UNT Theses and Dissertations - 52 Matching Results

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The Relationship Between Time-On-Task in Computer-Aided Instruction and the Progress of Developmental Reading Students at the University of Texas at Brownsville and Texas Southmost College

Description: This research sought to determine what relationship exists between time-on-task in computer-aided instruction (CAI) using Destinations courseware and progress in reading ability of developmental reading students as indicated by the reading portion of the Texas Academic Skills Program (TASP) test. Time-on-task is the time during which a student actively works on Destinations activities, as recorded by the software management system. TASP, an exam required of all students in Texas public colleges, assesses reading, math, and writing skills. The population was made up of 482 students who took the TASP exam before and after CAI and who used Destinations CAI for remediation of reading skills. Null hypotheses were explored using Pearson correlation and linear multiple regression. The findings for the null hypotheses were the following: Ho1 - Correlation and linear regression correlation showed that time-on-task in Destinations CAI had no significant effect on the TASP scores of the population studied. Ho2 - Correlation and linear regression correlation showed that females made significantly better gains on the TASP test from CAI than males. Ho3 - Correlation and linear regression correlation showed that low-achiever students made no better gains on the TASP test from time-on-task in CAI than high-achiever students. Difference between the two group's gains was not statistically significant. Ho4 - The regression equations predicted the gain in TASP reading scores for less than 1% of the population studied. Only the regression equations for male students and female students separately were statistically significant. The researcher recommends replication of this study each semester to determine the effectiveness of CAI. Regular and systematic evaluation using pretest and posttest data will provide benchmarks so that the value of changes in instructional methods can be measured. This method of research can help to clarify questions that should be answered through other research methods.
Date: December 1999
Creator: Lansford, Carl Edwin
Partner: UNT Libraries

Investigating the Selected Validity of Authentic Assessment in Written Language for Students With and Without Learning Disabilities

Description: This research study was designed to investigate whether authentic assessment in written language is a valid assessment tool for students with and without learning disabilities. Teacher judgements were used to evaluate students' authentic writing assessments gathered from the classroom. Students' report card grades, authentic writing assessments, and two standardized writing assessments, the Test of Written Language- Revised and Written Language Assessment, were correlated to provide evidence of the validity of authentic assessment practices in written language.
Date: August 1994
Creator: Peak, Pamela K. (Pamela Kamille)
Partner: UNT Libraries

A Comparison of Knowledge/Skills Statements Needed by Teachers of Students with Emotional and Behavioral Disorders and Teachers in Juvenile Correctional Special Education Settings

Description: This study had a two-fold purpose. The first purpose was to compare the rankings of a set of knowledge/skills statements as reported by teachers of students with emotional behavioral disorders and teachers in juvenile correctional special education settings. A survey instrument designed to measure the importance, proficiency, and frequency of use of clusters of knowledge/skills statements was administered to 123 teachers in juvenile correctional special education settings in state institutions. Mann Whitney U analyses were calculated to compare the mean rankings of the two groups of teachers. The findings indicated that teachers in juvenile correctional special education settings and teachers of students with emotional and behavioral disorders were very similar as to which knowledge/skills clusters were important to their job performance, which clusters they were most proficient at using, and which clusters they utilized most frequently. The second purpose was to compare the teachers in juvenile correctional special education settings and to determine whether their mean rankings of the knowledge/skills clusters varied when analyzed by differing categories of age, type of certification held, years of teaching experience, and level of the teachers' education. Analysis of variance revealed no significant difference in the mean rankings in any of the comparison groups. Therefore teacher age, level of education, type of certification held, or years of teaching experience yielded no significant differences on the mean rankings of the knowledge/skills clusters.
Date: December 1994
Creator: McArthur, Patrick L. (Patrick Lee)
Partner: UNT Libraries

A Factor Analytic Study of Competencies Needed by Entry-level Automotive Technicians

Description: This study centered on competencies needed by entry-level automotive technicians. Many students in automotive technician programs immediately seek employment upon program completion. This study is one step toward identifying areas in the automotive technician curriculum that need the most training emphasis.
Date: August 1997
Creator: Hyde, Donna A. (Donna Ann)
Partner: UNT Libraries

Stress and Job Satisfaction Among Special Education Teachers in Urban Districts in Texas

Description: The purpose of this study was to explore the correlation of stress and job satisfaction among urban special education teachers. A stress inventory, Maslach Burnout Inventory, a job satisfaction questionnaire, Minnesota Job Satisfaction Questionnaire, and a demographic profile were used to survey 292 special needs teachers.
Date: August 1994
Creator: Cummings, Elizabeth (Elizabeth Ann)
Partner: UNT Libraries

A Comparison of Multivariate Normal and Elliptical Estimation Methods in Structural Equation Models

Description: In the present study, parameter estimates, standard errors and chi-square statistics were compared using normal and elliptical estimation methods given three research conditions: population data contamination (10%, 20%, and 30%), sample size (100, 400, and 1000), and kurtosis (kappa =1,10, 20).
Date: August 1999
Creator: Cheevatanarak, Suchittra
Partner: UNT Libraries

A Comparison of Two Differential Item Functioning Detection Methods: Logistic Regression and an Analysis of Variance Approach Using Rasch Estimation

Description: Differential item functioning (DIF) detection rates were examined for the logistic regression and analysis of variance (ANOVA) DIF detection methods. The methods were applied to simulated data sets of varying test length (20, 40, and 60 items) and sample size (200, 400, and 600 examinees) for both equal and unequal underlying ability between groups as well as for both fixed and varying item discrimination parameters. Each test contained 5% uniform DIF items, 5% non-uniform DIF items, and 5% combination DIF (simultaneous uniform and non-uniform DIF) items. The factors were completely crossed, and each experiment was replicated 100 times. For both methods and all DIF types, a test length of 20 was sufficient for satisfactory DIF detection. The detection rate increased significantly with sample size for each method. With the ANOVA DIF method and uniform DIF, there was a difference in detection rates between discrimination parameter types, which favored varying discrimination and decreased with increased sample size. The detection rate of non-uniform DIF using the ANOVA DIF method was higher with fixed discrimination parameters than with varying discrimination parameters when relative underlying ability was unequal. In the combination DIF case, there was a three-way interaction among the experimental factors discrimination type, relative ability, and sample size for both detection methods. The error rate for the ANOVA DIF detection method decreased as test length increased and increased as sample size increased. For both methods, the error rate was slightly higher with varying discrimination parameters than with fixed. For logistic regression, the error rate increased with sample size when relative underlying ability was unequal between groups. The logistic regression method detected uniform and non-uniform DIF at a higher rate than the ANOVA DIF method. Because the type of DIF present in real data is rarely known, the logistic regression method is recommended for ...
Date: August 1995
Creator: Whitmore, Marjorie Lee Threet
Partner: UNT Libraries

A Correlational Study Using the Behavior Dimensions Rating Scale & the Behavior Assessment System for Children with Two Groups of Elementary School-Aged Students in Special Programs

Description: This study examined the correlation between two commercially available behavior rating scales. The two scales used were the Behavior Dimensions Rating Scale (BDRS) and the Behavior Assessment System for Children (BASC). Students from a special education behavior management class (primarily students with emotional disabilities) were rated on the two scales and students from a general education behavior management class (primarily students with conduct problems without disabilities) were rated on the two scales.
Date: December 1995
Creator: Livaudais, Noel Dwyer
Partner: UNT Libraries

Paraeducators' Attitudes Toward Students with Disabilities: Implications for Staff Development

Description: This study identified the attitudes of paraeducators toward students with disabilities and the implications for staff development. The purpose of this study was to survey attitudes of paraeducators toward students with disabilities. The attitude and demographic information obtained through the survey were analyzed for its implications for staff development with paraeducators.
Date: December 1995
Creator: Harader, Dana L. (Dana Lyn)
Partner: UNT Libraries

The Effects of Career Group Counseling on the Self-Concept of At-Risk High School Students as Measured by the Piers-Harris Children's Self-Concept Scale

Description: The purpose of this study was to determine the effectiveness of career group counseling in raising the self-concept of at-risk high school students. The following subgroups were represented in the sample: male and female students, white and non-white ethnic groups, and students from sophomore, junior, and senior classifications. Two groups of students in the Lewisville Independent School District meeting the criteria for at-risk as defined by House Bill 1010 were administered a pretest and posttest using the Piers-Harris Children's Self-Concept Scale. The experimental group was from the Lewisville Learning Center. The control group was students enrolled in the Coordinated Vocational Academic Education (CVAE) classes at Lewisville High School. A treatment sample of 25 students received career group counseling. A nontreatment sample of 25 students did not receive any group counseling. The t-test for independent samples was used to analyze the data. The pretests for the experimental and control groups showed no significant difference at the .05 level. The treatment sample received 30 hours of group counseling in the Fall semester of 1994. At the end of 30 hours of counseling a posttest was administered to the treatment sample and to the control sample. The t-test for independent samples was used to analyze the data. While career group counseling appeared to impact the students in the experimental group, the limitations of sample size and population may have effected the results. The treatment was significant at the .05 level and the null hypothesis was rejected. The findings showed that career group counseling was not an effective tool for increasing positive self-concept. It is concluded that self-concept was not effectively enhanced through group interaction conducted by the school system in this study. Further research is recommended.
Date: August 1995
Creator: Szydlik, Linda (Linda L.)
Partner: UNT Libraries

An Empirical Comparison of Random Number Generators: Period, Structure, Correlation, Density, and Efficiency

Description: Random number generators (RNGs) are widely used in conducting Monte Carlo simulation studies, which are important in the field of statistics for comparing power, mean differences, or distribution shapes between statistical approaches. Statistical results, however, may differ when different random number generators are used. Often older methods have been blindly used with no understanding of their limitations. Many random functions supplied with computers today have been found to be comparatively unsatisfactory. In this study, five multiplicative linear congruential generators (MLCGs) were chosen which are provided in the following statistical packages: RANDU (IBM), RNUN (IMSL), RANUNI (SAS), UNIFORM(SPSS), and RANDOM (BMDP). Using a personal computer (PC), an empirical investigation was performed using five criteria: period length before repeating random numbers, distribution shape, correlation between adjacent numbers, density of distributions and normal approach of random number generator (RNG) in a normal function. All RNG FORTRAN programs were rewritten into Pascal which is more efficient language for the PC. Sets of random numbers were generated using different starting values. A good RNG should have the following properties: a long enough period; a well-structured pattern in distribution; independence between random number sequences; random and uniform distribution; and a good normal approach in the normal distribution. Findings in this study suggested that the above five criteria need to be examined when conducting a simulation study with large enough sample sizes and various starting values because the RNG selected can affect the statistical results. Furthermore, a study for purposes of indicating reproducibility and validity should indicate the source of the RNG, the type of RNG used, evaluation results of the RNG, and any pertinent information related to the computer used in the study. Recommendations for future research are suggested in the area of other RNGs and methods not used in this study, such as additive, combined, ...
Date: August 1995
Creator: Bang, Jung Woong
Partner: UNT Libraries

Assessment of the Perceived Competencies Possessed by Women Administrators in Vocational Education at Community Colleges in Texas

Description: The need for a high-quality workforce to meet increased competition in the world economy has increased the need for competent vocational administrators in public 2-year postsecondary institutions. Researchers have agreed that vocational education is in a state of metamorphosis and must change to meet its challenges in the coming century. At the same time, more women are seeking and obtaining vocational administrative positions. Several studies have been done to identify the competencies needed by vocational administrators to perform their duties, but there has been little research on the actual ability to perform the administrative tasks identified by these studies. Two main purposes of this study are: (a) to determine the perceived level of administrative competencies possessed by women administrators in vocational education at the community college level in Texas; (b) to determine the adequacy of the preservice training received by these administrators to perform their administrative functions. Of the 175 women administrators randomly selected to participate in the study, 71% completed the Administrator Task Inventory. In addition to the descriptive statistics, two multiple regression analyses were tested. First, principal component analysis was used to reduce the number of dependent variables from 11 to 2, after which two multiple regression analyses were used to test the relationship between the two component scores identified as management-skills factors and educational-skills factors and the four independent variables of level of education, number of years of teaching vocational subject, number of years of vocational administrative experience, and level of vocational professional organization involvement. The results indicate that the women administrators possess the competencies needed to perform their tasks, but one fourth of the administrators need better preservice and/or inservice training on at least 7 of 11 competency categories studied. The results also show that a negative relationship exists between the number of years of teaching ...
Date: May 1997
Creator: Chiawa, Chioma B. (Chioma Bernadette)
Partner: UNT Libraries

Risk Factors for Delinquency among Adolescent Males with Emotional/Behavioral Disorders, Learning Disabilities and their Nondisabled Peers: a Comparison

Description: Recent research in juvenile justice has focussed on identifying precursors of delinquency, which are referred to as "risk factors." These are biological or psychosocial conditions that increase the probability of an individual developing problem behaviors. Delinquency prevention and intervention programs are adopting a risk-focussed approach which attempts to reduce targeted youth's exposure to risk factors. Limited attention has been paid to investigating whether commonly accepted risk factors are equally relevant across various subtypes of juvenile offenders. Two subgroups of offenders deserving of special attention by virtue of their extremely high prevalence rates in the juvenile justice system are those with emotional/behavioral disorders (EBD) and those with learning disabilities (LD). The purpose of this study was to determine the relevance of specific individually-, family-, and school-based risk factors for delinquency across three specific groups of juvenile offenders: (a) those with EBD, (b) those with LD, and (c) those who did not qualify as disabled under the definition of disability used in the Individuals with Disabilities Education Act (IDEA). Individual risk factors that were measured included aggressive/acting-out behaviors, irresponsible/inattentive behaviors, fearful/anxious behaviors, social withdrawn behaviors, age at first arrest and history of substance use. School-based risk factors examined were students' reading and math scores and attitude towards and involvement in school. Attachment to family, parental discipline style, and level of supervision provided by parents were the family-based risk factors examined. Discriminant analysis procedures indicated that juvenile offenders with EBD, juvenile offenders with LD, and nondisabled offenders differed significantly in their demonstration of aggressive/acting-out behaviors, irresponsible/inattentive behaviors and fearful/anxious behaviors. In contrast, no significant differences were found across family-, and school-based risk factors. This implies that until research demonstrates the existence of unique risk factors or a difference in the magnitude of risk factors experienced by juvenile offenders with EBD and LD, it ...
Date: May 1997
Creator: Fitzsimons-Lovett, Ann M. (Ann Marie)
Partner: UNT Libraries

An Investigation of Selected Factors Affecting Automotive Service Excellence Test Outcome and Job Placement Rate

Description: Under investigation in this study was the effect of ASE certification of automotive technician training programs and other selected factors on ASE test outcome and job placement rate. This research ponders whether the time and money invested in certifying technician training programs is returning desired improvements in this automobile manufacturer's dealer service staff. The study focussed on technicians employed at Chrysler dealerships around the United States. The 2 samples totalling 387 males between the ages of 22 and 30 were drawn from 1,007 graduates of automotive technician training programs. Technicians that completed a formal training program beyond the high school level certified by the National Institute for Automotive Service Excellence (ASE) were compared to others whose training was not certified by ASE. Comparisons were made on the basis of ASE Automobile Technician Test scores and on the length of time from training program completion to employment. This research sought to identify the significance of association between three main predictors - the status of training program ASE certification, work experience and year of training program completion - and the most desirable levels of ASE test outcome (at or above 90% on the ASE test) and job placement rate (immediately following completion of training). The logistic regression procedure in SAS was used to analyze categorical data in testing the statistical hypotheses. Resulting odds ratios provided indications of significant associations between ASE program certification, technician experience and year of program completion and each of the dependent variables, ASE test outcome and job placement rate. The findings indicated that ASE automotive training program certification status was a significant predictor of ASE test outcome and of job placement rate. Recommendations for further study suggest a look at how technician skill levels affect implementation of the Clean Air Act or dependency on foreign sources of fuel, ...
Date: August 1995
Creator: Karbon, Patrick J. (Patrick Joseph)
Partner: UNT Libraries

Prediction of High School Dropouts and Teen-Aged Parents from Student Permanent Records

Description: Research has reported that a predictive link exists between socio-economic risk factors and high school dropouts, including teen-aged parents. Educators have little control over socio-economic risk factors. However, school records and classroom performance data can point to in-school risk factors. The purpose of this study was to help all students by using the in-school data to pinpoint the indicators that predict potential student achievement difficulties in specific areas of curricula. This study was an anteriospective longitudinal study of the 1995 graduating class of a suburban school district composed of approximately 920 seniors. The sample consisted of 344 graduates, 114 dropouts, and 42 teenaged parents. Backward stepwise logistic regression analysis was the statistical method used for model building. An analysis was done by gender at the 2nd, 4th, 6th, and 8th grades from the permanent records of sample students. The study found that significant predictors exist at each grade level and are different for each group, grade level, and gender with some predictors in common: language arts and attendance. The most consistent male dropout predictors were found to be absenteeism, grades in language arts, spelling, and achievement test scores in language arts. The most consistent female dropout predictors were found to be absenteeism, elementary retention, course failures, and achievement test scores in language arts. Achievement test scores in language arts were found to be the most important in-school predictors for teen-aged parents. The predictors for teenaged parents followed the same pattern as female dropouts and graduates until the 8th grade where achievement test scores in vocabulary, math, and total battery became important predictors. Teen-aged parents were found to be a sub-population of dropouts or graduates. Teen-aged parents dropped out or graduated from school based on the early predictors of dropouts or graduates, not based on parenting or single status.
Date: August 1995
Creator: Foster, Edward C., 1946-
Partner: UNT Libraries

The Effect of Test Anxiety Reduction Intervention on United States Air Force Allied Health Care Students

Description: This study examined the effects of test anxiety reduction strategies on U.S. Air Force allied health care students and had a fourfold purpose. The first was to estimate the extent of student test anxiety in allied health care students. The second was to determine the predictors of student test anxiety. The third was to determine if the Student Learning Center provides an effective method of reducing test anxiety in the subjects. The final purpose was to recommend areas for future research.
Date: December 1996
Creator: Sterling, Jimmy L. (Jimmy Lee)
Partner: UNT Libraries

The Use of Self-Management Strategies in the Treatment of Children with Emotional and Behavioral Disorders

Description: The purpose of this study was to investigate the effects of self-management strategies as a means of reducing off-task and disruptive behaviors of elementary school children identified as emotionally disturbed or behavior disordered (E/BD). This study provided a practical approach for classroom teachers to implement self-management strategies in classes that include children identified as having E/BD. Five elementary school children who were formally evaluated and enrolled in a special education classroom for students with E/BD were selected to participate in the study. The study also examined the effects of the self-management procedures when targeted behaviors were monitored by peers. Four resource students from the regular education class served as peer monitors. An ABAB reversal design was used to assess the effectiveness of the self-management strategy in the special education classroom. A behavior rating scale was used at the beginning of the study to develop a baseline of student behavior and during the final phase of the intervention to measure progress. The data indicated that the self-management strategies decreased the levels off-task and disruptive behaviors for all participating students. The findings of this study substantiates previous research that suggests self-management techniques help student to manage their own behaviors.
Date: December 1996
Creator: Baker, Pamela, 1962-
Partner: UNT Libraries

Impact of Training on the Information Technology Attitudes of University Faculty

Description: The purpose of this study was to determine whether training had an impact on the information technology attitudes of university faculty. The study was twofold. First, it sought to determine whether training changed attitudes toward information technology among faculty at a small, liberal arts university. Secondly, a group of faculty at a similar university was used to compare the differences in attitudes toward information technology among faculty who had received training and those who had not. The research population consisted of 218 faculty from these two universities. The literature review focused on obstacles to information technology use by faculty, instruments currently available for measuring faculty attitude, methods used in training faculty to use information technology, and integration of information technology by faculty.
Date: August 1998
Creator: Gilmore, Elizabeth L. (Elizabeth Lee)
Partner: UNT Libraries

The Effect of Study Skills Training Intervention on United States Air Force Aeromedical Apprentices

Description: The study examined the effects of a study skills training intervention course on U.S. Air Force Aeromedical Apprentices with five main purposes. The first was to examine the relationship between study skills training and the number of times students required academic interventions outside of normal class time. The second purpose was to examine the relationship between study skills training and end of course averages. The third was to determine the relationship between study skills training and the amount of additional instruction, measured in time, students required. The fourth purpose examined the relationship between study skills training and graduation rates. The final purpose was to recommend areas for further research.
Date: August 1998
Creator: Griffith, John Clark
Partner: UNT Libraries

The Effect of Time on Training Retention Rates of United States Air Force Loadmaster Apprentice Students

Description: The purpose of this study was to determine if extended periods of time out of the training environment has an effect on the retention of training. The rationale for conducting this study was based on the fact that little research has been done in this area. The findings of the study indicated that extensive periods of time out of training do significantly influence the amount of training retained fromone loadmaster course to the other. Additionally, there was a significant relationship between the number of days out of training and the posttest scores. The optimum training break between courses appears to be between 10 and 20 days. Training retention is apparently affected by time.
Date: December 1998
Creator: Canada, Angela F. (Angela Faye)
Partner: UNT Libraries

Impact of Locus of Control and Incentives on Team Performance and Job Satisfaction

Description: With the growing use of teams in organizations and schools there is a need to better understand the individual differences of employees that might potentially increase performance and improve attitudes. The purpose of this study was to assess the impact of locus of control, which was the individual difference of interest in this study, and incentives on team performance and job satisfaction.
Date: December 1998
Creator: Cooper, Betty A.
Partner: UNT Libraries

An Investigation of Factors Affecting Test Equating in Latent Trait Theory

Description: The study investigated five factors which can affect the equating of scores from two tests onto a common score scale. The five factors studied were: (a) distribution type (i.e., normal versus uniform); (b) standard deviation of itemdifficulties (i.e., .68, .95, .99); (c) test length or number of test items (i.e., 50,100, 200); (d) number of common items (i.e., 10,20,30); and (e) sample size (i.e., 100, 300, 500). The significant two-way interaction effects were for common item length and test length, standard deviation of item difficulties and distribution type, and standard deviation of item difficulties and sample size.
Date: August 1998
Creator: Suanthong, Surintorn
Partner: UNT Libraries