Education Commons^™

Concurrent And Predictive Validity Of The Universal Nonverbal Intelligence Test – Group Ability Test, Brooke Lauren Browarnik

Doctoral Dissertations

Within the framework of a pretest/posttest design, relations among the Universal Nonverbal Intelligence Test – Group Ability Test (UNIT-GAT) and two measures of reading achievement: the Test of Silent Word Reading Fluency, Second Edition (TOSWRF-2) and the Test of Silent Word Reading Comprehension, Second Edition (TOSCRF-2) were examined for 140 children between the ages of six and fifteen, enrolled in one of three Boys & Girls Clubs in the eastern United States. Based on a counterbalanced administration at pretest, UNIT-GAT Analogical Reasoning (AR) scores moderately correlated with TOSWRF-2 Form A scores (r = .45, p < 01), TOSWRF-2 Form B scores (r = .41, p …

The Correlation Between The National Survey Of Student Engagement Indicators And First Year Student Achievement, Satisfaction, And Retention, Larry Peck

STEMPS Theses & Dissertations

The purpose of this study was to determine if the National Survey of Student Engagement indicators (NSSE), High-Impact Practices, demographic variables and non-involvement factors can significantly predict student achievement, satisfaction, and retention. The sample included data from 493 freshmen from a large public university in the Southeastern United States who participated in the National Survey of Student Engagement in 2015 and 2016. This study seeks to benefit instructional designers, educators, and educational institutions to maximize their resources and efforts to achieve maximum achievement, retention, and satisfaction.

The study concluded that achievement is highly correlated with higher-order learning, learning strategies, effective …

A Study On The Effectiveness Of A Pilot Inquiry-Based Middle School Science Program On Non-Cognitive Outcomes And Academic Achievement, Rui Meira Dionisio

Seton Hall University Dissertations and Theses (ETDs)

The randomized research study assessed the effect of an inquiry-based science (IBS) program on non-cognitive outcomes and academic achievement. The study was the result of a grant that was awarded by Professional Resources in Science and Mathematics (PRISM), a program affiliated with Montclair State University in conjunction with Bristol-Myers Squibb, and part of the New Jersey Statewide Systemic Initiative (NJSSI). The NJSSI is a partnership of schools, districts, colleges and universities, science centers, businesses, and museums dedicated to improving the teaching and learning of science, mathematics, and technology in New Jersey. The quantitative research study utilized an IBS instructional program …

The Influence Of Socioeconomic, Parental And District Factors On The 2013 Mcas Grade 4 Language Arts And Mathematics Scores, Dale G. Caldwell

Seton Hall University Dissertations and Theses (ETDs)

This correlational, explanatory study utilized multiple linear and hierarchical regression to examine the predictive power of socioeconomic, parental and district factors on the total percentage of students who scored Proficient or Advanced Proficient on the 2013 MCAS Grade 4 language arts and mathematics test. The population for this study included 100% of the Massachusetts public school districts containing at least 25 valid MCAS Grade 4 language arts and mathematics test scores that were not regional or charter schools and had complete census data for the communities each district served. This study revealed that 74% of the 2013 MCAS Grade 4 …

Academic Engagement, Motivation, Self-Regulation, And Achievement Of Georgia Southern University Sophomore Students, John O. Lemay Iv

Electronic Theses and Dissertations

Research has shown that engagement, motivation, self-regulation, and their individual effects on student achievement are established factors that influence college students’ success. However, what is less clear are these variables’ relationships and their collective influence on achievement. Since students face unique trials as they persist through college, consideration of these relationships and their effect on the achievement of all students is necessary. There is a widening achievement gap between sexes; females have now passed males in enrollment, persistence, and graduation rates. Previous research in this area has been largely centered on undergraduate female students in their freshman year, but the …