This study is a description and analysis of the effect of criterion referenced test data on the acquisition of math skills and the mastery of selected objectives in fifth-grade students.The first chapter includes the introduction, statement of the problem, purposes of the study, statement of the hypotheses, background and significance., definition of terms, limitations, basic assumptions, and procedures for collecting data. The second chapter is a review of the literature pertaining to criterion-referenced testing and also includes a review of studies utilizing criterion-referenced test material. The third chapter describes the population being studied, the instruments used to measure achievement, and procedures for treatment of the data. The fourth chapter presents an analysis of the data collected for the study and a discussion of the findings. The fifth and final chapter presents a summary of the study, findings, conclusions, and recommendations pertaining to future research in the utilization of criterion- referenced testing. The subjects in this study were sixty, fifth-grade students attending Lakeland Elementary in the Lewisville Public School System who comprised the experimental group and sixty, fifth-grade students attending Central Elementary in the same district, who comprised the control group. The Comprehensive Test of Basic Skills (Form G Level 2), and the Prescriptive Mathematics Inventory (Aqua Level), were administered to both groups, with the pretest occurring in September, 1973 and the posttest being administered in April, 1974. Analysis of covariance and chi square goodness of fit were the techniques used to analyze the data statistically. Significant change was found to take place in the experimental group in mastering a greater proportion of the objectives selected for this study. The socio-economic level and educational background of the parents of the subjects in this study proved to be a significant factor in mastering the objectives selected for this study. The hypotheses utilizing the Comprehensive Test of Basic Skills, were all rejected. Two things may be assumed. The test may not have been sensitive enough to pick up changes that occurred during the year. Secondly, it might be assumed that the direction of the instructional program came from the 113 objectives selected by the teachers prior to the school year. These particular objectives were covered specifically in the Prescriptive Mathematics Inventory, but not in the Comprehensive Tests of Basic Skills.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc500730 |
| Date | 08 1900 |
| Creators | Downing, Clayton W. |
| Contributors | Huffstutler, E. V., Watson, Hoyt F., Black, Watt L. |
| Publisher | North Texas State University |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | vi, 135 leaves, Text |
| Rights | Public, Downing, Clayton W., Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved. |
Page generated in 0.0019 seconds