The purpose of this study was to analyze the differences in mean scores of two groups of preservice teachers on an achievement test covering the content of three reading methods modules when the mastery level for passing individual modules was different for each group. The three modules included in the study were Word Recognition, Comprehension, and Study Skills. The mastery level required for passing individual modules was 80 percent for one group and 90 percent for the other group.Two instructors taught four classes of a beginning reading methods course at Ball State University (69 subjects). During one quarter, one instructor taught a class where the criterion for passing individual modules was set at 80 percent correct; for the other instructor the criterion was 90 percent. During a second quarter this was reversed.An achievement test covering knowledge of the content of the modules and the Nelson-Denny Reading Test were the pretests. Following completion of the three modules each student.was posttested with the achievement test. Success in the course included passing the three modules and also demonstrating skill teaching, planning and teaching a directed reading lesson, and a final examination. Student grades earned in the course were examined along with mastery level grouping and with pre and post test scores. Number of attempts and scores for each attempt were reported for module tests.Multivariate analysis of covariance tested the hypothesis of no differences between mean scores of each mastery level group on each subtest (50 items for each of the three modules). The differences were not found to be statistically significant. Students who had been required to achieve 90 percent correct on individual module tests did not perform better on an achievement test covering the content of these modules than did students who had been required to achieve 80 percent. This finding might suggest that the lower mastery score (80 percent) for passing individual modules may be sufficient. More attempts to pass modules were needed by the 90 percent group. Time then became a function of required mastery level. The lower mastery level permitted students to move through the first three modules more rapidly without significantly reducing the knowledge of the content.A greater percentage of students in the 80 percent mastery group passed individual modules on the first attempt than in the 90 percent group. More students who earned "A"in the course were found from the mid to upper range on the reading test, pretest, and posttest. However, some "A" students were found in the lower half, and some "B" students were found at almost every point.This study assessed a small sample of preservice teachers at a single midwestern university. Assessment was made in terms of knowledge of the content of three reading modules. No conclusions should be drawn regarding transfer of such knowledge to a real teaching situation. Further study should be done with a larger sample before drawing conclusions regarding the optimum mastery level for knowledge of the content of reading modules. An attempt should be made to test the relationship of knowledge of content to planning and implementing reading instruction for children. A way should be sought to allow all students the time to ensure a high level performance at every point of instruction in a reading methods course.5
| Identifer | oai:union.ndltd.org:BSU/oai:cardinalscholar.bsu.edu:handle/177332 |
| Date | January 1976 |
| Creators | Kiger, Nancy D. |
| Contributors | Cooper, J. David |
| Source Sets | Ball State University |
| Detected Language | English |
| Format | vii, 131, [1] leaves ; 28 cm. |
| Source | Virtual Press |
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