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ERIC Number: ED529333
Record Type: Non-Journal
Publication Date: 2011
Pages: 123
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1246-1972-9
The Effect of Test-Wiseness on Self-Efficacy and Mathematic Performance of Middle School Students with Learning Disabilities
Haynes, Phyllis Lynette Manuel
ProQuest LLC, Ph.D. Dissertation, Virginia Commonwealth University
The purpose of this study was to investigate whether the Test-Taking Strategy would improve performance on math curriculum-based assessments of students with disabilities, and if students reported an increased sense of math self-efficacy as a result of learning the Test-Taking Strategy. The Test-Taking Strategy uses mnemonics to teach strategies to help students successfully navigate through assessments. This study used an experimental, single-subject, multiple-probe, multiple base-line design (Horner & Baer, 1978). The design featured multiple participants, and followed the design features of quantitative research (Horner & Baer, 1978, McMillan, 2004, & Mitchell & Jolley, 2004). The Test-Taking Strategy did result in improved performance on CBA (math quizzes) for some of the students in this study. However, some students did not increase performance on math CBA (math quizzes). Findings also indicated most students did not report an increased sense of math efficacy. Results of this study and the impact of these findings are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A