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Social and Behavioral Sciences Commons™
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Full-Text Articles in Social and Behavioral Sciences
Retrospective Versus Prospective Measurement Of Examinee Motivation In Low-Stakes Testing Contexts: A Moderated Mediation Model, Aaron J. Myers
Retrospective Versus Prospective Measurement Of Examinee Motivation In Low-Stakes Testing Contexts: A Moderated Mediation Model, Aaron J. Myers
Masters Theses, 2010-2019
Expectancy-value theory applied to examinee motivation suggests examinees’ perceived value of a test indirectly affects test performance via examinee effort. This empirically supported indirect effect, however, is often modeled using importance and effort scores measured after test completion, which does not align with their theoretically specified temporal order. Retrospectively measured importance and effort scores may be influenced by examinees’ test performance, impacting the estimate of the indirect effect. To investigate the effect of timing of measurement, first-year college students were randomly assigned to one of three conditions where (1) importance and effort were measured retrospectively; (2) importance was measured prospectively; …
Student Learning Gains In Higher Education: A Longitudinal Analysis With Faculty Discussion, Catherine E. Mathers
Student Learning Gains In Higher Education: A Longitudinal Analysis With Faculty Discussion, Catherine E. Mathers
Masters Theses, 2010-2019
Student learning is the primary desired outcome of a college education. To understand how educational programming and curricula affect students, colleges and universities must collect evidence of student learning gain. In this study, a longitudinal design was employed to investigate how a math and science general education curriculum impacted college students’ quantitative and scientific reasoning. Quantitative and scientific reasoning gain scores were computed and predicted from personal (i.e., prior knowledge, gender) and curriculum (i.e., number of completed courses in the domain) characteristics to uncover what factors relate to learning gain. Collapsing across personal and curriculum variables, gain scores were moderate …
Examining The Type I Error And Power Of 18 Common Post-Hoc Comparison Tests, Derek Sauder
Examining The Type I Error And Power Of 18 Common Post-Hoc Comparison Tests, Derek Sauder
Masters Theses, 2010-2019
Researchers utilizing either experimental or quasi-experimental research often want to compare group means. However, with more than two groups, comparing group means may result in an inflated Type I error rate, the probability of wrongly rejecting a null hypothesis. Researchers often employ analysis of variance (ANOVA) methodology to compare more than two group means. Post-hoc comparison procedures (PCPs) are utilized to indicate which group means differ following a significant ANOVA. SPSS provides 18 options for PCPs. The purpose of this study was to determine which PCP provides the best power while maintaining Type I error control when assumptions of ANOVA …