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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 Effect of Texas Charter High Schools on Diploma Graduation and General Educational Development (Ged) Attainment

Description: This dissertation is a study of the effect of Texas's charter high schools on diploma graduation and General Educational Development (GED) attainment. Utilizing data from the Texas Schools Project at the University of Texas at Dallas, the study follows a cohort of Texas students enrolled as 10th graders in the fall of 1999 and tracks their graduation outcomes through the summer of 2002 when they were expected to have completed high school. The analysis uses case study research and probit regression techniques to estimate the effect of charter school attendance on graduation and GED outcomes as well as the effect of individual charter school characteristics on charter students' graduation outcomes. The study's results indicate that charter school attendance has a strong negative effect on diploma graduation and a strong positive effect on GED attainment. In addition, the study finds that charter schools that offer vocational training, open entry/exit enrollment options, and charters that are operated in multiple sites or "chain" charters have positive effects on charter students' diploma graduation outcomes. Charters that offer accelerated instruction demonstrate a negative effect on diploma graduation. The study finds that charter school graduation outcomes improve as charters gain experience and that racially isolated minority charter schools experience reduced graduation outcomes. The study's results also indicate that Texas's charter high schools may be providing district schools with a means through which to offload students who may be difficult to educate. The analysis finds that districts may be pushing low-performing high school students with attendance and discipline problems into charter schools in order to avoid the effort of educating them and to improve district performance on accountability measures related to standardized test scores and graduation rates. This finding suggests that that competition from charter high schools will not provide much incentive for districts to improve their ...
Date: August 2005
Creator: Maloney, Catherine
Partner: UNT Libraries

The Effect of Text Structure and Signaling Devices on Recall of Freshman Arab Students

Description: The problem of this study was to examine the effect of text structure and signaling devices on immediate and delayed recalls of freshman Arabic-speaking students after reading a text. Subjects for the study were forty-five freshman Arabic-speaking students enrolled in three freshman English courses at a state university. All subjects were male students. The subjects-were chosen on a voluntary basis. The subjects were given the Reading Comprehension Section of the TOEFL. They were then divided into groups of good, average, and poor readers according to their performance on the TOEFL. Two well—organized passages of expository text with clearly identifiable top-level structure of problem/solution and appropriate reading levels were selected for the study. Two versions of each passage were adapted — one with the signaling devices included in the passage and the other with the signaling devices deleted. Each subject read one version of each of the two passages. The immediate and delayed recalls of the subjects were scored by an unbiased scorer. The scorer was an expert teacher of English to foreign students. Hypothesis I stated that good readers would be able to utilize the writer's rhetorical mode of the text at a significantly higher level than average and poor readers. This hypothesis was supported. The results of Chi square analysis was significant at the .03 level for immediate recall, and at the .01 level for the delayed recall. Hypothesis II stated that readers of each of the three groups who followed the original rhetorical mode of the text would recall significantly more information than those who failed to do so. This hypothesis was also supported. The results of the Two-way Analysis of Variance were significant at the .01 level for both immediate and delayed recalls. Hypothesis III stated that the students of all three groups would recall significantly more ...
Date: May 1986
Creator: Qandil, Mahmoud Ahmed
Partner: UNT Libraries

The effect of the assimilation of the La Reunion colonists on the development of Dallas and Dallas County|cby Velma Irene Sandell

Description: This study examines the impact of the citizens of the La Reunion colony on the development of Dallas and Dallas County. The French, Belgian, and Swiss families that formed the utopian colony broughta blend of European culture and education to the Texas frontier in 1853. The founding of La Reunion and a record of its short existence is covered briefly in the first two chapters. The major part of the research, however, deals with the colonists who remained in Dallas County after the colony failed in 1856. Chapters three and four make use of city, county, and state records along with personal collections from the Dallas Historical Society Archives and the Dallas Public Library to examine the colonists effect on the government and business community. Chapter five explores the cultural development of the area through city and county records and personal collections.
Date: December 1986
Creator: Sandell, Velma Irene
Partner: UNT Libraries

The Effect of the Conflict Between Instructional Leadership and Building Management Roles on Job Satisfaction of the Texas Public High School Principal

Description: The problem of this study was the conflict perceived by Texas Public High School Principals involving two roles which have been described as contradictory in nature; namely as an instructional leader and as a building manager. This study was also concerned with the level of job satisfaction of the Texas Public High School Principal. 1,205 Texas Public High School Principals identified by the Texas Education Agency and University Interscholastic League were mailed a three part questionnaire survey. 700 principals (or 58.09% of the entire population) returned the completed surveys. The questionnaire "Demographic Survey for Texas Public High School Principals" consisted of eight questions. The thirty-four statement "Questionnaire for Texas High School Principals" allowed principals to provide their perceptions of the roles and responsibilities for their present position as well as an ideal position. The final questionnaire, the four question "Survey of Job Satisfaction", assessed the level of job satisfaction for each principal. Hypothesis one was analyzed with a one-way ANOVA to determine if principals differed in their perceptions of their job roles and job positions. These positions included both the present job position and a more desired or ideal job position. The differences in these positions resulted in conflict. Hypothesis two utilized a point bi-serial correlation to find a significant difference in the number of satisfied and dissatisfied principals. Research questions one through three compared the responses from the surveys by the demographic variables. Significant differences for perceptions of instructional leadership and building management, job satisfaction, and conflict respectively were reported. A summary, findings, conclusions, implications, and recommendations for further study, conclude the dissertation. Findings of the study conclude that the more assistance a principal has, the less conflict the principal seems to have between the roles of instructional leader and building manager.
Date: August 1990
Creator: Hulen, Chris Wendell
Partner: UNT Libraries

Effect of the Home Environment on Children's 10 Scores and the Influence of Family Socioeconomic Status

Description: Contributions of home environment and family socioeconomic status (SES) on the intelligence test performance of 24 exceptional children aged five through seven years were investigated. It was hypothesized that higher SES would enrich the children's environment providing a more stimulating learning experience, and would reflect a positive correlation with measures of the home environment. Additional hypotheses were that both HOME scores and SES scales would show a positive correlation with intelligence test performance. The positive association found between SES and HOME Inventory scores suggests that families with a higher SES have the ability to direct more resources toward their children. However, according to the present study, this does not affect the intelligence test performance of exceptional children.
Date: May 1994
Creator: Singer, David D.
Partner: UNT Libraries

The Effect of the Mental Hygiene of the Adult on the Mental Hygiene of the Child in This Emergency

Description: The purpose of this study is to determine the relationship which the thought patterns of parents have upon the ideas of the children in the present national and world emergency. Attention is also given to the background study of the present conflict, the attitudes that should prevail, and the stress that should be placed upon democracy.
Date: 1942
Creator: Miller, Ethel Lee
Partner: UNT Libraries

Effect of the New Criteria for Accreditation on Reaffirmation of Accreditation in the South

Description: This study was concerned with characteristics of the process of reaffirmation of accreditation in the Southern region among institutions that completed reaffirmation under the revised _Criteria for Accreditation_ and those that completed reaffirmation under the former _Standards of the College Delegate Assembly._ The institutions that had completed reaffirmation under the new _Criteria_ were identified. A matching group of equivalent institutions which had last completed reaffirmation under the _Standards_ was created. Each group contained 66 institutions. Data were collected using the records of the Commission on Colleges of the Southern Association of Colleges and Schools. Four areas were identified in which the implementation of the _Criteria_ might affect the process of reaffirmation of accreditation: (a) institutional organization for the self-study, (b) visiting committee composition, (c) number of recommendations by visiting committees, and (d) substance of recommendations by visiting committees. A series of nine hypotheses were tested to assess these effects. The process of reaffirmation of accreditation does not appear to have been substantially affected by the implementation of the new _Criteria for Accreditation._ Institutional organization for the self-study appears unaffected by the implementation of the Criteria for most institutions. There appears, however, to be evidence that the _Criteria_ have effected change for a minority of institutions. The implementation of the _Criteria for Accreditation_ does not appear to have influenced either the size or the composition of visiting committees of peers. The implementation of the _Criteria for Accreditation_ has not increased the average number of recommendations by visiting committees of peers, but there appears to be evidence that it has created a minimum core of recommendations common to many institutions. The addition of the criterion on institutional effectiveness apparently has created a new and proportionately overrepresented focus for visiting committee recommendations.
Date: May 1988
Creator: Freeman, Irving
Partner: UNT Libraries

The Effect of the Socio-Economic Status of Sixth-Grade Pupils on Arithmetic Attainment

Description: The purposeof this study is to determine the effect of the socio-economic status of the homes of sixth-grade pupils on their arithmatic attainment. It also aims to point out the effect of social and economic factors of home environment on each of the four arithmatical abilities through a critical analysis and interpretation of the data.
Date: August 1938
Creator: Webb, Mary Carlisle
Partner: UNT Libraries

The Effect of the Specific Teaching of Mathematical Concepts in Second Year Algebra

Description: The purpose of this study was to correlate the Vegetation of the Woodbine Sands with the edaphic factors. In the laboratory an analysis of the edephic factors was made of the twenty-two soil types collected from the three formations. The results of these and other analysis are shown in tables and graphs. The results indicate that the vegetational cover of an area that is uniform in its origin and in its resident soil factors is determined by the edaphic factors present.
Date: August 1936
Creator: Gross, John Milton
Partner: UNT Libraries

The Effect of the Tonic Neck Reflex upon Fatigue of the Extensor Leg Muscles

Description: The purpose of the investigation was to determine the effect of the tonic neck posture upon fatigue induced by exhaustive exercise of the knee extensor muscles of college women. The subjects were college females enrolled in physical education activity classes at North Texas State University. The F ratio was used to determine significance of the difference in fatigue measures in the three head positions. The results of the present investigation revealed no statistically significant difference between the three head positions with respect to their influence on endurance of the leg extensors. Conclusions were that the tonic neck reflex does not facilitate or inhibit leg extensor endurance.
Date: August 1974
Creator: Cate, Susan Carol
Partner: UNT Libraries

The Effect of the Use of Laser Video Disc on Achievement, Attitude, and Confidence of High School Biology Students

Description: The purpose of the study was to determine the effects of level III video disc instruction on high school biology students. There were three areas studied: students' achievement in biology, students' attitude toward biology, and confidence. The experimental group consisted of 70 biology students. The control group also consisted of 70 biology students. The teacher of the experimental group used level in video disc instruction to teach about invertebrates, vertebrates, human systems, and plants throughout the semester. The teachers of the control group taught the same topics during the same period using the traditional lecture method and without level III video disc instruction. Students took the Biology Achievement Test, the Purdue Master Attitude Scale, and the Confidence in Learning Inventory before and after the treatment period. A t-test on the pretest scores of the experimental group and the control group showed no significant difference between the two groups. The experimental group also took the Technology Preference Survey after the treatment period.
Date: August 1994
Creator: Garza, Federico (Federico Angel)
Partner: UNT Libraries

The Effect of the War on the Mental Hygiene of the Elementary School Child

Description: The purpose of this study is to analyze recommended programs for developing child security in wartime. Attention is given, also, to the opinions expressed by contemporary psychiatrists and educators, as to ill and possible good effects of the war on the mental hygiene of the elementary school child.
Date: 1943
Creator: Copeland, Edeth Cordelia
Partner: UNT Libraries

The Effect of Three Compositional Structures on the Compositional and Instructional Self-efficacy of Pre-service Music Teachers

Description: The purpose of this study was two-fold: 1) to compare the effects of three different composition tasks with varying degrees of structure on pre-service music teachers’ creative self-efficacy as composers and their instructional self-efficacy as pedagogues of composition; and 2) to describe through pre-service music teachers’ talk perceptions of composition and their experiences completing the three composition tasks. Participants (N = 29) were music education majors from three different sized universities in the northern-central region of the United States. At the beginning of the study, the participants answered a researcher-design self-efficacy questionnaire that measured (a) their self-efficacy as composers and (b) their self-efficacy as teachers of composition. Next, they composed three compositions of various task structures (unstructured, poem, and rhythm). Immediately after completing each task they again completed the self-efficacy questionnaire. Statistically significant mean differences between the pre-task administration of the measuring instrument and all three composition tasks were found for the pre-service teachers’ compositional self-efficacy. Statistically significant mean differences were also found between the unstructured task and the rhythm task, but not between the rhythm and poem tasks or the unstructured and poem tasks. For the pre-service teachers’ self-efficacy as pedagogues of composition question, the results were also statistically significant between the pre-task administration of the measuring instrument and all three composition tasks. Statistically significant mean differences were also found between the unstructured task and the rhythm task as well as the poem and rhythm tasks, but not between the unstructured and poem tasks. Additional data were gathered through semi-structured one-on-one interviews. Through their talk the pre-service music teachers commented that they enjoyed the overall composition process. This experience also seemed to challenge the participants’ assumptions about composition and appeared to make creative experiences more tenable and relevant to their future classroom experiences. The results of this study suggest ...
Date: August 2012
Creator: Hauser, Christian Vernon
Partner: UNT Libraries

The Effect of Three Different Levels of Skill Training in Musical Timbre Discrimination on Alphabet Sound Discrimination in Pre-Kindergarten and Kindergarten Children

Description: The purpose of this study was to investigate the effects of three different levels of skill training in musical timbre discrimination on alphabet sound discrimination in pre-kindergarten and kindergarten children. The findings of prior investigations indicated similarities between aural music and language perception. Psychoacoustic and neurological findings have reported the discrimination of alphabet quality and musical timbre to be similar perceptual functions and have provided, through imaging technology, physical evidence of music learning simultaneously stimulating non-musical areas of the brain. This investigator hypothesized that timbre discrimination, the process of differentiating the characteristic quality of one complex sound from another of identical pitch and loudness, may have been a common factor between music and alphabet sound discrimination. Existing studies had not explored this relationship or the effects of directly teaching for transfer on learning generalization between skills used for the discrimination of musical timbre and alphabet sounds. Variables identified as similar from the literature were the discrimination of same- different musical and alphabet sounds, visual recognition of musical and alphabet pictures as sound sources, and association of alphabet and musical sounds with matching symbols. A randomized pre-post test design with intermittent measures was used to implement the study. There were 5 instructional groups. Groups 1, 2,and 3 received one, two and three levels of skill instruction respectively. Groups 4 received three levels of skill training with instruction for transfer; Group 5 traditional timbre instruction. Students were measured at the 5th (Level 1), 10th (Level 2), 14th (Level 3), and 18th (delayed re-test), weeks of instruction. Results revealed timbre discrimination instruction had a significant impact on alphabet sound-symbol discrimination achievement in pre-kindergarten and kindergarten children. Different levels of timbre instruction had different degrees of effectiveness on alphabet sound discrimination. Students who received three levels of timbre discrimination instruction and were taught to ...
Date: May 2000
Creator: Battle, Julia Blair
Partner: UNT Libraries

Effect of Three Different Types of High School Class Schedules (Traditional, Rotating Block, and Accelerated Block) on High School Biology Achievement and on Differences in Science Learning Environments

Description: This study analyzes the effect of three different high school scheduling options on the delivery of biology instruction, on student achievement, and on student perceptions of their instructional activities. Participants were biology students and teachers from twelve high schools in a north Texas urban school district of 76,000. Block classes had 11 to 18 percent less instructional time than traditional classes. Texas Biology I End-of-Course Examination achievement results for 3,195 students along with student and teacher surveys provided information on instructional activities, attitudes, and individualization. Using an analysis of variance at a j i< .01 the following results were found; student achievement was significantly different for each of the scheduled comparisons groups, test score means were not statistically significant between the scheduled comparison groups for different ethnic groups, economically disadvantaged students, and magnet students. No significant differences were found between the science learning activity index for each of the scheduled groups. Student response data when disaggregrated and reaggregrated into program groups found a statistically significant higher index of science activity at a p. < .01 for magnet students when compared to both the regular and honor students. Regular program students had a significantly higher index of individualization than honors program students. Accelerated and rotating block classes were found to hold a significantly more positive attitude about their science learning conditions than did the traditional students. These data suggest that during the first two years of block scheduling, the initial impact of block scheduling, where total time for science is reduced, results in lower student achievement scores when compared to traditionally scheduled classes. Yet, block scheduled student attitudes and perceptions about science learning are significantly more positive than the traditionally scheduled students.
Date: May 1997
Creator: Keller, Brenda J. (Brenda Jo), 1942-
Partner: UNT Libraries