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ERIC Number: ED104847
Record Type: Non-Journal
Publication Date: 1975
Pages: 18
Abstractor: N/A
Reference Count: N/A
Interpreting Frequency Data on Academic Performance.
Klein, Roger D.; And Others
In the past few years, teacher training materials on behavior modification have emphasized precise behavioral measurement, and much classroom research has focused on the measurement of academic performance. The most common and simplest recording procedure advocated is frequency count. Difficulties can arise, however, when attempts are made to compare frequencies from day-to-day. Basically, there are three means of interpreting frequency measures--which method is used depends on what the researcher is interested in. In some cases the data can be left in raw form and communicated to others as frequencies. This can take place only when assignment length, available work time, and assignment difficulty are held constant. Two other methods are percentages and rates. These are used when assignment length and/or time vary. Percentages provide information on accuracy, and rates can be used when there is an interest in assessing speed of performance. (Tables demonstrating problems encountered in interpreting frequency measures are included.) (PB)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A