ERIC Number: ED210688
Record Type: RIE
Publication Date: 1981-Oct
Reference Count: 0
Determining the Success of Self-Paced Programmed Material for Learning English Grammar and Usage on a Business Communication Course.
Tesch, Robert C., Sr.
A study was conducted to identify the factors that could predict students' achievement in English grammar and usage when instruction was self-paced and programed. The factors investigated were (1) student grade point average (GPA), (2) verbal student achievement test score (SAT), (3) quantitative SAT score and (4) total SAT score. Subjects were 131 students enrolled in five different sections of a required business communication course that were taught by three instructors who differed in amount of teaching experience and in educational preparation. Students in all sections were given a series of programed materials in grammar and usage and were told to work through them at their own pace. They were also told that a final examination based on the materials would be given. A one-way analysis of variance was performed in order to ensure that differences in student scores were not due to some factor related to the teacher. The analysis then proceeded using multiple regression techniques. Results revealed that the relationship between GPA and the grammar and usage test score was a moderate one. The verbal SAT, quantitative SAT, and total SAT scores had little effect in predicting student success in the grammar and usage test, while teacher differences also did not affect student scores. (FL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Business Communication Association (Phoenix, AZ, October 14-17, 1981).