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ERIC Number: ED216908
Record Type: Non-Journal
Publication Date: 1982-Apr
Pages: 20
Abstractor: N/A
Reference Count: N/A
An Assessment of the Validity and Precision of the Intensive Time-Series Design Through Monitoring Learning Differences in Groups of Students with Formal and with Concrete Cognitive Tendencies.
Farnsworth, Carolyn H.; Mayer, Victor J.
This study examined whether the intensive time-series design would yield data discriminating between concrete and formal operational students and whether achievement curves exhibited in previous studies would be found with students in this study. Daily measurement of variables is characteristic of the data collection procedure in the time-series design, where individual student data are collapsed into a group mean and treated during analysis as a single subject. Data were collected for 56 school days from 95 earth science students studying a unit on plate tetonics. To determine if the design would discriminate between formal and concrete operational students (identified by Lawson's Test of Formal Reasoning), each student responded daily to a single multiple-choice item (obtained from a pool of 78 items) measuring knowledge or understanding achievement. Two parallel forms (KR20=0.80) of a multiple-choice achievement test (consisting of 45 items) were also designed from the pool of 78 items. General knowledge and understanding achievement scores for each day were obtained and analyzed, indicating the precision of the design to discriminate between students differing in cognitive ability and supporting its use in monitoring the daily acquisition of knowledge related to a concept. Results also support the validity of the design for obtaining achievement data. (JN)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A