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dc.contributor.advisorClark, Donald C.en_US
dc.contributor.authorSchwanenberger, Michael Charles.
dc.creatorSchwanenberger, Michael Charles.en_US
dc.date.accessioned2011-10-31T17:43:56Z
dc.date.available2011-10-31T17:43:56Z
dc.date.issued1991en_US
dc.identifier.urihttp://hdl.handle.net/10150/185638
dc.description.abstractThe purpose of the study was to determine whether a test-wiseness training program would improve the academic achievement scores of sixth and seventh grade middle school students. Student achievement was measured in the areas of reading, language, mathematics, and work study skills. The assessment instrument utilized was the Iowa Test of Basic Skills (ITBS). Comparisons were made between students who received the test-wiseness training program in the areas of reading, language, mathematics, and work study skills and those who did not. Ethnic group comparisons were established for Anglo, African-American, Hispanic, and Asian students for each of the academic areas tested. Additionally, student comparisons were made with gender as a variable. The test-wiseness training program lasted 24 weeks and consisted of 36 lessons, including practice tests. The sample consisted of 223 sixth and seventh grade students, 104 who received the training and 119 who did not. The findings of the study indicated that there was a significant difference in three of the four subject-area variables which were examined. In each of the variables which were examined, there was a difference in means, leading to the conclusion that test-wiseness training may produce higher academic achievement scores (levels).
dc.language.isoenen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.subjectDissertations, Academicen_US
dc.subjectTeachers -- Training ofen_US
dc.subjectEducation, Secondaryen_US
dc.titleTest-wiseness training with sixth and seventh-grade students and its effect on standardized achievement test scores.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.identifier.oclc711794421en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.leveldoctoralen_US
dc.contributor.committeememberClark, Sallyen_US
dc.contributor.committeememberHeckman, Paulen_US
dc.identifier.proquest9208036en_US
thesis.degree.disciplineTeaching and Teacher Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.nameEd.D.en_US
refterms.dateFOA2018-05-17T20:28:09Z
html.description.abstractThe purpose of the study was to determine whether a test-wiseness training program would improve the academic achievement scores of sixth and seventh grade middle school students. Student achievement was measured in the areas of reading, language, mathematics, and work study skills. The assessment instrument utilized was the Iowa Test of Basic Skills (ITBS). Comparisons were made between students who received the test-wiseness training program in the areas of reading, language, mathematics, and work study skills and those who did not. Ethnic group comparisons were established for Anglo, African-American, Hispanic, and Asian students for each of the academic areas tested. Additionally, student comparisons were made with gender as a variable. The test-wiseness training program lasted 24 weeks and consisted of 36 lessons, including practice tests. The sample consisted of 223 sixth and seventh grade students, 104 who received the training and 119 who did not. The findings of the study indicated that there was a significant difference in three of the four subject-area variables which were examined. In each of the variables which were examined, there was a difference in means, leading to the conclusion that test-wiseness training may produce higher academic achievement scores (levels).


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