The purpose of this research was to determine if teacher written evaluations in arithmetic and the frequency of administering them would produce a significant difference in arithmetic achievement. The following null hypotheses were set up to guide the statistical analysis:1. There will be no significant difference between the achievement of students receiving no teacher written evaluation and those receiving teacher written evaluation every day.2. There will be no significant difference between the achievement of students receiving teacher written evaluation once every two weeks than those who receive no teacher written evaluation.3. There will be no significant difference between the achievement of students receiving teacher written evaluation every day than those having no evaluation and those evaluated once every two weeks.Three groups of sixth grade children in Anthony Elementary School in Muncie, Indiana were used in this study. Each group contained fourteen boys and eight girls. The mean intelligence quotients determined by the Otis Lennon Dental Ability Test of the three groups were approximately the same (110). Each group had a different teacher. Arithmetic was taught at the same time for fifty minutes each day for eighteen weeks. The researcher met each week with the teachers to determine pace and material to cover the next week.Group I did not use tests of any type during the study. Group II was given teacher written evaluations once every two weeks. Group III was evaluated every day by teacher written tests.The Standard Achievement Test, Modern Mathematics Concepts Tests, Form X was given at the beginning of the study. The analysis of variance and the "F" test was applied to the raw scores resulting in the value of "F" as 1.286. A difference at the .C3 level of confidence would necessitate an "F" value of 3.14. We therefore concluded that there was no significant difference in the achievement of the three groups at the beginning of the study.Form W of the Stanford Achievement Test, Modern Mathematics Concepts Tests, was given at the conclusion of the study. Again using the analysis of variance and the 'F" test the value of "F" was 1.284. A difference at the .05 level of confidence would necessitate en "F" value of 3.14. We therefore concluded that there was no significant difference in the achievement of the three groups at the conclusion of the study.The analysis of variance and the "F" tests was used to compare the group because of the involvement of more than two groups. This means of comparison eliminates the necessity of comparing subsamples one by one which is nearly impossible because of the calculation involved.Null hypothesis number one which stated, "There will be no significant difference between the achievement of students receiving no teacher written evaluation and. those receiving teacher written evaluation every day," can not be rejected at the .05 level of confidence and must be accepted with the limits of this study as valid end reasonable.Null hypothesis number two which stated, "There will be no significant difference between the achievement of students receiving teacher written evaluation once every two weeks than those who receive no teacher written evaluation," can not be rejected at the .05 level of confidence and must be accepted within the limits of this study as valid and reasonable.Null hypothesis number three which stated, "here will be no significant difference between the achievement of students receiving teacher written evaluation every day than those having no evaluation and those evaluated every two weeks," can not be rejected at the .05 level of confidence and must be accepted within the limits of this study as valid and reasonable.
| Identifer | oai:union.ndltd.org:BSU/oai:cardinalscholar.bsu.edu:handle/181852 |
| Date | January 1971 |
| Creators | Wenn, John |
| Contributors | Ballou, Philip E. |
| Source Sets | Ball State University |
| Detected Language | English |
| Format | v, 36 leaves ; 28 cm. |
| Source | Virtual Press |
Page generated in 0.002 seconds