ERIC Number: ED167511
Record Type: RIE
Publication Date: 1979-Feb
Reference Count: 0
Cross-Lagged Analysis of Teacher Attitude and Achievement in Inservice Metric Training.
Griffin, Jane; Tubb, Gary W.
A project to determine if a causal relationship exists between attitude and achievement in understanding metric concepts is described. The subjects of the project were inservice teachers. The answer to two questions were sought: Does a positive significant correlation exist between initial attitude and achievement? Does a significant difference exist between the correlation coefficients for initial attitude and final understanding and initial understanding and final attitude scores? In other words, does a causal relationship exist between initial attitude and knowledge growth? Prior to metric instruction, all participants completed attitude scales and metric knowledge tests. The same tests were administered at the end of 15 hours of instruction by metric specialists. Although the correlations tended to support the hypothesis that initial attitude affects final understanding more than initial understanding affects final attitude, a clear conclusion was not reached. It was, however, determined that the subjects improved in both attitude and understanding and are more adequately prepared to teach metric measurement. The methodology of making a cross-lagged analysis is explained and the accuracy of results discussed. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Association of Teacher Educators (Orlando, Florida, February 19-21, 1979)