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Peer reviewed
Kromrey, Jeffrey D.; La Rocca, Michela A. – Journal of Experimental Education, 1995
The Type I error rates and statistical power of nine selected multiple comparison procedures were compared in a Monte Carlo study. The Peretz, Ryan, and Fisher-Hayter tests were the most powerful, and differences among these procedures were consistently small. Choosing among these procedures might be based on their calculational complexity. (SLD)
Descriptors: Comparative Analysis, Computation, Monte Carlo Methods, Power (Statistics)
Peer reviewed
Williams, Richard H.; And Others – Journal of Experimental Education, 1995
The paradox that a Student t-test based on pretest-posttest differences can attain its greatest power when the difference score reliability is zero was explained by demonstrating that power is not a mathematical function of reliability unless either true score variance or error score variance is constant. (SLD)
Descriptors: Error of Measurement, Power (Statistics), Pretests Posttests, Reliability
Peer reviewed
Van der Meij, Hans; Dillon, J. T. – Journal of Experimental Education, 1994
The relationship between the verbal ability of 50 fifth graders and the adaptive nature of questions they asked while trying to find vocabulary synonyms was studied. Those with high verbal ability asked more necessary questions and, when items were difficult, asked more unnecessary questions, probably to increase confidence. (SLD)
Descriptors: Cognitive Processes, Difficulty Level, Elementary Education, Elementary School Students
Peer reviewed
Hall, Richard H.; Sidio-Hall, Maureen A. – Journal of Experimental Education, 1994
One hundred eighteen college students studied a passage as a knowledge map or as traditional text. Half studied already color-coded material, and half color coded the material themselves. Results support effectiveness of knowledge maps and indicate the role of test anxiety in mediating outcomes associated with demanding tasks such as color coding.…
Descriptors: Cognitive Processes, College Students, Difficulty Level, Higher Education
Peer reviewed
Turner, Lisa A.; And Others – Journal of Experimental Education, 1994
The effect of performance feedback on memory strategy use, performance evaluation, and recall was assessed with 36 normal junior high school students and 33 students with mild mental retardation. Results suggest that retarded students may not have appropriate memory strategies so that feedback does not result in strategy use. (SLD)
Descriptors: Evaluation Methods, Feedback, Junior High School Students, Junior High Schools
Peer reviewed
Chan, Lorna K. S. – Journal of Experimental Education, 1994
The relationships among attributional beliefs, self-perception of competence, knowledge, and reported use of learning and reading strategies were investigated with 104 fifth graders, 133 seventh graders, and 101 ninth graders with and without learning difficulties. Mediating effects of strategic learning and implications for instruction are…
Descriptors: Attribution Theory, Beliefs, Competence, Elementary School Students
Peer reviewed
Penfield, Douglas A. – Journal of Experimental Education, 1994
Type I error rate and power for the t test, Wilcoxon-Mann-Whitney test, van der Waerden Normal Scores, and Welch-Aspin-Satterthwaite (W) test are compared for two simulated independent random samples from nonnormal distributions. Conditions under which the t test and W test are best to use are discussed. (SLD)
Descriptors: Monte Carlo Methods, Nonparametric Statistics, Power (Statistics), Sample Size
Peer reviewed
Sawilowsky, Shlomo; And Others – Journal of Experimental Education, 1994
A Monte Carlo study considers the use of meta analysis with the Solomon four-group design. Experiment-wise Type I error properties and the relative power properties of Stouffer's Z in the Solomon four-group design are explored. Obstacles to conducting meta analysis in the Solomon design are discussed. (SLD)
Descriptors: Meta Analysis, Monte Carlo Methods, Power (Statistics), Research Design
Peer reviewed
Thompson, Bruce, Ed. – Journal of Experimental Education, 1994
Five authors representing diverse perspectives comment on the revised "Program Evaluation Standards" approved by the American National Standards Institute (ANSI). Standards are considered in light of their development; measurement issues; program evaluation; evaluation in the local education agency; and the context of evaluation…
Descriptors: Context Effect, Evaluation Methods, Evaluation Utilization, Guides
Peer reviewed
Iverson, Annette M.; And Others – Journal of Experimental Education, 1994
Effects of frequent ungraded tests on graded unit tests, instructional strategy preference, and student ratings of course and instructor were studied with 82 undergraduates. Mean performance on unit tests did not differ for experimental (formative) and control groups, but formative students expressed a preference for the ungraded tests. (SLD)
Descriptors: Course Evaluation, Formative Evaluation, Grades (Scholastic), Grading
Peer reviewed
Foos, Paul W. – Journal of Experimental Education, 1995
Performances of 75 college students, matched for total study time, who wrote 1, 2, or no summaries while studying a text for recall were compared. Results support the hypothesis that less frequent summarizing (only 1) produces better performance. The effect can be obtained for recognition as well as recall. (SLD)
Descriptors: College Students, Higher Education, Multiple Choice Tests, Recall (Psychology)
Peer reviewed
Awaida, May; Beech, John R. – Journal of Experimental Education, 1995
A sample of 236 4- to 6-year olds was tested on aspects of lexical and sublexical development while learning to read and retested 1 year later. Reading development, the influence of lexical and sublexical processes, age differences, and implications for instruction are discussed. (SLD)
Descriptors: Age Differences, Beginning Reading, Child Development, Early Reading
Peer reviewed
Onwuegbuzie, Anthony J.; Seaman, Michael A. – Journal of Experimental Education, 1995
Performances of 13 graduate students who completed a statistics examination under time limits were compared with those of 13 under no time limits. Both low- and high-achieving students performed better under the untimed condition, but the benefit of the untimed test was greater for high-anxiety students. (SLD)
Descriptors: Academic Achievement, Graduate Students, Graduate Study, Statistics
Peer reviewed
Voelkl, Kristin E. – Journal of Experimental Education, 1995
Findings from a survey of 13,121 8th graders indicate that, although school warmth (defined as teacher caring, warmth, and supportiveness) was significantly related to academic achievement and student participation, the relationship between warmth and achievement was nonexistent after the effect of participation was eliminated. (SLD)
Descriptors: Academic Achievement, Educational Environment, Elementary Education, Elementary School Students
Peer reviewed
Gierl, Mark J.; Bisanz, Jeffrey – Journal of Experimental Education, 1995
Evaluation of 95 students in grades 3 and 6 on measures of mathematics anxiety, test anxiety, and attitudes toward mathematics found that test and problem-solving anxiety took 2 distinct forms. Mathematics test anxiety increased with age relative to problem-solving anxiety. (SLD)
Descriptors: Age Differences, Elementary Education, Elementary School Students, Grade 3