ERIC Number: ED152281
Record Type: RIE
Publication Date: 1977-May-13
Reference Count: 0
Evaluation of Individualized Instruction in Educational Statistics.
Karabinus, Robert A.; Nord, Sara B.
Three research questions were addressed: Is there a positive relationship between student views on the evaluation procedures being fair, and other variables, e.g., sex, achievement, and self-concept? Is there a positive relationship between student views on the evaluation procedures enhancing learning, and other variables, e.g., sex, achievement, and self-concept? Are there other significant relationships between student attitude, achievement, and self-concept that might suggest ways in which both the evaluation and learning experiences might be changed? Subjects were 101 graduate students in three educational statistics classes. Two classes were pretested on the main concepts of the course. All classes were posttested (final exam) and, after grades were determined and communicated to the students, attitude and self-concept instruments were completed by the students. Attitude factors were identified as: (1) non-anxiety producing, (2) challenging and stimulating, (3) fairness of testing and evaluation procedures, (4) pleasant learning experience, and (5) evaluation procedures that encourage learning. Self-concept factors were described as: (1) self-confidence and enjoyment in academic settings, (2) preference toward non-teacher structured study and activity, (3) efficiency of planning own study schedule, (4) preference toward independent study and discussion groups, and (5) satisfaction of one's own academic performance. Significant relations were found between: (1) attitude #3 and posttest female achievement/pretest achievement/self-concept #3, #5; (2) attitude #5 and posttest achievement/self-concept #4; (3) attitude #1 and posttest achievement; and (4) achievement scores and attitudes #1, #2, #4/self-concept #1. The authors concluded that self-concept was an important variable. (DAG)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Illinois Educational Research Association (Chicago, Illinois, May 13, 1977)