Student Opportunity to Learn Related to Student Achievement of Objectives in a Probability Unit

Abstract

The purpose of this investigation was to explore the relationship between pupil achievement of specified objectives and the opportunity to learn them. Opportunity to learn was measured by four counts of substantive teacher statements and teacher-pupil interchanges, these same counts given as percent of total interaction, a count of problems attempted per pupil, and a teacher rating of content emphasis. Twenty-three teachers taught a probability unit containing eighteen objectives to twenty-six classes. They gave a pretest, taught for three class periods, and gave a posttest. The design for the analysis was a two-way nested analysis of covariance. In general, the contention that a student’s achievement of an objective is related to the opportunity to learn the objective was supported. Other areas relating to achievement were teacher perception of emphasis, student work, and teacher information.     

A Method for Computing Accomplishment Quotients on the High-School and College Levels

Abstract

The study investigates relationships among pupil reading behaviors and teacher responses with a sample of 106 primary grade readers. With student background traits such as sex and prior reading achievement controlled, seven different reading behaviors and pupil responses accounted for significant increases in the prediction of teacher behaviors. Pupil reading behaviors had the greatest effect on teacher corrections and word pronunciations. Conversely, pupil background factors had the greatest association with the length of reading assigned and the numbers of grapho- phonemic and prereading cues teachers provided. In view of the findings, the authors suggest that future study of classroom interaction examine the notion that teacher expectations may be at least partially due to then- responses to specific aspects of pupil behavior.     

The effect of levels of cooperation within physical science laboratory groups on physical science achievement

The purpose of this study was to investigate the effect of the levels of group cooperation on students' achievement during a series of physical science laboratory activities. Six intact seventh-grade physical science classes taught by two teachers, with each teacher instructing three classes, were selected from two middle schools. For each teacher, one of the classes was taught with a traditional approach (no cooperative goal structure). The other two classes were assigned to a cooperative goal structure (role assignment and nonrole assignment). For the role assignment class, each student was assigned a specific role, but students in both traditional and nonrole assignment classes were not assigned roles. The Classroom Observation Instrument in Science Laboratory Activity (COISLA), which includes investigative skills (i.e., managing, manipulating, observing, reading, writing, and reporting); social skills (i.e., discussing, encouraging) and nonlearning behaviors (i.e., waiting, off-task), was used to measure the levels of group cooperation. The grades on lab reports and lab quizzes of students who were taught by the same teacher were compared to assess the effects of the different learning conditions. No significant differences on the students' final achievement were found with respect to the three instructional approaches followed by each teacher. The teacher effect was more significant than either instructional approach on managing, manipulating, observing, reading, and writing behaviors. No significant teacher effect was found for the other behaviors. Only one treatment effect was significant, writing behavior. Overall, the teacher effect was more influential than instructional approach on students' behaviors. In teacher A's classes, reading behavior predicted 21% of students' achievement. However, no significant correlations existed between the 10 collaborative behaviors and students' achievement in teacher B's classes.     

Relationships of organization,time, and student achievement in physical education

The purpose of this study was to examine the relationships between the way time is used in physical education classes and student achievement. Teachers of 10 classes and their middle school/junior high school students were the subjects for the study. Students were pretested and posttested on the volleyball forearm pass and serve using previously validated tests. Between the two testing sessions students received 7 days of instruction in these skills. All classes were videotaped using a two-camera split screen system so that virtually all activity in the gym could be identified later. Digitally displayed running time was superimposed on the video image. Student achievement for each class was determined separately for each skill by regressing posttest on pretest and calculating a residual score for every student. The mean of the residual scores for each class was calculated and used in subsequent analysis. A multifaceted observation instrument was developed and validated for collecting data which reflected how time was spent in class. Mean residual achievement was correlated with time spent in the various categories of class organization. For both skills, total time spent in practice with teacher feedback had a significant positive correlation with student achievement. When subcategories of practice were considered, individual student practice and reciprocal practice by student pairs were positively correlated with achievement. The use of scrimmage had a negative correlation with achievement in situations where it was used for skill practice. This study provides powerful empirical validation of the relationships between class organization, time, and achievement in physical education.     

Self-Appraisal of Advanced Degree Candidates

Abstract

This study examined the influence of the incorporation of set induction into teacher’s instructional strategies upon pupil achievement and pupil perception of teacher effectiveness. One hundred and eighty ninth-grade pupils were randomly divided into eighteen groups of ten each. Eighteen pre-service teachers were assigned to these groups. One half of this teacher population was given instruction in the skill of incorporation of set induction in their instructional strategies and one half served as a control group. Data was gathered by administering pre-post test in achievement and Teacher Demonstration Rating Forms and was analyzed by an analysis of variance. The results supported previous research in the area of teacher effectiveness and indicated that set induction is an important variable in the determination of student achievement.     

A Study of The Effectiveness of A Summer Remedial Course In English For College Freshmen

Abstract

Elementary school teachers (N= 260)employed by a suburban St. Louis school district responded to the Pupil Control Ideology Form (PCI). Twenty teachers were selected to comprise two experimental groups. Groups were determined by high and low scores on the PCI. The investigation was undertaken to determine if the pupil control ideology of teachers differentially affects their operational behavior in the classroom. There was no significant difference among the proportions of indirect verbal behavior, direct verbal behavior, or student verbal behavior. However, the humanistic and custodial Ss differed in the frequency of use of verbal behaviors categorized as (1) accepting and developing student ideas (3-3 cell); (2) lecturing, giving facts or opinions (5-5 cell); and (3) student initiated verbal behaviors (9-9 cell). In each case, the humanistic group utilized significantly more verbal behaviors classified as indirect than did the custodial group.     

The Present Status and Significance of Manuscript Writing

Abstract

Teachers’ expectations as they relate to student achievement outcomes have received much research attention. Student expectations for their own achievement have not. Noninduced student expectations for their individual achievement, and for male and female differential achievement, in mathematics classes were assessed for 698 eighth grade students. Expectations were measured early in the school year via written self-report. Student ability level was also ascertained and controlled. Individual achievement expectations were found to relate to students’ subsequent achievement across criterion variables and times of the year.     

Academic Outcomes of Ability Grouping Among Junior High School Students in Hong Kong

Abstract

Ability grouping is supposedly undesirable because it leads to deficits in academic self-concept and academic achievement. However, it appears to be justifiable for its improvement of teaching and learning in schools, perhaps more so in a collectivist culture. In view of the paucity of data examining the controversy in Hong Kong, the authors collected data from 2,720 junior high school students with a random sampling procedure and obtained teachers' reports about the students' subsequent academic achievement, ability grouping, and the ability level of the class. The authors maintained students' past academic achievement as a control variable in predicting their subsequent academic achievement and self-concepts. Results revealed no significant detrimental effect caused by the ability-grouped class and the ability level of the ability-grouped class. Rather, students in classes that were more homogeneous according to past academic achievement tended to have significantly higher subsequent academic achievement and self-esteem. Results revealed no variation attributable to each student's gender and IQ in the effects of ability grouping.     

Unreliability of Individual Scores in Mental Measurements

Abstract

The effectiveness of the game Order Out was investigated and differences in achievement when a) sets of fraction bars, b) pictorial representations of fraction bars, or c) neither physical nor pictorial aids were made available during the play of the game. The game was played 20 minutes, twice weekly for 5 weeks. The subjects were 85 fifth grade students in four intact classes and 177 seventh grade students in eight intact classes. Pre- and posttests of 40 items were given; in each item, the student ordered a pair of proper fractions. The game was an effective way to improve students’ achievement of the game content. There were no significant achievement differences among treatments. Post-hoc analysis of the data revealed sex-related trends suggesting two hypotheses for further study.     

The relationship among teacher classroom management behavior,student engagement,and student achievement of middle and high school science students of varying aptitude

This study was designed to determine the relationship among teacher classroom management behavior, student engagement, and student achievement of middle and high school science students. These variables were investigated across varying levels of academic aptitude. Two week long units were taught by 30 experienced science teachers. During this period of time teacher classroom management behavior, student achievement (n = 570), student engagement (n = 269), and student academic aptitude (n = 649) were measured. Twelve selected management indicators from Georgia Teachers Performance Assessment Indicators (TPAI) were used to measure teacher classroom management behaviors. Regression analysis was used to determine the relationship between the variables, and appropriate post hoc procedures were used. Analyses showed that there was a significant relationship among all variables. Post hoc analysis showed that these results were consistent across levels of aptitude. Other relationships found were between student engagement and achievement, student aptitude and achievement, and student aptitude and engagement. Correlation coefficients were obtained for each individual management indicators. Those particular management behaviors which were correlated with achievement and engagement are: identifies students who do not understand directions and helps them individually, maintains learner involvement in lessons, reinforces and encourages the efforts of learners to maintain involvement, attends to routine tasks, uses instructional time efficiently, provides feedback to learners about their behavior, manages disruptive behavior among learners.     

Gifted Pupils as Sources of Inspiration in the Class?

Abstract

Hofset, A. (1971). Gifted Pupils as Sources of Inspiration in the Class? Scand. J. educ. Res. 15, 3, 137‐148. The purpose of the present investigation has been to test the reality of the statement that gifted pupils are a source of inspiration in their classes. To make it testable, we formulated the question thus: Is the school achievement better and the attitude towards school more positive in classes with many (4 or more) gifted pupils ( plus‐classes) than in classes with few (0 or 1, minus‐classes)? Our assumption was that a possible inspiring effect will reveal itself in achievement and/or attitudes. We also wanted to know whether the presence of gifted classmates will reduce the other pupils’ chances of being chosen as class leaders. Data from the primary grades 3, 5, and 7 were collected in 1963‐67. The total number of pupils was approximately 2,000. There were no significant achievement differences between plus‐ and minus‐classes. The attitude towards school (self‐reported) was slightly more positive in plus‐classes in grade 5. In grade 3 there was no attitude difference. Leadership choice status was lower for most pupil categories in plus‐classes in grade 5, but not in grade 3.     

Effects of extended wait time on discourse characteristics and achievement in middle school grades

The study was conducted in 20 intact classes in grades 6 and 7 from suburban schools in Perth, Australia. The study investigated changes in discourse attributable to the use of an extended teacher wait time in a sequence of seven lessons related to probabilistic reasoning. A wait time feedback group of 10 classes obtained a significantly higher summative achievement mean than a control group that utilized a normal wait time. The results indicated that teacher wait time increased significantly over a seven lesson sequence from an average of 1.9 seconds to an average of 4.4 seconds. Discourse patterns in whole class settings also changed throughout the study. Although the total number of utterances decreased, the average length of pupil utterances increased. Changes were also observed in the teacher discourse. The most notable of these related to the type of teacher talk that followed a pupil response to a question. Teachers tended to probe to obtain further pupil input rather than mimicking pupil responses. The average length of student discourse and the proportion of student reacting were significantly related to summative achievement. The results of the study have indicated that the use of an extended teacher wait time in whole class settings can improve teacher and pupil discourse characteristics. However, the changes that occur are different to those that occur when an extended wait time is used in work groups. Teachers may need to be sensitized to the differing effects of longer wait time in whole class, work group, and individualized settings.     

The Impact of Charter Schools on Promoting High Levels of Mathematics Achievement

Abstract

This study compares achievement levels for high ability students attending charter schools and students in traditional public schools in Georgia. Researchers examined student achievement (as assessed by the state's Criterion-Referenced Competency Tests) using three comparison groups: students in the closest traditional schools with similar grade levels, schools with similar demographics, and comprehensive school reform schools. Hierarchical loglinear analysis was used to determine the impact of school type and student demographic variables on student achievement mobility (i.e., the degree to which students, from 2004 to 2005, moved into or out of the top 10% of each grade level on the CRT mathematics subtest). Results for the first comparison did not provide evidence of a significant relationship between school type and achievement mobility, but results for the second and third comparisons suggest that Black students generally experienced positive or neutral achievement mobility in traditional schools and negative mobility in charter schools; White students generally saw negative achievement mobility in traditional schools and neutral to positive mobility in charter schools. Implications for the study of gifted education and gifted students within charter schools are discussed.     

The effects of changes in class size on teacher–pupil interaction

This chapter examines the changes in teacher–pupil interaction which occurred when teachers from the state maintained sector, with classes containing around thirty children, were provided with the opportunity to teach classes of approximately half that size. This was achieved either by “buddying” each of these teachers with a partner from a private school or by employing an extra teacher to take half of the large class. The results of the observation of these lessons showed increases in the types of interaction which previous research has shown to be positively correlated with increased pupil achievement. These increases, however, were not statistically significant. The chapter, therefore, concludes that before future experimental studies are carried out, there is a need for training designed to maximize the use of these key teacher–pupil interactions in small class settings.     

Student behaviors, teacher reinforcement, student ability, and learning

Ninety-eight children were observed for 6-min periods on each of 10 days during 50-min, small-group classes in either mathematics, science, geography, or language usage. Two student behaviors (on-task behavior and accuracy of responding to teacher-directed questions) and three types of teacher reinforcement (verbal reinforcement for on-task behavior and accurate responding and tangible reinforcers) were coded during each observation period. A post-test of achievement, directly related to the content of the lessons, was administered at the end of the 10 days of instruction. The causal effects of student behaviors, teacher reinforcement, and student ability (reading achievement and intelligence) on achievement were evaluated using path analysis. The strongest effects were from student ability measures, with accurate responding by students and teacher reinforcement of accurate responding exhibiting smaller, but significant effects. Findings are discussed to qualify the relationship between overt classroom behaviors and degree of learning and the mediating effects of student ability.     

The relationship between teaching practices and student achievement in first year classes

This study investigated the links between the teaching practices of primary school teachers (n = 200) who were observed while presenting a new text to their first year classes, and the student achievement levels in those classes. The teaching practices are specifically concerned with the way the teachers supported and encouraged students’ activities during verbal interactions. Two different populations were observed: classes of first year students with a reduced teacher–student ratio (about ten students per class) and classes with a normal teacher–student ratio (between 20 and 25 students per class). We found that the average level of student achievement in the reduced size classes was higher than in the standard size classes but that teaching practices differed only at precise periods of group or individual introduction to new reading texts. In these periods, we found links between teaching practices and student achievement.     

Rank in High School Graduating Classes of Various Sizes as a Predictor of College Grades

Abstract

To explore the relationship between chance in student attitudes toward a class in which they were participating and final achievement in that class, five equivalent forms of a 26-item attitude scale were administered at two-week intervals to 573 university students In three courses. Coefficients of correlation between the various sequential attitude scores and final achievement, with aptitude held constants were computed in the three situations. Some evidence was found to support the hypothesis that attitudes become progressively more closely related to final achievement throughout the period of Instruction     

A Longitudinal Assessment of Antecedent Course Work in Mathematics and Subsequent Mathematical Attainment

Abstract

Using six waves of data (Grades 7–12) from the Longitudinal Study of American Youth, the author examined the effects of different mathematics course work (pre-algebra, geometry, calculus) on subsequent achievement in, and attitude toward, mathematics, with partial adjustment for student background characteristics. Results showed that in the early grades of high school, algebra courses significantly affected mathematics achievement. Mathematics course work, however, did not play a significant role in mathematics achievement in the middle grades of high schools. There was a “harvest” of significant course-work indicators in the later grades of high school; every advanced mathematics course affected mathematics achievement. Many course-work effects were substantial even after accounting for variables such as prior mathematics achievement and socioeconomic status.     

A Study of Student Disciplinarian Practices in Two Georgia High Schools

Abstract

In thin study pupil control Ideology was conceptualized along: a continuum ranging from “custodialism” at one “extreme to “humanism” at the other. Hypotheses were deduced from a conceptual framework which emphasized the saliency of client control in organizations with unselected clients. Data for student teachers (N = 282) were collected from students who completed their student teaching experience during the 1065-06 school year at Oklahoma State University; the instruments were administered and completed in group meetings both before and after student teaching. It was hypothesized that student teachers would be significantly more custodial in their pupil control Ideology after the student teaching experience than before; separate tests of the hypothesis were made at both the elementary and secondary levels. Ail hypotheses tested were confirmed at a level of significance beyond the .001 level.     

Effects of Classroom Structure on Student Achievement Goal Orientation

Abstract

The authors assessed how classroom structure influenced student achievement goal orientation for mathematics. Three elementary school classes were assigned randomly to 1 classroom structure condition: token economy, contingency contract, or control. Students in each condition were required to set individual achievement goals on a weekly basis. The authors assessed differences in goal orientation by comparing the number of learning vs. performance goals that students set within and across classroom structure conditions. Results indicated that students in the contingency-contract condition set significantly more learning goals than did students in other classroom structure conditions. No significant differences were found for performance goals across classroom structure conditions. Within classroom structure conditions, students in the contingency-contract group set significantly more learning goals than performance goals, whereas students in the token-economy condition set significantly more performance goals than learning goals.