The present study was designed to identify the best single measure of prior knowledge and the best linear combination of measures of prior knowledge that predicts best student achievement for the verbal information and intellectual skills domains. Rothkopf's model of instruction was used as the theoretical framework for this investigation. Five measures of prior knowledge were considered: (1) number of science courses taken (NC), (2) grade point average in science courses (GPA), (3) free-association test scores (ASSO), (4) vocabulary test scores (VOC), and (5) prior achievement test scores (PA). Results from post-test scores in a lesson on Mechanics were used as the dependent variable. Eighty-four twelfth graders from Florida State University Developmental Research School were the subjects for this study. Regression techniques were used for analyzing the data. / The results indicate that the prior achievement test (PA) was the best single predictor of prior knowledge for the verbal information and intellectual skills domains as well as the best predictor of total student performance. The results of the other four measures differ depending on the learning outcome considered. While ASSO, VOC, and GPA accounted for a significant amount of explained variance in verbal information, it was only GPA that did so for intellectual skills. / A linear combination of measures of prior knowledge was determined: for the verbal information PA, ASSO, and VOC was used; PA and GPA for intellectual skills; and PA, GPA and VOC for the total student performance. / General measures of prior knowledge (NC and GPA), were compared with specific ones (PA, ASSO, and VOC). Specific measures accounted for a significantly greater amount of variance than general measures in verbal information and total student performance. The difference in explained variance favoring specific measures was small (1.92%) in the intellectual skills domain. / Rothkopf's model of instruction, as defined in this study, accounted for a significant amount of variance in all three types of student performance investigated. However, two of the variables considered, disparity and covert mathemagenic activities, accounted for an insignificant amount of explained variance. Instruction-relevant experience--prior knowledge--was found to be the most important factor affecting student achievement. This result is in accordance with what theory suggests. The implications of the findings and future research areas are discussed. / Source: Dissertation Abstracts International, Volume: 44-02, Section: A, page: 0369. / Thesis (Ph.D.)--The Florida State University, 1983.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75042 |
| Contributors | CAMPOS, AGUSTIN., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 194 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
Page generated in 0.0019 seconds