Different Levels Of Achievement Research Articles

The Coopersmith Self-Esteem Inventory: A Construct Validation Study

The Coopersmith Self-Esteem Inventory (SEI) was examined using a modified version of the Sabers and Whitney model for construct validation. The SEI, Piers-Harris Children's Self-Concept Scale (CSCS), and Children's Social Desirability Scale (CSDS) were administered to 55 males and 50 females enrolled in six intact fifth-grade classes. Each student also received a teacher rating of self-concept using the Coopersmith Behavioral Academic Assessment Scale (BASE). Regression analyses indicated that the SEI has convergent validity with regard to the CSCS ( p < .01) and BASE ( p < .01), has discriminant validity with regard to the CSDS ( p > .05), is sensitive to differences in achievement level ( p < .01), and is internally consistent (coefficient alpha = .86). Intra-rater stability for the BASE ranged from .85 to .97; average inter-rater agreement was .86.

Training designers to think about thinking

Instructional products can be characterized as reaching three different levels of achievement: (1) students remember the information presented; (2) students can apply conceptual classification schemes, can apply rules, or can follow procedures; (3) students can discover how conceptual and rule-governed structures work. While memory is often a useful outcome, it does not imply the ability to use the knowledge. Ability to think at an adult level is an increasingly called-for outcome, especially among science educators, an outcome that calls for new ways of designing instruction. Designs that enable students to apply conceptual schemes and rules do not foster thinking skill development. The pursuit of efficiency and content coverage in instructional products will have to be sacrificed in some cases in order to train students in thinking skills.

Instructional cost and utlization of classroom time for fifth grade students of differing achievement levels

The literature is abundant with studies on how students use their classroom time. Little research has been done, however, on the instructional cost associated with the productive use of student classroom time. This study examines how 36 fifth grade students, classified as low, medium, and high achievers, used their classroom time. A measure of instructional cost based on productive use of time is proposed.

Behavioral profiles of children with different levels of achievement

This study examines the relative importance of three behavioral dimensions to reading and mathematics achievement of elementary school children. Previous research on the dimensions which characterize the school behavior of children has shown that these dimensions can be understood as reflecting (a) an adaptation or learning problems dimension, (b) an interpersonal or a social problem dimension, and (c) an intrapersonal or personal adjustment dimension. Scores for each dimension were derived from a cluster analysis of the Pupil Behavior Rating Scale. Based on results of the cluster analysis, subjects were assigned to 12 behavioral typology groups. Analysis of variance showed that behavior typologies were related to both reading and mathematics achievement test scores. Post hoc contrasts revealed that levels of reading achievement are associated primarily with behaviors defined by attributes of the adaptation dimension, and that differences in measures of interpersonal and interpersonal dimensions do not contribute appreciably to group differences in reading and mathematics achievement.

The Validity of Cognitive, Affective, and Demographic Variables in the Prediction of Achievement in High School Algebra and Geometry: Implications for the Definition of Mathematical Aptitude

For a sample of 300 high school students who had completed two semesters of algebra and two semesters of plane geometry the validity coefficients of each of 21 cognitive measures, three personality factor scales, seven attitude and/or interest measures, two indicators of previous musical experience, and five demographic characteristics were determined with respect to each of five criterion measures. Three stepwise multiple regression analyses were completed, and one-way analyses of variance were carried out on each of the 31 predictor measures to determine whether significant differences were present in mean scores of three subgroups representing distinctly different levels of achievement and teacher-rated aptitude. In general, highest validity coefficients were registered for cognitive measures, although some affective variables contributed significant proportions of variance to the coefficients of multiple determination. Statistically reliable differences among the means of the three subgroups were present for all except one of the cognitive measures but absent for every one of the affective and demographic variables. Language and verbal-oriented tasks appeared to be substantially more prognostic of success in geometry than of success in algebra. Implications for the definition of mathematical aptitude are discussed.

The front line health worker: selection, training, and performance.

Iranian villagers with basic literacy were recruited, selected, trained, and deployed as Village Health Workers (VHWs) to rural areas of Iran. VHW clinical visit records and activities logs were analyzed to determine levels and nature of effort achieved in the field. Within six months of deployment, the number of patient visits to VHW treatment services constituted 53% of the target population. Within ten months of deployment, the number of family planning acceptors rose from 8% to 21% of the population at risk. Improvements to water supplies have been effected in 50% of target villages. Sanitary improvements have been made to 35% of the houses and 88% of toilets in those villages. Demographic characteristics, class rank, and place of residence of VHWs appear unassociated with village differences in levels of achievement. However, availability of material resources and actual time spent by VHWs on the job may be factors influencing the differences in outcome between villages.

Students' growth as a result of studying bscs biology for several years

AbstractAbstract A battery of tests was administered to three trial groups who studied the Israel BSCS Adaptation Program for several years. Compared with non‐BSCS students the performance and progress of the BSCS students in three cognitive areas, namely biological knowledge, inquiry skills and the understanding of science, demonstrates the feasibility of the BSCS adaptation program for students in academic city schools as well as for those in the Kibbutz rural schools. It is less adequate for most students in agricultural schools as well as for a considerable number of students of non‐European descent. The results indicate that achievement in biology is not unidimensional and that different students reach different levels of achievement with different measures. The implications of the findings regarding program revision, teacher training, adoption as well as further research are discussed. The study may be helpful to other countries which either have adapted or considered the adaptation of programs such as the BSCS.

Ego Identity and Motivation: An Empirical Study of Achievement and Affiliation in Erikson's Theory

Ss manifesting different levels of achievement and affiliation motivation (TAT) were distinguished as predicted by E. Erikson's theory by an operational measure of ego identity (Rasmussen's Ego Identity Scale) in predicted directions. Results supported Erikson's contention that Ss who manifest high motivation, both in affiliation and in achievement, would show a more satisfactory ego identity than individuals who manifest other levels of achievement and affiliation motivation. Ss' levels of adult achievement motivation reflected the successful or unsuccessful resolution of the achievement crisis of the latency period. The study involved a series of 2 × 2 factorial designs defined by levels of achievement and affiliation motivation and related the four cells to ego identity development (Ego Identity Scale Score) and to the manner in which Ss resolved the achievement crisis (Subscale on Ego Identity Scale). Ss were 158 male college students between the ages of 17 and 25 yr.

The Effect of Preliminary Activity on Maximal Motor Performance

Abstract This study assessed the effect of five selected treatments of preliminary activity on performance in the 60-yard dash, the cricket ball throw for distance, the jump reach, and the bicycle ergometer test of leg speed. The effect of such preliminary activity at different levels of achievement in the same performance tests was also investigated. An experimental sample of 15- to 17-year-old schoolboys (N = 45) underwent a testing program involving four consecutive days, with two sessions daily. On the basis of measures of pretreatment status, the subjects were matched into groups and subsequently exposed to the treatments. The treatments included identical maximal, identical submaximal, general strengthening, general flexibility and control routines. The statistical analysis of the results involved analysis of variance techniques. There was no evidence available indicating either that the treatments had an effect on the chosen motor performances or that there was a difference in this response at cert...

Predicting Success in Beginning High School Algebra

The study to be reported here was undertaken during the 1957-1958 academic year at Sparks High School, Sparks, Nevada, and had as its aim the identification of variables which would predict success or failure in first year algebra. At the start of the school year there were a number of educational measurements made for each ninth grade student. Three of the measurements were scores on standardized tests: (a) The Otis Quick Scoring Mental Ability Test, Gamma test, Form Am (lo), (b) The Gates Reading Survey, Comprehension section (3), and (c) The Orleans Algebra Prognosis Test (9). The fourth was the final grades earned in eighth year arithmetic. 83 of 120 students electing to enroll in one of four classes in beginning algebra formed the sample. 37 were not included because they were transfer students for whom eighth grade data were not available, or because they were upperclassmen enrolled in a ninth grade course. At the close of the year final grades in algebra for the 83 students were correlated with the four educational measurements described above. While variables other than the ones selected might have been compared with algebra success, it seemed, on the surface at least, that an aptitude as abstract as that of learning algebra would be influenced by components such as general intelligence, reading comprehension, and numerical ability. An instrument like the Orleans test which purports to measure algebra aptitude would, of course, have a direct applicability. In order to compute Pearson product-moment correlations between final teachers' grades denoting achievement in first year algebra and each of the four educational measurements, it was necessary to convert the eighth year arithmetic grades and the final algebra grades into a common numerical scale. The Sparks schools employ a marking system in which the letter symbols A, B, C, D, and F are used. To give a better description to different levels of achievement the marking system also allows for minus marks for each grade except that of F. Thus grades from highest to lowest run A, A-, B, B-, and so on. In all, nine levels of achievement may be indicated by teachers' marks. In converting this marking system to a numerical scale A was given a weight of 40, A- a weight of 35, B a weight of 30, and so on down to grade F which had a weight of zero. The grade C would have a weight of 20. The results are presented in Table 1. Examination of the table reveals that the correlations between reading comprehension and algebra grades, and Otis intelligence and algebra grades were too low to have statistical significance.