Freedom of Choice,Task Performance,and Task Persistence

Much current educational literature argues that providing the learner more freedom in the learning situation enhances the learning process. This experiment tested two relevant hypotheses: (1) Ss who freely choose a task will perform better at that task than Ss who are forced to do it; and (2) Ss who freely choose a task will persist longer at that task than those who are forced to do it. The experiment employed a yoked-8 design in which the first S chose to perform any of five tasks, while the second S was forced to perform that same task. The results supported only the second hypothesis. A suggested explanation of the effects of freedom of choice as a psychological variable was presented.     

Teacher Evaluation of Student Behavior and School Dropouts

Abstract

An investigation to determine if on the basis of behavioral trait “classroom teacher” could Identify students who would later quit school. Two groups were established from Ss entering: the ninth grade during: a two-year period (N = 96). One group graduated four years later. The second group left school prematurely. Ratings were obtained from 506 teachers on Ss in seven areas of behavior. The findings Indicated that male dropouts were rated significantly less favorably on all criteria when compared with male graduates. Similar findings were obtained with female dropouts and graduates. Teacher evaluations of student behavior were reliable predictors of future school attendance and reflective of pupil adjustment.     

Sequential Patterns of Structures in the English Language Compatible with Written Expressions of Junior High Students

Abstract

Fifty-seven Ss were administered the Teacher Characteristics Schedule and measures representing open-mindedness and analytic set. The scores were intercorrelated and the matrix factor analyzed. Dimensions representing analytic set and open-mindedness were orthogonal to each other and dimensions representing anticipated teaching style. Measures representing analytic set and open-mindedness were explored as possible moderator variables. Low analytic-high dogmatic Ss were significantly different from other Ss in their tendency to give information indicating that they are dynamic or surgent teaching personalities. The results of the study suggest that open-mindedness and analytic set may be useful in the understanding of teaching behavior if their effects as moderating variables are investigated.     

The Differential Aptitude Tests in a Military Academic Setting

Abstract

The relationship of facilitating (AAT+) and debilitating (AAT-) test anxiety and study habits was studied. Students with low AAT— scores have more effective study habits and avoid delaying academic tasks. This suggests that test anxious Ss’ (high AAT-) test performance is partially affected by ineffective pre-examination behavior.     

Factors Affecting the Academic Underachievement Of Bright High-School Students

Abstract

Three experiments were conducted in which a school principal implemented behavior modification programs with elementary school children. The behaviors dealt with were tardiness, absenteeism, and disruptions. Treatment conditions consisted of the principal: delivering tokens with monetary back-ups; assigning tasks; and engaging in activities with the children. In Experiments I and III returning to baseline conditions revealed that the principal was controlling the behaviors in question. In Experiment II a multiple-baseline design provided evidence that the principal was responsible for the observed increases in school attendance. AU three experiments resulted in changes in the Ss’ behavior in the desired direction.     

In Memoriam

Abstract

There are two major views of cheating. The “general view” states that cheating Is an aspect of general morality. The “specificity hypothesis” considers cheating as a specific type of cultural transgression not related to other forms of transgressions. The purpose of this study was to test the different predictions of the two positions. Thirty male and 60 female Ss between 17 and 30 years of age were given an opportunity to cheat on an exam. Ss then answered a questionnaire which asked questions related to their religions, sexual, drinking and aggressive behavior. Cheating did not correlate with background material, guilt feelings or other transgressive behaviors. The results support a specificity view of cheating.     

The Motive to Avoid Success in 7th, 8th, 9th,and 10th Grade High - Achieving Girls

Abstract

The hypothesis that a motive to avoid success (M-s) exists in high-achieving 7th, 8th, 9th, and 10th grade girls was investigated. Eighty-five black and white Ss responded to verbal TAT-like stimuli. Scores, treated by chi square, supported the hypothesis that the M-s is prevalent in high-achieving girls and is positively correlated with increasing grade level. However, the M-s was not found to be correlated with race.     

The Educational Significance of Mental Tests

Abstract

The purpose of this study was to investigate the effectiveness of a training program in creative thinking and problem solving on children from varying racial backgrounds and social-class levels. The Ss were 218 fifth and sixth grade students. All Ss were administered the Torrance Tests of Creative Thinking, Form A. The experimental Ss participated in the eight-week Productive Thinking Program and the control Ss in the Gates-Peardon Reading Exercises. At the completion of the Program, all Ss were administered the Torrance Tests of Creative Thinking, Form B. The results indicate that participation in the Productive Thinking Program enabled the students to improve their creative thinking and problem-solving abilities. Neither race nor social-class level affected the child's ability to increase these skills.     

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.     

Motivation and the Recall of Completed and Incompleted Achievement Items

Abstract

On the basis of previous research and theoretical considerations, the recall of completed and incompleted items in an examination situation was studied as a function of individual differences in repression-sensitization tendencies and resultant achievement motivation (need-for-achievement minus fear-of-failure). The Zeigarnik effect, that is, the greater recall of incompleted over completed tasks was found to be significantly more frequent in Ss of high than low resultant achievement motivation, but no difference was found between repressors and sensitizers in this effect. Results supported Atkinson’s theoretical analysis of achievement motivation and task recall but did not support a repression analysis. No significant level-of-aspiration differences were obtained between Ss high or low in resultant achievement motivation or between repressors and sensitizers.     

A Quantitative-qualitative Analysis of Selected Social Science Generalizations in Social Studies Textbooks in the Intermediate Grades

Abstract

A 4 × 4 Latin Square design with trend analysis was utilized to determine if practice in problem solving, accompanied by questions directed toward developing types of behavior characteristic of successful problem solvers could be a method of improving selected problem-solving skills. Results were that Ss’, ability to extract information from the statement of a problem and combine operations in order to arrive at solutions did improve significantly while ability to retrieve information and offer correct overt responses did not improve significantly. Indications are that, although certain problem-solving skills may lend themselves to immediate improvement, improvement in the product or final solution to problems may come after a prolonged period of practice in using improved problem-solving skills.     

Creativity and Academic Achievement

Abstract

The present classroom experiment used an analysis of variance for a 2x3x2 factorial experiment to investigate the relative effectiveness of inductive and deductive methods and to determine interaction among ability, sex, and method variables. Data were derived from a recognition and transfer criterion administered immediately after the 5 week instruction period and 2 weeks later. Obtained F values favored the inductive treatment (p.<.01) in each case and method by sex interaction was noted for the total score variable of the delayed test (p.<.05). It was concluded that the inductive method is superior in the teaching of morphological and syntaxical concepts regardless of Ss’ verbal ability level, and an investigation of the treatment by sex interaction suggests that inductive methods may be more effective with female Ss.     

An Evaluation of Montessori and Day Care Programs for Disadvantaged Children

Abstract

This study compared Montessori and day care compensatory programs for disadvantaged children. Ss in the treatment programs were compared to a disadvantaged control group and an advantaged middle-class control group on eight tests of cognitive skill and on a composite factor score derived from the eight tests as a single summary index. Analysis indicated that treatment differences existed on six of the nine analyses. Both preschool programs were effective in raising levels of performance beyond those of other disadvantaged Ss and both approached middle class levels of performance, yet the treatment groups did not differ from each other.     

Stability of Observed Maternal Behavior Across Tasks,Time, and Siblings

Objective. To further understanding of the stability and variability in maternal behavior across tasks, time, and sibling pairs. Design. Mothers (a total of 451) were observed separately in interactions with two of their children across two tasks and three time points. Independent observers rated responsive and negative maternal behaviors. Results. Moderate to large correlations across tasks (responsivity = .51; negativity = .41), time points (responsivity = .40; negativity = .38), and siblings (responsivity = .56; negativity = .49) were found. Although these correlations indicate significant stability (i.e., consistency) of maternal behavior, they also indicate variability, with unexplained variance ranging from 69–84% for responsivity and 75–86% for negativity. Conclusions. Proportions of maternal behavior across tasks, time, and siblings can and cannot be accurately predicted given examination of maternal behavior in a comparable task, later time point, or sibling. The current study underscores the importance of considering both stability and variability as equally critical components for understanding maternal behavior.     

Effects of Three Variables on the Performance of Middle- and Lower-Class Children in Discriminating Similar Letters in Words

Abstract

Ninety 4-year-olds were given a matching-to-standard pretest to determine the degree to which they confused similar letters. All Ss except the control group were trained on matching trigrams in sessions that varied in three ways: (1) the letter distinguishing the two choices differed by one or many features; (2) the standard was present or absent when S tried to match it; and (3) the S did or did not have the overlay procedure, the opportunity to place his choice over the standard. The initial test was readministered to all Ss. The overlay procedure significantly improved posttest scores. Components of the error totals were differentially influenced by the variables. No overall differences in the effect of the variables were found by social class.     

The Facilitative Influence of Instructional Objectives

Abstract

Several studies have failed to demonstrate an advantage for Ss who receive instructional objectives. However, no test for the efficacy of instructional objectives has occurred with Ss who have had experience using them. In the present study Ss were used who had been provided with objectives for each unit of instruction throughout a semester. They were randomly given one of two sets of objectives and later quizzed both with items which corresponded and which did not correspond to their objectives. Overall, Ss performed significantly better on items which corresponded to the objectives they had been provided. An item analysis comparing both groups is presented.     

Relationships between Reading Flexibility and Speed Gains

Abstract

Thirty-nine Ss in a college developmental reading program were classified according to initial flexibility ratios. Low, medium and high flexibility groups were formed. The hypothesis that the more flexible readers would accrue greater speed gains was supported. An analysis of variance and later multiple comparisons showed the high flexibility group to be significantly different from the low and medium groups.     

A Review of Research on Haptic Perception

Abstract

Formulated by Piaget and indirectly brought into focus by the Montessori methodology, haptic perception is a relatively new concept in American education. Work in England and Russia antedates that found in the United States. Concannon and Coyle completed studies in haptic perception with young children from Montessori and non-Montessori classes. Differences in kind of treatment were non-significant (individual vs. group teaching) while Ss in Montessori classes differed significantly from non-Montessori Ss.     

They Can Succeed

Abstract

The purpose of this study was to determine the effect on sixth-grade pupils' rending abilities when sixth-grade science materials were rewritten to a lower level of readability.

One unit of a sixth-grade science textbook was analysed and rewritten to a “third-grade” level of readability. Four hundred sixth-grade pupils were randomly assigned to the control and experimental groups. The control Ss rend the grade level material while experimental Ss read the rewritten text. Subjects completed a comprehension test after reading each of three assignments.

Using analysis of variance procedures, the mean comprehension scores and reading rates of the experimental group were found to be significantly higher (.05 level) than those of the control group.