administered to teachers in grades three through eight, in eight Pre-K through 8th grade schools. Data collected focused on teachers' feeling of self-efficacy. This study employed qualitative data gathered from participant surveys. Participating teachers in this study are in high performing schools as defined by the North Carolina Department of Public Instruction. Their students have good academic records, coupled with high parental involvement (North Carolina Department of Public Instruction, 2010).
Six of the 14 comparisons within this study did not reveal a significant relationship between perceived teacher self-efficacy and North Carolina End-of-Grade reading and math test scores. However a relationship between perceived self-efficacy within gender did reveal that female participants tended to have higher perceived self-efficacy than that of the male participants. Male teacher participants tended to have higher North Carolina End-of-Grade reading test scores than those of female teacher participants. It was also discovered that each of the respondents, regardless of perceived self-efficacy score, had test results in both reading and math that were significantly higher than the state average. Finally it was also discovered that a relationship existed between teacher respondents with lower perceived self-efficacy scores and North Carolina math test scores.
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The Relationship of Selected Admission and Program Variables and the Success of Marietta College Physician Assistant Student Performance on the Physician Assistant National Certification ExaminationMiranda, Collins M. 12 April 2006 (has links)
No description available.
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Teacher attitudes and Beliefs about Successfully Integrating Technology in their Classroom During a 1:1 Technology Initiative and the Factors that Lead to Adaptations in their Instructional Practice and Possible Influence on Standardized Test AchievementPerry, Nicholas D., Perry 30 March 2018 (has links)
No description available.
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The Relationship Of 10th-grade District Progress Monitoring Assessment Scores To Florida Comprehensive Assessment Test Scores In Reading And Mathematics For 2008-2009Underwood, Marilyn 01 January 2010 (has links)
The focus of this research was to investigate the use of a district created formative benchmark assessment in reading to predict student achievement for 10th-grade students on the Florida Comprehensive Assessment Test (FCAT) in one county in north central Florida. The purpose of the study was to provide information to high school principals and teachers to better understand how students were performing and learning and to maximize use of the formative district benchmark assessment in order to modify instruction and positively impact student achievement. This study expanded a prior limited study which correlated district benchmark assessment scores to FCAT scores for students in grades three through five in five elementary schools in the targeted county. The high correlations suggested further study. This research focused on secondary reading, specifically in 10th grade where both state and targeted county FCAT scores were low in years preceding this research. Investigated were (a) the district formative assessment in reading as a predictor of FCAT Reading scores, (b) differences in strength of correlation and prediction among student subgroups and between high schools, and (c) any relationships between reading formative assessment scores and Mathematics FCAT scores. An additional focus of this study was to determine best leadership practices in schools where there were the highest correlations between the formative assessment and FCAT Reading scores. Research on best practices was reviewed, and principals were interviewed to determine trends and themes in practice. Tenth grade students in the seven Florida targeted district high schools were included in the study. The findings of the study supported the effective use of formative assessments both in instruction and as predictors of students' performance on the FCAT. The results of the study also showed a significant correlation between performance on the reading formative assessment and performance on FCAT Mathematics. The data indicated no significant differences in the strength of correlation between student subgroups or between the high schools included in the study. Additionally, the practices of effective principals in using formative assessment data to inform instruction, gathered through personal interviews, were documented and described.
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A Relationship Between the Florida Comprehensive Assessment Test 2.0 Mathematics Scores and Racial and Ethnic Concentrations when Considering Socio-Economic Status, ESOL Student PopulationGalindo, Marilys 08 November 2013 (has links)
From the moment children are born, they begin a lifetime journey of learning about themselves and their surroundings. With the establishment of the No Child Left Behind Act of 2001, it mandates that all children receive a high-quality education in a positive school climate. Regardless of the school the child attends or the neighborhood in which the child lives, proper and quality education and resources must be provided and made available in order for the child to be academically successful.
The purpose of this ex post facto study was to investigate the relationship between the FCAT 2.0 mathematics scores of public middle school students in Miami-Dade County, Florida and the concentrations of a school’s racial and ethnic make-up (Whites, Blacks, and Hispanics), English for Speakers of other Languages (ESOL) population, socio-economic status (SES), and school climate. The research question of this study was: Is there a significant relationship between the FCAT 2.0 Mathematics scores and racial and ethnic concentration of public middle school students in Miami-Dade County when controlling SES, ESOL student population, and school climate for the 2010-2011 school year?
The instruments used to collect the data were the FCAT 2.0 and Miami-Dade County Public Schools (M-DCPS) School Climate Survey. The study found that Economically Disadvantaged (SES) students socio-economic status had the strongest correlation with the FCAT 2.0 mathematics scores (r = -.830). The next strongest correlation was with the number of students who agreed that their school climate was positive and helped them learn (r = .741) and the third strongest correlation was a school percentage of White students (r = .668). The study concluded that the FCAT 2.0 mathematics scores of M-DCPS middle school students have a significant relationship with socio-economic status, school climate, and racial concentration.
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