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ERIC Number: ED546702
Record Type: Non-Journal
Publication Date: 2012
Pages: 115
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2674-9303-3
The PRAXIS I Math Study Guide Questions and the PRAXIS I Math Skills Test Questions: A Statistical Study
Wilkins, M. Elaine
ProQuest LLC, Ed.D. Dissertation, The University of Memphis
In 2001, No Child Left Behind introduced the highly qualified status for k-12 teachers, which mandated the successful scores on a series of high-stakes test; within this series is the Pre-Professional Skills Test (PPST) or PRAXIS I. The PPST measures basic k-12 skills for reading, writing, and mathematics. The mathematics sub-test is a national concern because some American high school students may graduate with basic math skills deficits that may prohibit their performance on the PPST. One approach to understanding this national concern is to explore the PPST preparation materials. This study focused on the numbers and operations, Algebra, Geometry and measurement, and data analysis and probability categories found within the study guide questions and test questions to statistically address the categorical reading ease and grade level means for the PPST study guide (basic) math skills questions and the PPST (basic) math skills test questions. The purpose of this study was to analyze the effectiveness of the PPST study guide questions when compared to the PPST (basic) math skills test questions. The math test was selected because on the reading, grammar, and math portions of the PPST basic skills test, across demographic groups tested, the math score is reflective of lower scores earned. To enhance learning, it is hypothesized that study guide questions should be more complex than test questions are; this hypothesis is based upon low-road transfer of knowledge and high-road transfer of knowledge. Involving only ETS questions, the one-way ANOVA and Scheffe method examined this theory. The sample consisted of 320 questions, 200 questions were eliminated because of duplication and 10 questions were removed due to categorical contamination. One hundred and ten questions remained in the study. The statistical results revealed no significance (differences) between the study guide questions and the test questions for numbers and operations, Algebra, and Geometry and measurement. The data analysis and probability questions were eliminated. Statistical evidence supports the position that a low-road knowledge of transfer exist between the PPST math study guide questions and the PPST basic math skills test questions. [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: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: Pre Professional Skills Tests