Pub Date : 1998-01-01DOI: 10.1080/00220979809601399
S. Juhler, Janice F. Rech, S. From, Monica M. Brogan
The sequential nature of mathematics requires that students master each set of concepts before proceeding to the next. Retesting is a strategy for motivating students to relearn to a mastery level concepts and procedures not mastered initially. To test the effectiveness of this strategy, the authors allowed college students in an intermediate algebra course 1 retest of every test on which they had earned a grade less than B. A significant increase in performance between the initial test and retest was found for approximately 90% of the students who had earned a grade less than B on the initial test. Within each group of students eligible to retake a certain number of unit tests, the number of unit tests that they actually retook was correlated with their grade on the final course examination. None of the correlations were statistically significant. Thus, optional retesting appears to affect initial mastery, but not cumulative mastery.
{"title":"The Effect of Optional Retesting on College Students' Achievement in an Individualized Algebra Course.","authors":"S. Juhler, Janice F. Rech, S. From, Monica M. Brogan","doi":"10.1080/00220979809601399","DOIUrl":"https://doi.org/10.1080/00220979809601399","url":null,"abstract":"The sequential nature of mathematics requires that students master each set of concepts before proceeding to the next. Retesting is a strategy for motivating students to relearn to a mastery level concepts and procedures not mastered initially. To test the effectiveness of this strategy, the authors allowed college students in an intermediate algebra course 1 retest of every test on which they had earned a grade less than B. A significant increase in performance between the initial test and retest was found for approximately 90% of the students who had earned a grade less than B on the initial test. Within each group of students eligible to retake a certain number of unit tests, the number of unit tests that they actually retook was correlated with their grade on the final course examination. None of the correlations were statistically significant. Thus, optional retesting appears to affect initial mastery, but not cumulative mastery.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"66 1","pages":"125-137"},"PeriodicalIF":2.2,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979809601399","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58957170","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1998-01-01DOI: 10.1080/00220979809601400
B. Tuckman
Abstract The purposes of this study were to compare two approaches for enhancing the recall and understanding of text and to compare the effectiveness of the two approaches for students differing in procrastination tendency. The first approach was to provide incentive motivation by giving a test on each text chapter; the second approach was to provide a learning strategy by requiring students to outline each chapter as a homework assignment. Eighty-two students were classified by level of procrastination based on scores on the Procrastination Scale. Half of the students experienced the test condition; the other half experienced the homework condition. Although the test condition produced significantly higher scores overall on a final achievement examination than the outline condition did, a significant interaction between condition and student procrastination level reflected an almost 12% advantage for the test condition among high procrastinators. There was virtually no difference between conditions for ...
{"title":"Using tests as an incentive to motivate procrastinators to study","authors":"B. Tuckman","doi":"10.1080/00220979809601400","DOIUrl":"https://doi.org/10.1080/00220979809601400","url":null,"abstract":"Abstract The purposes of this study were to compare two approaches for enhancing the recall and understanding of text and to compare the effectiveness of the two approaches for students differing in procrastination tendency. The first approach was to provide incentive motivation by giving a test on each text chapter; the second approach was to provide a learning strategy by requiring students to outline each chapter as a homework assignment. Eighty-two students were classified by level of procrastination based on scores on the Procrastination Scale. Half of the students experienced the test condition; the other half experienced the homework condition. Although the test condition produced significantly higher scores overall on a final achievement examination than the outline condition did, a significant interaction between condition and student procrastination level reflected an almost 12% advantage for the test condition among high procrastinators. There was virtually no difference between conditions for ...","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"66 1","pages":"141-147"},"PeriodicalIF":2.2,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979809601400","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58957321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1998-01-01DOI: 10.1080/00220979809601406
S. Hutchinson
Abstract In applications of covariance structure modeling, practitioners frequently engage in post hoc model modification when confronted with models exhibiting unacceptable fit. Little is currently known about the extent to which such procedures capitalize on sampling error. In the present study, the problem of chance model modifications under varying levels of sample size, model size, and severity of misspecification in CFA models was examined. Under low levels of misspecification, specification searches yielded consistent modifications when N ≥ 800, but under more severe misspecifications, modifications tended to be unstable unless N ≥ 1,200. Modifications were somewhat more stable for the larger model. The findings suggest that practitioners should exercise caution when interpreting modified models unless sample size is quite large.
{"title":"The Stability of Post Hoc Model Modifications in Confirmatory Factor Analysis Models","authors":"S. Hutchinson","doi":"10.1080/00220979809601406","DOIUrl":"https://doi.org/10.1080/00220979809601406","url":null,"abstract":"Abstract In applications of covariance structure modeling, practitioners frequently engage in post hoc model modification when confronted with models exhibiting unacceptable fit. Little is currently known about the extent to which such procedures capitalize on sampling error. In the present study, the problem of chance model modifications under varying levels of sample size, model size, and severity of misspecification in CFA models was examined. Under low levels of misspecification, specification searches yielded consistent modifications when N ≥ 800, but under more severe misspecifications, modifications tended to be unstable unless N ≥ 1,200. Modifications were somewhat more stable for the larger model. The findings suggest that practitioners should exercise caution when interpreting modified models unless sample size is quite large.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"66 1","pages":"361-380"},"PeriodicalIF":2.2,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979809601406","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58957586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1998-01-01DOI: 10.1080/00220979809601401
Luk Suet Ching
Fostering field independence among learners is important for the individuals themselves and for the profession for which they are preparing. The manner in which the collaborative distance-education Bachelor of Health Science (Nursing) program influenced the field dependence/field independence of students was investigated. The target population was Hong Kong Chinese registered nurses who studied in an undergraduate distance-learning nursing program. Cognitive style was measured by the Group Embedded Figures Test; data were collected from 246 students from 2 cohorts enrolled in the Bachelor of Health Sciences (Nursing) program. The nursing students became more field independent during their study in the distance-education undergraduate nursing program, apparently as a result of the self-directed learning environment of the distance-education program.
{"title":"The Influence of a Distance-Learning Environment on Students' Field Dependence/Independence","authors":"Luk Suet Ching","doi":"10.1080/00220979809601401","DOIUrl":"https://doi.org/10.1080/00220979809601401","url":null,"abstract":"Fostering field independence among learners is important for the individuals themselves and for the profession for which they are preparing. The manner in which the collaborative distance-education Bachelor of Health Science (Nursing) program influenced the field dependence/field independence of students was investigated. The target population was Hong Kong Chinese registered nurses who studied in an undergraduate distance-learning nursing program. Cognitive style was measured by the Group Embedded Figures Test; data were collected from 246 students from 2 cohorts enrolled in the Bachelor of Health Sciences (Nursing) program. The nursing students became more field independent during their study in the distance-education undergraduate nursing program, apparently as a result of the self-directed learning environment of the distance-education program.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"66 1","pages":"149-160"},"PeriodicalIF":2.2,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979809601401","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58957805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1998-01-01DOI: 10.1080/00220979809604407
B. Thompson
{"title":"Comments and Response on the Role of Parsimony in Assessing Model Fit in Structural Equation Modeling","authors":"B. Thompson","doi":"10.1080/00220979809604407","DOIUrl":"https://doi.org/10.1080/00220979809604407","url":null,"abstract":"","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"66 1","pages":"247-247"},"PeriodicalIF":2.2,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979809604407","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58957840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1997-07-01DOI: 10.1080/00220973.1997.10806605
Jean Butyniec-Thomas, Vera E. Woloshyn
AbstractThe authors explored whether explicit-strategy instruction combined with whole-language instruction would improve third-grade students’ spelling more than either explicit-strategy instruction alone or whole-language instruction alone. The students in the strategy conditions received (a) explicit instruction in the use of word building, syllabic segmentation, and imagery as spelling strategies and (b) information about why, when, and where to use each strategy. The students in the explicit-strategy-plus-whole-language condition studied target words in the context of a story, whereas strategy-only students studied the target words in isolation. Students in the whole-language condition used the target words as they completed meaningful reading and writing activities. The students in the explicit-strategy-plus-whole-language condition outperformed students in the other two experimental conditions on a spelling dictation test (containing both target words and transfer words) immediately after, 2 weeks ...
{"title":"The Effects of Explicit-Strategy and Whole-Language Instruction on Students’ Spelling Ability","authors":"Jean Butyniec-Thomas, Vera E. Woloshyn","doi":"10.1080/00220973.1997.10806605","DOIUrl":"https://doi.org/10.1080/00220973.1997.10806605","url":null,"abstract":"AbstractThe authors explored whether explicit-strategy instruction combined with whole-language instruction would improve third-grade students’ spelling more than either explicit-strategy instruction alone or whole-language instruction alone. The students in the strategy conditions received (a) explicit instruction in the use of word building, syllabic segmentation, and imagery as spelling strategies and (b) information about why, when, and where to use each strategy. The students in the explicit-strategy-plus-whole-language condition studied target words in the context of a story, whereas strategy-only students studied the target words in isolation. Students in the whole-language condition used the target words as they completed meaningful reading and writing activities. The students in the explicit-strategy-plus-whole-language condition outperformed students in the other two experimental conditions on a spelling dictation test (containing both target words and transfer words) immediately after, 2 weeks ...","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"65 1","pages":"293-302"},"PeriodicalIF":2.2,"publicationDate":"1997-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220973.1997.10806605","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58955625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1997-07-01DOI: 10.1080/00220973.1997.10806610
H. Keselman, R. Cribbie, B. Zumbo
Nonparametric and robust statistics (those using trimmed means and Winsorized variances) were compared for their ability to detect treatment effects in the 2-sample case. In particular, 2 specialized tests, tests designed to be sensitive to treatment effects when the distributions of the data are skewed to the right, were compared with 2 nonspecialized nonparametric (Wilcoxon-Mann-Whitney; Mann & Whitney, 1947; Wilcoxon, 1949) and trimmed (Yuen, 1974) tests for 6 nonnormal distributions that varied according to their measures of skewness and kurtosis. As expected, the specialized tests provided more power to detect treatment effects, particularly for the nonparametric comparison. However, when distributions were symmetric, the nonspecialized tests were more powerful; therefore, for all the distributions investigated, power differences did not favor the specialized tests. Consequently, the specialized tests are not recommended; researchers would have to know the shapes of the distributions that they work with in order to benefit from specialized tests. In addition, the nonparametric approach resulted in more power than the trimmed-means approach did.
{"title":"Specialized Tests for Detecting Treatment Effects in the Two-Sample Problem.","authors":"H. Keselman, R. Cribbie, B. Zumbo","doi":"10.1080/00220973.1997.10806610","DOIUrl":"https://doi.org/10.1080/00220973.1997.10806610","url":null,"abstract":"Nonparametric and robust statistics (those using trimmed means and Winsorized variances) were compared for their ability to detect treatment effects in the 2-sample case. In particular, 2 specialized tests, tests designed to be sensitive to treatment effects when the distributions of the data are skewed to the right, were compared with 2 nonspecialized nonparametric (Wilcoxon-Mann-Whitney; Mann & Whitney, 1947; Wilcoxon, 1949) and trimmed (Yuen, 1974) tests for 6 nonnormal distributions that varied according to their measures of skewness and kurtosis. As expected, the specialized tests provided more power to detect treatment effects, particularly for the nonparametric comparison. However, when distributions were symmetric, the nonspecialized tests were more powerful; therefore, for all the distributions investigated, power differences did not favor the specialized tests. Consequently, the specialized tests are not recommended; researchers would have to know the shapes of the distributions that they work with in order to benefit from specialized tests. In addition, the nonparametric approach resulted in more power than the trimmed-means approach did.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"65 1","pages":"355-366"},"PeriodicalIF":2.2,"publicationDate":"1997-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220973.1997.10806610","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58955942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1997-07-01DOI: 10.1080/00220973.1997.10806608
S. Karabenick, Jan Collins-Eaglin
AbstractClass emphasis on learning goals and incentive structures and their relationship to students’ use of learning strategies were examined. Students in 54 college classes (N = 1,037) rated the perceived importance of mastery and performance goals, and of competitive, individualistic, and cooperative incentive structures. In general, the classes stressed learning course content, individual performance outcomes, and collaboration more than interstudent ability comparisons. The students in classes with greater emphasis on collaboration and less emphasis on grades were more likely to use higher order learning strategies of elaboration and critical thinking. The findings suggest that goals and incentives affect strategy use, although the relationships could have resulted from the instructors’ relative emphasis on goals and incentives and their facilitation of the students’ use of learning strategies.
{"title":"Relation of perceived instructional goals and incentives to college students' use of learning strategies","authors":"S. Karabenick, Jan Collins-Eaglin","doi":"10.1080/00220973.1997.10806608","DOIUrl":"https://doi.org/10.1080/00220973.1997.10806608","url":null,"abstract":"AbstractClass emphasis on learning goals and incentive structures and their relationship to students’ use of learning strategies were examined. Students in 54 college classes (N = 1,037) rated the perceived importance of mastery and performance goals, and of competitive, individualistic, and cooperative incentive structures. In general, the classes stressed learning course content, individual performance outcomes, and collaboration more than interstudent ability comparisons. The students in classes with greater emphasis on collaboration and less emphasis on grades were more likely to use higher order learning strategies of elaboration and critical thinking. The findings suggest that goals and incentives affect strategy use, although the relationships could have resulted from the instructors’ relative emphasis on goals and incentives and their facilitation of the students’ use of learning strategies.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"65 1","pages":"331-341"},"PeriodicalIF":2.2,"publicationDate":"1997-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220973.1997.10806608","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58955802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1997-07-01DOI: 10.1080/00220973.1997.10806607
R. Rhodes, J. Whitten, Ellis P. Copeland
AbstractAn experiment was performed to determine the effects of instruction in the Piacceleration program (PXL) on Hispanic Head Start students’ acquisition of Piagetian skills. The PXL is a hands-on, mastery-based program designed to systematically instruct children in the Piagetian skills of classification, seriation, and conservation. The PXL group performed significantly better than the control group on posttest measures of classification of objects by form, size, and orientation, and on measures of general classification and seriation. The two groups did not differ significantly on a posttest measure of intelligence, the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R). The participants who achieved concept mastery, however, performed significantly better than their nonmastery peers on the WPPSI-R Full scale.
{"title":"Early Intervention With At-Risk Hispanic Students: Effectiveness of the Piacceleration Program in Developing Piagetian Intellectual Processes","authors":"R. Rhodes, J. Whitten, Ellis P. Copeland","doi":"10.1080/00220973.1997.10806607","DOIUrl":"https://doi.org/10.1080/00220973.1997.10806607","url":null,"abstract":"AbstractAn experiment was performed to determine the effects of instruction in the Piacceleration program (PXL) on Hispanic Head Start students’ acquisition of Piagetian skills. The PXL is a hands-on, mastery-based program designed to systematically instruct children in the Piagetian skills of classification, seriation, and conservation. The PXL group performed significantly better than the control group on posttest measures of classification of objects by form, size, and orientation, and on measures of general classification and seriation. The two groups did not differ significantly on a posttest measure of intelligence, the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R). The participants who achieved concept mastery, however, performed significantly better than their nonmastery peers on the WPPSI-R Full scale.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"65 1","pages":"318-328"},"PeriodicalIF":2.2,"publicationDate":"1997-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220973.1997.10806607","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58955716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1997-07-01DOI: 10.1080/00220973.1997.10806606
Michael Verdi, Janet T. Johnson, W. Stock, R. W. Kulhavy, Polly Whitman-Ahern
AbstractIn 2 experiments, students were shown a visual display and then a related text passage, or vice versa. The Kulhavy model of text learning with organized spatial displays led the authors to predict that the students who viewed a visual display before reading related text would recall significantly more information from the stimulus materials than would the students who read the text first. The prediction was supported in both experiments; 2 populations (college students and middle-school students) participated, and 2 types of visual displays (geographical maps and scientific diagrams) were used. In the 2nd experiment, the authors predicted that a scientific diagram altered to have map-like properties would result in better acquisition of knowledge than an unaltered scientific diagram would. The groups that studied the map-like diagram earned higher scores on various measures of knowledge acquisition, but the difference was not statistically significant. Several explanations for this result are offe...
{"title":"Organized spatial displays and texts : Effects of presentation order and display type on learning outcomes","authors":"Michael Verdi, Janet T. Johnson, W. Stock, R. W. Kulhavy, Polly Whitman-Ahern","doi":"10.1080/00220973.1997.10806606","DOIUrl":"https://doi.org/10.1080/00220973.1997.10806606","url":null,"abstract":"AbstractIn 2 experiments, students were shown a visual display and then a related text passage, or vice versa. The Kulhavy model of text learning with organized spatial displays led the authors to predict that the students who viewed a visual display before reading related text would recall significantly more information from the stimulus materials than would the students who read the text first. The prediction was supported in both experiments; 2 populations (college students and middle-school students) participated, and 2 types of visual displays (geographical maps and scientific diagrams) were used. In the 2nd experiment, the authors predicted that a scientific diagram altered to have map-like properties would result in better acquisition of knowledge than an unaltered scientific diagram would. The groups that studied the map-like diagram earned higher scores on various measures of knowledge acquisition, but the difference was not statistically significant. Several explanations for this result are offe...","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"65 1","pages":"303-317"},"PeriodicalIF":2.2,"publicationDate":"1997-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220973.1997.10806606","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58955692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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