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A Monte Carlo Analysis of Experimentwise and Comparisonwise Type I Error Rate of Six Specified Multiple Comparison Procedures When Applied to Small k's and Equal and Unequal Sample Sizes
The problem of this study was to determine the differences in experimentwise and comparisonwise Type I error rate among six multiple comparison procedures when applied to twenty-eight combinations of normally distributed data. These were the Least Significant Difference, the Fisher-protected Least Significant Difference, the Student Newman-Keuls Test, the Duncan Multiple Range Test, the Tukey Honestly Significant Difference, and the Scheffe Significant Difference. The Spjøtvoll-Stoline and Tukey—Kramer HSD modifications were used for unequal n conditions. A Monte Carlo simulation was used for twenty-eight combinations of k and n. The scores were normally distributed (µ=100; σ=10). Specified multiple comparison procedures were applied under two conditions: (a) all experiments and (b) experiments in which the F-ratio was significant (0.05). Error counts were maintained over 1000 repetitions. The FLSD held experimentwise Type I error rate to nominal alpha for the complete null hypothesis. The FLSD was more sensitive to sample mean differences than the HSD while protecting against experimentwise error. The unprotected LSD was the only procedure to yield comparisonwise Type I error rate at nominal alpha. The SNK and MRT error rates fell between the FLSD and HSD rates. The SSD error rate was the most conservative. Use of the harmonic mean of the two unequal sample n's (HSD-TK) yielded uniformly better results than use of the minimum n (HSD-SS). Bernhardson's formulas controlled the experimentwise Type I error rate of the LSD and MRT to nominal alpha, but pushed the HSD below the 0.95 confidence interval. Use of the unprotected HSD produced fewer significant departures from nominal alpha. The formulas had no effect on the SSD.
Childrearing Attitudes of Mexican-American Mothers Effects of Education of Mother
The purpose of this study was to identify childrearing attitudes of Mexican-American mothers with children ages three to five years of age. Specifically the first purpose of this study was to determine childrearing attitudes of Mexican-American mothers with ten years of education or fewer and Mexican-American mothers with eleven years of education or more as identified by the Parent As A Teacher Inventory (PAAT). The second purpose was to identify the relationship of the following demographic variables to childrearing attitudes: mother's age, mother's marital status, family income, sex of child, age of child, access to child, generational status, mother's language and mother's ethnicity. The PAAT and the Parent Information Questionnaire were administered to 112 Mexican-American mothers; 54 Mexican- American mothers with ten years of education or fewer and 58 Mexican-American mothers with eleven years of education or more. The population from which these subjects were drawn were mothers from Mexican-American communities in a North Texas county. Responses on the sample were analyzed using multivariate statistics. Based on the analysis of the data, the following conclusions seem tenable. 1. The Mexican-American mothers with eleven years of education or more have childrearing attitudes which are more positive than the Mexican-American mothers with ten years of education or fewer. 2. Control and teaching-learning are related to the mother's educational level, income, generational status and language. The mothers with more education and a higher income, who are third generation and who prefer English usage, tend to allow their children more independence. 3. Agreement may be expected between the childrearing attitudes of the Mexican-American mothers with ten years of education or fewer and Mexican-American mothers with eleven years of education or more toward creativity, frustration, and play.
Curriculum Analysis of Content Related to Rural Nursing in Baccalaureate and Associate Degree Nursing Programs in Texas
The purpose of this study is to determine the extent to which rural nursing content is included in the curricula of baccalaureate and associate degree nursing programs in Texas. Additional purposes include determining the association between the emphasis on rural nursing content perceived by curricular chairpersons as ideal and current content emphasis, examining the difference in rural nursing emphasis between the two program levels, determining variables predictive of rural nursing emphasis and determining efforts to recruit students from rural areas. Data were collected by means of a mailed questionnaire developed by the investigator. Statistical analyses of these data were then conducted. Major findings include the determination of current and perceived ideal emphasis of rural nursing content, the difference in rural nursing emphasis between baccalaureate and associate degree nursing schools in Texas, the association between perceived ideal and actual content emphasis, those variables which are predictive of rural nursing emphasis in undergraduate curricula in Texas and the recruitment efforts from rural areas made by each level of program.
The Relationship of Sex and Age at Entrance to School to Second Grade Achievement
This investigation compared achievement of boys and girls in second grade who were seven years old in June, July, and August of 1983 to the boys and girls in second grade who were eight years old in September, October, and November of 1983. The students were tested using the Iowa Test of Basic Skills using the following areas: reading, total math, and composite scores. The study also looked at the correlation of sex and age of students who had been retained in first grade. A comparison of teacher grades to standardized test scores and ability grouping was also presented. One way analysis of variance was applied to the test results. A chi square test of independence was conducted on students retained in the first grade to determine if interaction between sex and age was indicated. Older children scored higher in all three areas measured, while girls scored higher in reading. This may seem contradictory, but is not. Age was significant beyond the .05 level, while sex was significant beyond the .001 level. This difference is explained by the extremes in means for younger boys and older girls. Since first grade curriculum emphasizes reading, this gave girls a definite advantage over boys. Boys, however, scored significantly higher in math. The results indicate a need for restructuring curriculum to meet the needs of boys and girls. Younger boys in second grade scored the lowest in all areas tested, except math. These scores would have been even more significant if the boys who were not promoted to second grade could have been included in the second grade testing. These findings indicate that total developmental age is the most important factor when considering admission for school. A closer look should be taken at the requirements for school entrance. The factors that must be considered …
A Qualitative Study Describing the Relationship and Mediating Factors Between Junior High School Mathematics Achievement and Computer Expenditures
Using a case study approach, this investigation focused on the nature of the relationship between computer related expenditures and student achievement in mathematics, with consideration given to the mediating factors influencing the relationship. Some of these factors included the types of computers and software being used, the objectives of computer instruction, teacher preparation in the use of the computer as an instructional tool, the amount of time individual students had access to a computer during the school year, and the socioeconomic status of pupils. Two of the twenty-five largest school districts in Texas were selected as the subjects for this study. Numerical data were collected from existing documents including general ledgers, bid tabulations, test score tables, and records showing the numbers of students participating in the free and reduced price lunch programs. Specific information regarding the implementations of the instructional programs was gathered through observations and 2 interviews with principals/ teachers, and students in four— teen junior high schools in each of the two school district. The districts exhibited more differences than similarities in the approaches to using computers for instruction in mathematics. One district, for about two hundred dollars per student, purchased a prepared, copyrighted, and patented program consisting of mini-computers and sixteen terminal remote labs used exclusively for the remediation of students two or more years behind in achievement in mathematics. The other district purchased microcomputers at a cost of about ten dollars per student and introduced a three to six weeks unit on computer programming into the eighth grade mathematics curriculum. Although neither district demonstrated clear patterns of increased achievement, tendencies did emerge which would suggest some linkage between concentration of the program and achievement. Other factors emerging from the fortythree taped interviews indicated that achievement test scores of students should not be the only measure of …
Comparison of Pre- and Posttraining Verbal Interaction of Caregivers and Children During Story Time
The purpose of this descriptive study was to create a read-aloud instructional program which could be used in teaching caregivers to promote quality verbal interaction among participants during story time. Prior to and subsequent to instruction, selected high-school students participating in a vocational-technical child development program were audio- and videotaped as they read stories aloud to children. All tapes were transcribed in full. Using the storybook Reading Analysis System (Teale, Martinez, & Glass, in press), dialogue was categorized into form, type of information, focus, instructional intent, and importance categories.
A Study of the Factors Influencing Job Satisfaction Among Texas High School Band Directors
The problem with which this study was concerned was that of measuring and examining the level of job satisfaction among Texas high school band directors. The specific methodology included a quantitative comparison through confirmatory factor analysis of the factor structures of the sample of 109 Texas high school band directors and the norming population of 1460 industrial workers. There were two purposes for conducting the study. First, the relationships between an assortment of demographic variables and measured job satisfaction were examined. The second purpose was to measure the degree of fit of the Frederick Herzberg Dual-Factor Theory to the factor structure of the sample. Correlation, t ratio, and one-way analysis of variance were used to compare the demographic variables with measured job satisfaction. Confirmatory factor analysis through LISREL was used to examine and compare factor structures. Job satisfaction was measured with the Minnesota Satisfaction Questionnaire which was developed and tested through the Work Adjustment Project, Industrial Relations Center at the University of Minnesota. The twenty-item short-form retained the general reliability and validity measures of the 100-item long form. The Demographic Data Sheet is a researcher-constructed document used to gather data for use in classifying respondents by educational background, school classification, and out-of-Texas teaching experience. Respondents were also asked to indicate chronological age and number of years creditable teaching experience. Only when classified by educational background and school classification were respondents found to have significant differences in satisfaction scores. Those band directors who hold degrees in fields other than music have significantly lower satisfaction scores than those who have only music degrees. Directors from larger UIL classification schools have higher measured levels of job satisfaction than do those in smaller Texas schools. While there are strong similarities between the factor structures of the sample group and the norming population, the sample …
Impact of Funding Changes on Selected Education Service Centers Considerations for Programming and Staffing for Continued Effectiveness in Equlizaing Educational Opportunities
The purpose of this study was three-fold: 1. To determine the amount and direction of changes in sources of funding for the Regional Education Service Centers from 1979 to 1984. 2. To determine the percent of change in programming expenditures of the Regional Education Service Centers from 1979 to 1984. 3. To rate the changes in quality of programming as perceived by the superintendents of the local school districts receiving services from 1979 to 1984. A review of the literature and a brief history of the Regional Education Service Centers of Texas were followed by tabular and narrative descriptions of the findings. Deflated data, to account for inflation, were derived by applying Bureau of Labor statistics formulas to dollar amounts supplied by the Regional Education Service Centers. Each of the five Education Service Centers included in the study experienced a decrease in total funds, due chiefly to a cut in federal and state support. Although local contributions increased in four out of five of the Regions during the five-year period, the net result to the Centers was a decrease in funding ranging from 23.2 percent to 51.8 percent. The impact on programming was severe. Of the nine major services on which data was gathered—media services, data processing, counseling/guidance, special education, migrant education, bus driver training, staff development, drug education/crime prevention, and bilingual education— two had been eliminated in all of the Regions included in the study by 19 84, and some of the Regions had discontinued services in other areas as well. Surveys for rating the services of the Education Service Centers were sent to 126 current superintendents who held the same position in 1979. The results indicated that although fewer dollars had been expended and some services had been eliminated, the quality of programming had not diminished from 1979 …
An Analysis of Enrollment Patterns in Required General Education Courses by Technical-Occupational Students in an Urban Community College
This study was concerned with the enrollment patterns in required general education courses by technicaloccupational students in an urban community college. The purposes of this study were to (1) examine the general education course enrollment patterns of technical occupational students in specific programs; (2) determine if completion of an English course yields a higher GPA; (3) profile the characteristics of the students who do and do not enroll in general education courses; (4) determine if students enrolled in certain technical-occupational programs are more likely to enroll in general education than students enrolled in similar programs; and (5) determine if completion of general education courses has a positive effect on overall GPA of students.
The Perceived Role of the Post-Secondary Transition Team Leader in Special Education in Texas
The role for the transition team leader (TTL) has not been formalized at the state level in Texas. The purpose of this study was to determine the current perceptions of the public school superintendents in Texas for the roles, responsibilities, and functions of the TTL. The framework of the survey questionnaire was based on eight categories of expertise for the TTL derived from a review of the literature and from professional experience in preparing handicapped individuals for the world of work. The findings are listed as desirable and undesirable characteristics for the role or job description of the TTL. The desirable characteristics for the role of TTL were viewed as: (a) having experience with handicapped populations, (b) having skills to supervise others, (c) being a liaison between agencies, (d) making program adjustments as needed, (e) providing training, (f) knowing how to explain the transition program to staff, (g) being a liaison with parents, (h) being a liaison with community employers, (i) knowing pertinent regulations, (j) knowing the characteristics for each of the handicapping conditions, and (k) knowing the options and barriers to transportation for handicapped individuals in the community. The least desirable characteristics identified with the role of the TTL were: (a) The need for certification of the TTL, (b) making curricular changes at the elementary level, (c) the TTL as the Educational Diagnostician, (d) the TTL as a parent of a handicapped individual participating in the transition program, and (e) the TTL encouraging severely handicapped individuals to remain in the public schools until the maximum age of 21. These categorical data were grouped by ESC area with urban, suburban, and rural demographics. These data were analyzed by a three-way ANOVA design and significant differences were found by category, by ESC area, and by population designation. The public school superintendents …
The Impact of Role Playing on Selected Values Claims Held by Third- and Fifth-Grade Students
The problem with which this investigation was concerned was that of determining whether role playing could be used successfully to help elementary school children clarify selected values claims. The changes in children's values claims were measured by using the Semantic Differential developed by Osgood and others. This study had a threefold purpose. The first was to determine if children's values claims in the third grade could be changed by a concentrated program of role playing. The second was to determine whether children's values claims in the fifth grade could be changed by a concentrated program of role playing. The third was to determine if there was a difference in the amount of change in third- and fifth-grade children's values claims after both grades had experienced a concentrated program of role playing. The following conclusions were reached: (1) Role playing experiences can be used successfully to change third-grade children's values claims in respect to the concepts of honesty and consideration of others. (2) Whether role playing can be used successfully with third-grade children to change their values claims in regard to respect for property is open to question. (3) Whether role playing can be used successfully with fifth-grade children to change their values claims in regard to honesty, consideration of others, and respect for property is open to question. The study implied that (1) role playing may be more effective with children in the third grade than with children in the fifth grade, (2) role playing may be more effective with some values claims than with others, (3) though the changes made by the fifth grade after role-playing experiences were not significant, they were in the positive direction. Consequently it is entirely possible that role playing could have been more effective with the fifth grade under differing circumstances, (4) significant changes …
Relationship of Sociometric Status to Counselor Evaluation Ratings and Selected Descriptive Variables
The problem of this study was to assess sociometric status and selected variables relative to the selection and training of counselors. The relationship of sociometric status and six variables were investigated. The six variables were counselor evaluation rating, grade earned in a graduate course in group counseling, GRE score, chronological age, gender, and possibility of modification of preliminary perceptions of social choice by a graduate level course in group counseling. It was concluded that sociometrically highly chosen counselors-in-training tend to receive high counselor evaluation ratings. Those individuals who received high grades in a group counseling course that is part lecture and part experiential (participation in a laboratory group) also tended to receive high sociometric scores. This was not true for the students enrolled in a graduate admission seminar course that was all lecture. The sociometric status of counselors-in-training does not appear to be related to GRE scores, age, or gender. The mean sociometric status score of the group studied was not significantly modified by a graduate course in group counseling.
A Study of the Cultural Interaction Between Thai Students and North Texas State University
Because international students are an increasingly significant aspect in American colleges and universities and on the North Texas State University campus in particular, this study was undertaken to explore the intercultural clash which Thai students at North Texas State University experience. Twenty-two Thai students were interviewed in depth using the oral history method. Ten faculty and administrators who work with international students were interviewed concerning their observations of Thai students. The information gleaned from these thirty-two interviews and from an examination of the basic socio-cultural differences between Thailand and the United States resulted in the isolation of the following basic difficulties. 1. Thais do not have command of written and oral English. 2. Americans do not have an appreciation of foreigners and lack tolerance in everyday exchanges with them. 3. Thais avoid becoming involved in American society. 4. Thais are not efficiently prepared for the American classroom. 5. American instructors do not appear prepared to handle the problems of Thai students. The study also developed a number of suggested solutions: 1. Raise the consciousness of Americans concerning Thai students; 2. Provide more effective ways of improving oral and listening skills in the English proficiency of Thai students beginning with American-directed programs in Thailand and including a revamping of the Intensive English Language Institute; 3. Provide studies in American culture for Thai students which would require them to become acquainted with this society; 4. Develop in Americans an appreciation of foreign culture and an international awareness; perhaps even a formal international cultures program should be initiated; 5. Involve Thai students with Americans in crosscultural activities: encourage membership in campus organizations, invite them to speak at civic and educational occasions, develop the host family program; 6. Provide effective services for Thai students especially through the International Office; and 7. Set tuition and …
A Study of the Relationship Between Selected Learning Styles and Achievement of Kindergarten Language Arts Objectives in a Local School District
The purpose of this study was to determine whether there is a relationship between the learning style of a kindergarten child and the level of achievement in language arts. The study was done at the request of the school district of a small community in north Texas, and it incorporated the total public school kindergarten population, 110 subjects. Instruments were the Learning Style Inventory: Primary by Perrin, the Iowa Tests of Basic Skills, and an achievement test developed by the regional education service center. The LSI:P was administered to all students by one person while the two achievement tests were administered by individual teachers to their own classes. The children were divided into groups according to their rating on the LSI:P, using the Prescription Circle by Dunn and Dunn as modifier. ANOVA and chi square analysis were utilized to compute frequencies and percentages at the .05 level to determine relationships between learning styles' group membership and attainment in language. A definite relationship was found between a child's learning style and achievement on the language arts objectives. Indications were that the elements of motivation, persistence and responsibility, and perceptual mode preferred by the learner had strong relationship to success in achievement. It was concluded that a relationship exists between the ability to conduct successful word analysis and a child's learning style. It was also determined that children of kindergarten age can self-report learning style as measured by the Learning Style Inventory: Primary. It is recommended that longitudinal studies be conducted to discover if learning styles change with maturity. Other studies could be done on subgroups of the kindergarten population to find what impact preschool experiences, English as a second language, or sex of the child may have on the relationship between a child's learning style and achievement in language arts.
A Comparison of the Problem Solving Ability of Physics and Engineering Students in a Two Year College
The problem with which this study was concerned is a comparison of the problem solving ability of physics and engineering students in a two year college. The purpose of this study was to compare the problem solving ability of physics and engineering students in a two year college and determine whether a difference exists. Data was collected from an instrument administered to twenty-six engineering students and twenty-three physics students as a major examination in their regular courses. The instrument was validated by being taken from representative texts, by approval of the instructors using the examination, and by approval of a physics professor at a university. The instructors and professor were considered a panel of experts. Comparison of test scores of students who were registered in both physics and engineering and who took the exam twice, established concurrent validity of the instrument. A questionnaire was also administered to both groups of students to determine their personal problem solving strategies, if any, and to collect other demographic data. Additional demographic data, as available, was 2 obtained from the registrar. Instructor profiles were determined from interviews with each of the four instructors involved. Analysis of the data indicated there is a significant difference in the ability of engineering students and physics students to solve statics problems. The engineering students scored significantly better in solving both engineering problems and in overall problem solving, as hypothesized. The engineering students also scored significantly higher in problem solving ability on physics problems, resulting in the rejection of the hypothesis that there would be no difference in the problem solving ability of the two groups on physics problems.
Performance Evaluation of Community College Management Instructors Using Student Achievement as the Criterion
This study concerns the relationship between student evaluation of instruction and student achievement in the field of management at the community college level. Purposes of the study were to determine the subjective student evaluation of instructor performance in introductory classes of management, student achievement in the class upon completion of the course, and the relationship between the student evaluation of instructor performance and student achievement in knowledge of the course. The population studied was all 10 sections of the Principles of Management course taught by 8 instructors at Del Mar College in Corpus Christi, Texas during the fall semester of 1988. A pretest-posttest design was used to determine student achievement scores. The College Board provided sufficient copies of two versions of the College Level Examination Program (CLEP) tests for Introduction to Management for the pretest and posttest. A special statistical technique using multiple regression was used to calculate an achievement score for each student that was adjusted for entry level knowledge. Student evaluations of instructor performance were paired with the achievement scores and grades students received from the instructor. Additional confidential demographic data was obtained about the students and the instructors. Major findings of the study concluded there is no significant relationship between the student achievement scores and student evaluation of instructor performance. There was a wide variance in correlation of student grades and student achievement scores when individual sections or individual instructors were examined. The overall correlation of grades and achievement scores was statistically significant and was the highest of any of the factors studied. The study recommends using more objective measures of student achievement in evaluating faculty performance.
The Association Between Exposure to Computer Instruction and Changes in Attitudes Toward Computers
The problem with which this study was concerned is the association between exposure to computer instruction and changes in attitudes toward computers. The study had a two-fold purpose. The first was to determine the attitudes of undergraduate students toward computers. The second was to determine whether exposure to information about computers and their uses is associated with changes in students' attitudes toward computers. A computer literacy test was administered to subjects as a pre-and post-test. The major findings of the study indicate that there were significant, positive attitude changes among students exposed to computer instruction. There were also significant increases in knowledge about computers among participants exposed to computer instruction. The major conclusions are that attitudes are not fixed and develop in the process of need satisfaction. Participants in the study experienced attitude changes, which supports the suggestion that attitudes are developmental. Futhermore, the attitude changes observed in the study occurred in the process of learning about computers, a process assumed to be rooted in the educational and/or career needs of the participants. Attitudes are shaped by the information to which people are exposed. Attitude modification seldom, if ever, occurs in a vacuum. Instead, it most often takes place in the context of information dissemination and exposure. In this study, attitudes toward computers changed positively and significantly as participants were exposed to information about computers.
An Analysis of the Current Texas School Finance System to Determine to What Extent it Meets Criteria for Equity Concerning School Finances
The main purpose of this study was to determine the effect of Texas House Bill 72 on equalization of finances in the public school districts of Texas. House Bill 72 is a finance reform bill which was passed by the Texas Legislature during the Summer of 1984. This study involves basically three steps. First, current criteria for equity as defined by school finance "experts" and recent definitive court decisions were determined. Second, financial data from the Texas Education Agency were statistically analyzed for the 1984-1985 school year. Third, the statistical analysis was used to determine if the current Texas school finance plan meets the current criteria for equity. The population used in the study was 1,068 school districts. Based on the findings of this study the following conclusions were drawn. 1. The use of a per capita flat grant by the Texas Public School Finance System contributes to the unequalizing of financial resources available to school districts. 2. School districts with greater property index values are required to exercise very little effort toward the support of their public schools. 3. School districts with high property index values tend to have lower effective tax rates and high per-pupil expenditures. 4. School districts of least wealth exercised substantially more local tax effort in support of educational programs in their schools than more wealthy school districts. 5. School districts with low property index values are almost entirely dependent upon the Foundation School Program monies to provide the educational opportunities available within the school district. 6. The disparities in local tax effort, per-pupil expenditures, and revenues are attributable primarily to the school district's heavy reliance on local property wealth. 7. A completely perfect system of equalization would be full state funding with monies distributed to districts on an educational needs basis.
Experience of Time as a Function of Locus of Control
The purpose of the study was to determine the effects that achievement and locus of control have on a person's ability to estimate the passage of time. The subjects were a group of 116 college students enrolled in an introductory psychology course at Mountain View College. Achievement was measured by the grade obtained in the course, and the locus of control was measured by the individual's score obtained on the Rotter Internal-External Locus of Control Scale. Five different cutoffs were used to determine the locus of control orientation (internal/external). The data were analyzed using analysis of variance techniques. No significant differences between any of the groups were found.
Performance on Selected Mathematics and Reading Assessment Tests as Predictors of Achievement in Remedial Mathematics
The problem of this study was performance on selected mathematics and reading assessment tests as predictors of achievement in remedial mathematics. The purpose of the study was twofold. The first was to determine the internal consistency of a locally developed remedial mathematics placement test and the mathematics section of the Pre-TASP Test. The second was to determine the predictive validity of performance on (a) the local remedial mathematics placement test, (b) the mathematics section of the Pre-TASP Test, and (c) the Descriptive Tests of Language Skills, Reading Comprehension Test in combination with demographic variables for mid-semester achievement, end-of-semester achievement, and course success in three levels of remedial mathematics at Richland College, Dallas, Texas.
Adolescent Assertiveness: Standardization of an Instrument and a Comparison Between Alternative School Students and Traditional Public School Students
This study concerned standardization and refinement of an instrument to measure assertiveness in adolescents, and use of that instrument to compare alternative-school students with each other and with students in a traditional school. Most instruments measuring assertiveness are normed on white adult populations. Of the few designed for adolescents, only the Adolescent Assertiveness Discrimination Test provides a tripartite breakdown of subject responses into aggressive, passive, and assertive responses. The test is unpublished and is in the process of standardization and refinement. Multiple linear regression procedures were used to test the three hypotheses. Each hypothesis was tested four times on different groups (alternative versus traditional school students; dropouts versus disciplinary referrals) and on different instruments (AADT; A Scale). Hypothesis 1, which stated that demographic variables, and their interactions with school group, were related to assertiveness, was not supported. Hypothesis 2, which stated that the demographic variables were related to assertiveness, was not supported. Investigations into which of the demographic variables singly contributed to assertiveness showed that gender was significant. Females scored higher on the AADT and males scored higher on the A Scale. Hypothesis 3, which stated that school group was related to assertiveness, was supported on all comparisons except between dropouts and disciplinary referrals on the A Scale. Traditional school students scored higher on the AADT, and alternative school students scored higher on the A Scale. However, of all groups, dropouts scored highest on the AADT.
Problems of International Students as Perceived by International Students and Faculty in a Public University
This study focuses on the problems of international students as perceived by both international students and faculty in a public university. The major purposes of the study are to determine if there are significant differences in perceptions of the problems of international students between international students and faculty members, between groups of international students, and between groups of faculty members. A modification of an international student problem inventory instrument was used to collect data from 371 international students and 316 faculty members. Thirteen hypotheses were tested using frequency and percentages, analysis of variance, multivariate analysis of variance, and univariate analysis of variance, as required according to the data collected and the hypothesis being tested.
Secondary Laboratory Teachers' Student Grouping Decisions: A Descriptive Study
Teachers use student grouping to reduce the complexities of the classroom. Grouping has been credited with making behavior more predictable, improving interpersonal skills, and making instruction easier by increasing homogeneity. Research suggests that teachers' grouping decisions are influenced by characteristics of the student, the teacher, the task, and the environment. Research on grouping has centered on elementary classes, with little investigation of secondary classes. The purpose of this study was to describe the influences on secondary laboratory teachers' grouping decisions in a naturally occurring secondary school setting.
Work Motivation and Perceptions of Academic Organizational Climate: A Nigerian Study
The problem with which this study is concerned is to determine the relationship between the motivations to work for Nigerian lecturers and their perceptions of their academic organizational climate. The related purposes of the study are to determine the motivations to work for Nigerian lecturers, their perceptions of the academic organizational climate in which they work, and the relationships that exist between motivations and type of organizational climate.
The Role of the Elementary School Counselor in Texas as Perceived by Elementary Principals and Elementary School Counselors
The problem of this study was to answer the question, of whether or not there is congruence between Texas elementary school counselors' and elementary principals' perceptions of the role of Texas elementary school counselors. Research questions were formulated to carry out the purpose of this study. A review of related literature revealed that only two studies of the role of the elementary school counselor had been conducted in Texas. Both studies polled only elementary school counselors; therefore, Texas elementary principals' perception of the role of the elementary counselor was unknown. Christian's Elementary Counselor Inventory (ECI) was the instrument used in this study. The ECI contains 60 items describing tasks likely to be part of the counselor's role. Respondents were asked to consider each task twice; once according to the ideal role (should this be part of the counselor's role?), and once according to the actual role (is the elementary school counselor actually performing this function?).
A Survey of Speech Programs in the Public Community Colleges in the State of Texas
This study is a survey of public community college speech programs in Texas. An investigation of the literature revealed that only three similar studies had been made concerning Texas junior colleges. Chapter Four concludes the study by reviewing the current status of public community college speech programs in Texas and making recommendations for the improvement of these speech programs.
Factors Associated with Academic Performance of Community College Students
The problem with which this investigation is concerned is the identification of selected factors that are closely associated with academic performance. The purpose of this study is to analyze the relationship of academic performance to age, gender, reading score, credit hours attempted, and self-assessed personal life skills (self-esteem, growth motivation, change orientation, interpersonal assertation, interpersonal aggression, interpersonal deference, interpersonal awareness, empathy, drive strength, decision making, time management, sales orientation, commitment ethic and stress management).
The Composing Processes of Blind Writers
An examination of the composing processes of blind writers was conducted to determine the strategies used by these composers. Two individuals blind from birth and two persons blinded later in life participated in the study. Using participant observation and stimulated recall, the researcher examined the composing processes of these subjects. Each individual participated in four writing sessions and used the compose-aloud technique where by the composer repeats orally any thoughts that occur during writing. In addition, an interview was conducted with each participant which provided a writing history, attitude toward writing, and composing strategies. Results of the research indicated that blind writers use the same basic processes of writing as reported for sighted writers. Blind writers in this study did not make written plans prior to writing and spent between one and four minutes in prewriting. Planning was an ongoing feature of the composing process. The writers in this study demonstrated the recursive feature of composing. Rescanning was a continual part of their composing sessions . Three of the subjects reported using rescanning for planning and editing. One individual reported using rescanning for editing only. Some differences were found in the blind writers as compared to the research on sighted composers. First, blind writers averaged 39 rescansions per essay, while research on the sighted reported approximately six rescansions in each session. The difference in the number of rescansions between these two groups may be a result of the blind writer's need to locate position on the page or from a difference in short-term memory in the sighted and non-sighted. Writers blind from birth demonstrated a difference in the ability to organize an essay in the extensive mode. These composers made no global plans. Rather they allowed the writings to unfold as they wrote. This research would indicate that sight may …
Short-Term Enrollment Projections Based on Traditional Time Series Analysis
The problem of this study was to make short-term projections of student semester credit hour enrollments, at each of two state universities of comparable size, based on traditional time series analysis. 1. The first purpose of the study was to identify the cyclical component of deseasonalized enrollment data. 2. The second purpose was to determine a cyclical economic indicator having a high correlation with the cyclical component of the enrollment data. The selected economic indicator was used in establishing explanatory equations for projecting enrollment. 3. The third purpose was to compare projected 1979- 1980 academic year enrollment figures obtained from explanatory equations for each institution with actual enrollment figures of each institution for that year. 4. The fourth purpose was to compare the explanatory equations developed for the two institutions and the projections of student semester credit hour enrollments they yielded. 5. The fifth purpose was to discuss enrollment projections for each institution and the uses of enrollment projections in planning.
Superintendents' Value Perceptions Regarding P.L. 94-142 as it Applies to Texas School Districts
This study addressed superintendents' value perceptions of nineteen component parts of P.L. 94-142, The Education For All Handicapped Children Act of 1975. In addition, the study sought to determine whether relationships existed between superintendents' value perceptions of P.L. 94-142 and (1) school district size and (2) total years experience as a superintendent. As a result of this research, twenty-one conclusions were drawn, consisting of Texas superintendents' perceptions of several aspects of P.L. 94-142 such as: its effectiveness, appropriateness, process hearing costs, funding, time/cost efficiency, feasibility, and ultimate goal. Additionally, there was no significant relationship between the total number years served as a superintendent, or the size of school districts served, and the superintendents' value perceptions concerning P.L. 94-142. In summary, twenty-one conclusions were reached regarding superintendents' value perceptions of P.L. 94-142. A total of seven implications were drawn from the conclusions. Finally, seven recommendations for future study were made.
Selected Characteristics of Minnie Stevens Piper Professors
The problem of this study was the identification of selected characteristics of Minnie Stevens Piper Professors. Purposes of the study were: (a) to determine characteristics of Minnie Stevens Piper Professors, and (b) to determine whether these professors possess characteristics which typify outstanding college teachers as described by the Selection Research, Incorporated College Teacher Perceiver interview. Forty subjects, 20 from community colleges and 20 from senior colleges, were randomly selected from the 1978 through 1988 lists of Piper Professors. Fifteen community college and 11 senior college professors agreed to participate by being interviewed with the College Teacher Perceiver. This interview identified 13 characteristics, or themes, of excellent college teachers.
Adolescent Discouragement: Development of an Assessment Instrument
The Adolescent Discouragement Indicator (ADI) was developed to assess the Adlerian construct of discouragement. The 75-item ADI contains five subscales corresponding to the five life tasks specified in Individual Psychology and is specifically designed to pinpoint the area and degree of adolescent discouragement. Item selection was based on ratings by five prominent Adlerians and item correlation with subscale scores. Age and sex norms for the ADI were established on 225 females and 299 males 12 to 18 years of age. Findings indicate that female adolescents are less discouraged than male adolescents on all scales except the love scale and both sexes reported the least amount of discouragment on the love scale. The only significant difference among the age groups is between the 13-year-olds and the 15, 16, and 17-year-olds on the love scale. An internal consistency coefficient of .95, a 2-week test-retest coefficient of .89, and a 4-week test-retest coefficient of .92 indicates that the ADI is a reliable instrument. Negative and significant (p < .001) correlations between the ADI and Social Interest Index (Greever, Tseng, & Friedland, 1973) and between the ADI and the Social Interest Scale (Crandall, 1975) contribute to construct validity and support Adler's belief that discouragement and social interest are inversely related. Results of behavioral and academic comparisons on a sample of adolescent males (N=57) seem to indicate a link between behavior, academic performance, and levels of discouragement. Results of factor analysis and interscale correlations are presented. Implications for further research include continued validation using behavioral criteria associated with discouragement, refinement of the subscales and establishment of score ranges to indicate when an adolescent is considered discouraged.
The Effects of a Systematic Training Program in Responding Skills on Dental Hygiene Students at Texas Woman's University
The purposes of this investigation were (1) to determine if a systematic training program in communication skills could be used to improve written response levels of dental hygiene students, and (2) to determine if a systematic training program in communication skills could yield improved dental hygiene student-patient rapport. The experiment involved two groups of dental hygiene students that had previously been randomly selected and consisted of twelve junior and twelve senior students in each group. The entire population of dental hygiene students at Texas Woman's University participated in the study. Analysis of the data provided statistically significant findings on seven of the eight hypotheses. Those subjects in the systematic training program were able to demonstrate increased ability to write responses and, in addition, had higher patient rapport scores. The results were also statistically significant two weeks following the training period. It was, therefore, concluded that the systematic training program in communication skills was an effective teaching device for improving dental hygiene responses. The systematic training program also seemed to be an effective strategy for improving dental hygiene student-patient rapport formation.
The Prevalence of Specific Learning Disabilities in School-Aged Hearing Impaired Children
The purpose of this investigation was to determine the prevalence of specific learning disabilities in school-aged hearing impaired children based on the proposed theoretical definition of the National Joint Committee for Learning Disabilities (1981) and the theoretical definition constructed by the Canadian Association for Children and Adults with Learning Disabilities (1981). The operationalization of these theoretical definitions, coupled with the current operational definition issued by the Texas Education Agency (1983), formulated the investigative framework.
The Achievement of Student Development Tasks by Male College Scholarship Athletes and Non-Athletes: A Comparison
The problem with which this study is concerned is to determine whether or not differences exist in the achievement of student development tasks by college student athletes and non-athletes. The investigation also tested for differences in the achievement of developmental tasks between athletes and non-athletes based on the variables of race (black or white), classification, and interpersonal behavior orientation. The sample was composed of 276 male students (201 non-athletes and 75 athletes) who attend a large private university in Texas. Each participant completed both a student developmental task inventory questionnaire, which measures individual achievement of the tasks of developing autonomy, purpose, and mature interpersonal relationships, and an interpersonal relationship orientation-behavior instrument, which measures an individual's orientation to others on the scales of inclusion, control, and affection.
An Examination of the Hawthorne Effect in a Verbal Learning Situation in an Educational Setting
This study was an examination of the Hawthorne Effect in a verbal learning situation in an educational setting. The Hawthorne Effect was defined as the facilitating effect(s) produced in experimental situations when the subjects of the experiment expect that they are the objects of special attention. The purpose of the study was to determine if contamination by the Hawthorne Effect existed in an educational setting. Comparisons were made between "experimentally inexperienced" subjects and "experimentally experienced" subjects at both undergraduate and graduate levels. The task was to learn a list of paired associate terms, and to show learning retention by immediate replication of those terms. The focus of the study was upon the expected differences in performance of the control and experimental groups produced as a result of an effort to persuade experimental subjects that they had "unique" characteristics which would cause them to be exceptionally proficient. The control groups were given the task by the course instructor in a usual classroom setting,as an example of a curriculum objective. Recommendations for further research were as follows: (1) the personality variables of the researcher and those of the subjects being tested should be thoroughly delineated; (2) sex differences in performance should be scrutinized further, since there were indications that females did react differently from males in the experimental situation; (3) other academic disciplines should be examined with respect to susceptibility to the Hawthorne Effect; and (4) other social settings should be examined with respect to the Hawthorne Effect contamination.
Job Satisfaction Among Faculty Members at Yarmouk University
This study measured and analyzed job satisfaction among faculty members at Yarmouk University in relation to gender, marital status, age, annual salary, years of experience, academic rank, academic activity, faculty affiliation, country in which the last degree was received, tenure status, and nationality. The population consisted of 350 full-time faculty members. A total of 216 (61.7%) faculty members participated in this study. The data collecting instruments consisted of the faculty data sheet and the Job Descriptive Index. Frequencies, percentages, means, and one-way analysis of variance (ANOVA) were employed to analyze the data. The level of significance was set at 0.05. A Scheffe method of multiple comparison was used for follow-up investigation. Although the results of the study indicate that there were no significant differences in job satisfaction among faculty members with regard to gender, marital status, academic activity, and the country in which the faculty member received the last degree, significant differences were found with regard to age, annual salary, nationality, years of experience, rank, tenure status, and faculty affiliation.
A Study of Community Education in the State of Texas
The problem of this study was to determine the effectiveness of community education in Texas as perceived by the superintendents, community education directors, and selected laymen in the participating school districts. The sources of data included a review of the literature and supplemental materials. The survey technique, employing a jury—validated questionnaire, was used to collect the perceptions of superintendents, principals, teachers, and college professors in the State of Texas. A total of 121 educators and lay participants responded to the questionnaire. As a result of the study, it appears that according to the perception of those surveyed, that the community education programs in Texas are accomplishing at least 83 percent of all the goals purported in the nationally-circulated literature. Based on the study, it appears that the ongoing community education programs in Texas are perceived to be effective by those most closely associated with them and therefore deserve to continue to receive special considerations and funding.
Perceptions of Student Participants Toward Small Business Institute Programs at Selected Institutions of Higher Education in Texas
This investigation examines the perceptions of students enrolled in Small Business Institute (SBI) courses at six collegiate schools of business toward various aspects of the SBI experience. A questionnaire, adapted from an earlier study, was assessed for content validity by appropriate authorities in the areas of the SBI, entrepreneurship, and business communications. Two administrations of the questionnaire were given at an approximate three-month interval. The initial administration preceded all contacts between student consultants and clients. The second administration was given some three months later to essentially the same body of students following extensive contacts with clients. More than 75 per cent of the pre-test respondents also took the post test, thereby augmenting the validity of the Kolmogorov-Smirnov and Chi-square statistics employed in the study. Results of the study indicate the existence of significant inter-school differences among student perceptions toward the SBI experience, both prior and subsequent to the initiation of contacts with clients. On the other hand, there were no significant differences in pre- and post-administration response patterns within the schools.
A Study of the Individual Traits of Effective Managers for Residential Facilities for the Mentally Retarded
Studies of Individual traits perceived as necessary to achieve managerial effectiveness, while multitudinous in the world of commerce, have yet to be undertaken as they apply to managers in residential facilities serving mentally retarded individuals. The problem of this study was to identify a group of individual traits perceived as characteristic of effective managers in residential facilities for the mentally retarded. Projectively, the identified traits could constitute valid criterion for consideration in the selection process utilized in employing managers for both public and private facilities. The primary purpose of this study was to develop an instrument which would enable the interviewer to secure information regarding specific individual traits. An informed predictive decision regarding the effective management potential, of the individual, for a residential facility for mentally retarded individuals would be greatly enhanced. The secondary purpose of the study was to focus on a comparison between group responses for each of the 25 trait items. The study will identify significant differences and relationships between the responses of State Directors of Mental Retardation Programs, Assistants to Texas Deputy Commissioner for Mental Retardation, Superintendents of Texas State Schools for the Mentally Retarded and a select group of managerial personnel within Texas State Schools for the Mentally Retarded. Comparison of response profiles contribute to an index of preferential traits for each of the managerial groups by contrasting patterns of preferences between all managerial groups and delineating traits which were common in preference among all groups. The tertiary purpose of the study was to identify patterns of personal traits which should constitute valid criterion for consideration in the selection process utilized in employing managers for both public and private facilities. Specific attention was given to the managerial trait preferences of each group of managers included in the study.
Relationship of Bureaucratic Structure to Communication Satisfaction of Teachers in a Suburban Texas School District
The purpose of this study was to investigate the relationship of bureaucratic structure to communication satisfaction of teachers in a suburban school district in north Texas. This study compared seven components of communication satisfaction of teachers in Authoritarian schools with those of teachers in Professional schools.
Young Adult Literature and Censorship: A Content Analysis of Seventy-Eight Young Adult Books
The purpose of this study was to analyze a representative seventy-eight current young adult books to determine the extent to which they contain items which are objectionable to would-be censors. Seventy-eight books were identified which fit the criteria of popularity and literary quality. Content analysis was selected as the quantitative method of research. Each of the seventy-eight young adult books was analyzed for the six categories which were established through prior research. The six categories include profanity, sex, violence, parent conflict, drugs, and condoned bad behavior. These categories were tallied each time they occurred in the books. Reliability was assured with a rating of .98 by a committee of six professionals. The data reveal that profanity occurred more times in the seventy-eight books than the other five categories with a total of 5,616. The category of drugs was noted 4,171 times. References to sex followed in number with 3,174. The categories which occurred the least were violence with 1,849 occurrences and condoned bad behavior with only 489 occurrences. By applying a frequency index formula to determine the number of objections in each book in relation to the number of pages, a comparison among the books could be made. The analysis, synthesis, and interpretation of the data led to several conclusions. Local school systems should establish and follow procedures for book selection and removal. The interests of young adults are met by the presentation of a variety of ideas and realistic plots and settings. The books, even with objectionable items, are chosen by teachers and students to read; therefore, they should be accessible in secondary school libraries as they provide valuable reading experiences for young adults. This study established that young adult literature serves an important function in providing quality reading material of interest to teenagers. These reading experiences help broaden …
Comparison of Families of Drug Abusers with Families of Non-Drug Abusers on Measures of Self Esteem, Parental Attitudes and Perceived Parental Behavior
The purpose of this study is to compare the drug abusing adolescent, along with his family, with a non-drug abusing adolescent and his family by (l) a comparison of the adolescents on measures of self esteem and perceived parental behavior, (2) a comparison of the parents of drug abusing adolescents with the parents of non-drug abusing adolescents on child-rearing attitudes and on distortion in perceived parental behavior, and (3) an identification of the salient factors contributing to the prediction of drug-using behavior in adolescents. The adolescent's self esteem, his perception of parental behavior, the ability of the parents to predict the child's parental perceptions, and the professed parental attitudes toward confidence and responsibility in child-rearing, all combine to suggest a set of factors differentiating the drug abusing adolescent from the non-drug abusing adolescent.
Institutional Goals, Congruence and Conflicts: A Comparison of the Perceptions of Faculty and Administrators in Two Open-University Systems in Thailand
This study is an investigation of the importance of present and preferred institutional goals as perceived by the faculties and administrators of two open university systems in Bangkok, Thailand. The purposes of the study are twofold. The first is to identify and analyze the similarities and differences of present and preferred goal priorities. The second is to determine differences and similarities for five institutional goal areas between the two systems and by administrator and faculty groups.
Sensitivity Training as a Method of Increasing the Therapeutic Effectiveness of Group Members
The purpose of this study was to determine if sensitivity training encouraged significantly more members to form mutually therapeutic relationships than did traditional group counseling, and to determine, if the members who formed the largest numbers of mutually therapeutic relationships increased both in self-awareness and self-actualization significantly more through sensitivity training than through the traditional form of group counseling. This study concluded from its findings that the sensitivity group members' relationships were more transitory or short-lived that were the relationships formed by the members of the traditional group. The formation of mutually therapeutic relationships, built on empathy, congruence, and positive regard, appeared to increase self-awareness, and a traditional form of group counseling may be better at achieving this than a sensitivity-training group. The sensitivity-training group appeared to deal best with material in the present, or "here-and-now," while the traditional group was more effective in dealing with intrinsic material outside the group and in the past.
The Effects of a Partially Structured Christian Marriage Enrichment Program Upon Marital Communication, General Marital Adjustment, and Purpose in Life
The problem of this study was the negative or positive effects of a partially structured Christian marriage enrichment weekend upon marital communication, marital adjustment, and purpose in life. The results indicated that on all four tests both groups improved significantly over a two-month period but not over a one-week period. The general conclusions to be drawn are two-fold. First, a partially structured Christian marriage enrichment weekend, namely Enjoying Marriage, will probably help a couple improve in communication, adjustment, and purpose in life. Second, only on adjustment and purpose in life can one say that such improvement is based specifically upon the content of the weekend. The reason for this is that a weekend retreat group who received no treatment on marriage also improved in communication and on one specific type of marital adjustment as measured by the Polyfactor Sentence Completion Survey.
The Verification of the Test of Affixes in Syntactic Structures: A Study of Derivational Morphology as a Language Correlate for College-Level Reading Proficiency
A lack of research in adult literacy for both native speakers and speakers of English as a second language led to the development of the Test of Affixes in Syntactic Structures (TASS) for use in a pilot study (Dogger, January 1978) in which knowledge of derivational morphology was tested to determine its possible relationship with reading for English as a second language students. Test construction was followed by a thorough verification procedure which is the purpose of this study. In September 1978 the following measures of test strength were established: construct validity, content validity, item difficulty, item discrimination, internal consistency, rational equivalence, and concurrent validity. The degree of relationship between reading proficiency, as demonstrated by subject performance on the Iowa Silent Reading Test, Level III (ISRT,III), and knowledge of derivational affixes, as demonstrated by subject performance on TASS, was also established. Results show that successful performance on the ISRT, III includes reading strategies beyond those required for successful performance on TASS. In other words, mastery of language structures as represented by English orthography is necessary but not sufficient for college-level reading proficiency.
An Econometric Study of Arkansas Secondary School Teachers' Attitudes Toward and Understanding of Economic Education
The primary purposes of this study were to assess the understanding and attitudes of teachers, to determine the interaction effects of certain variables, and to determine if there is a correlation between understanding of economic concepts and attitude toward economic education. The problem of the study was an assessment of the attitudes toward and understanding of economic concepts held by secondary school teachers in Arkansas who taught economics or economics-related subjects.
Uniformed Military Counselors: Effects of Counselor Attire on Potential Client Initial Perceptions and Preferences
This study was undertaken to investigate the influence of a military counselor s attire on potential clients expressed perceptions of and preferences for a counselor. Ninety volunteer participants were selected from a large southwestern Air Force base. Participants ranged in age from 18 to 46 years, with 68 male and 22 female volunteers. Rank was divided into 69 enlisted personnel (56 males and 13 females) and 21 officers (12 males and 9 females). Three videotapes were made depicting a counselor in three attire conditions: civilian; military officer; and military enlisted. A pilot study was completed which validated the research assumption that the videotapes differed only in the counselor's attire conditions. Participants were randomly assigned to three treatment groups. After each group was shown a videotape portraying the counselor in one of the three attire conditions, the participants were administered the Counselor Rating Form and the Referral Questionaire. The Counselor Rating Form is composed of three scales which assess perceptions of a counselors' trustworthiness, attractiveness, and expertness. The Referral Questionaire assesses subjects preferences to see a specific counselor in the event counseling is desired. Two main hypotheses, each having three subhypotheses, were developed for the study. The first hypothesis compared participants reactions to a counselor in civilian and military attire conditions. The second hypothesis compared participants' reactions to a counselor in two military attire conditions representing officer and enlisted ranks. Data was analyzed by analysis of variance procedures, with Scheffe' methods used, when appropriate, for multiple comparisons of mean scores.
Development of an Expert System to Teach Diagnostic Skills
The primary purpose of the study was to develop an expert system that could C D perform medical diagnoses In selected problem areas, and C2) provide diagnostic Insights to assist medical students In their training. An expert system Is a computer-based set of procedures and algorithms that can solve problems In a given domain. Two research questions were proposed. The first was "Given a problem space defined by a matrix of diseases and symptoms, can a computer-based model be derived that will consistently perform accurate and efficient diagnoses of cases within that problem area?" The second question was "If the techniques derived from the model are taught to a medical student, is there a subsequent improvement of diagnostic skill?" An expert system was developed which met the objectives of the study. It was able to diagnose cases in the two problem areas studied with an accuracy of 94-95%. Furthermore, it was able to perform those diagnoses in a very efficient manner, often using no more than the theoretical minimum number of steps. The expert system employed three phases: rapid search by discrimination, confirmation by pattern matching against prototypes, and elimination of some candidates (impossible states) by making use of negative information. The discrimination phase alone achieved accuracies of 73-78%. By comparison, medical students achieved mean accuracies of 54-55% in the same problem areas. This suggests that novices could improve their diagnostic accuracy by approximately 20% by following the simple rules used in the first phase of the expert system. Curricular implications are discussed. When 49 first-year medical students at the Texas College of Osteopathic Medicine were exposed to some of the insights of the expert system by means of a videotaped 10- minute lecture, their diagnostic approach was modified and the accuracy of their diagnoses did improve. However, the degree …
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