The impact of assisted instructional programs on Scholastic Assessment Test results
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| Publicado en: | ProQuest Dissertations and Theses (2000) |
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ProQuest Dissertations & Theses
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| Acceso en línea: | Citation/Abstract Full Text - PDF |
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| Resumen: | This study investigated the effectiveness of assisted instructional programs' impact on Scholastic Assessment Test score results of students located within a designated geographical region. The students selected for this study attended three senior high schools in that region. The instruments utilized in this study were the Traditional SAT Preparatory class program, the Scholastic Testing Systems program and the Davidson Computer Assisted Instructional Program. All students involved in this study engaged in a pretest and posttest administration of the SAT. The three instructional programs provided each student an opportunity to be exposed to assisted classroom instructional SAT preparation during a two semester academic period. An Analysis of Co-variance was used to adjust the differences among the scores for all three groups on the pretest. The One-Analysis of Variance and the Newman-Keuls Multiple Range Test were employed to compare the SAT mean post verbal and math scores of the three groups. The analysis yielded the following results: (1) Scholastic Testing System Instruction program experienced the highest post math mean SAT score performance. (2) Students exposed to the Davidson Computer Assisted Instructional Program experienced a significant difference in their post math mean score performance. (3) There were significant differences for male students who utilized the Scholastic Instructional Program. This performance exceeded the Traditional score and the Davidson's adjusted mean score. (4) There were significant differences indicated according to race in the post verbal and post math score performance of students exposed to the three Assisted Instructional Programs. (5) There were significant differences in Black students exposed to the Traditional Program on their post verbal mean scores. (6) There was a significant difference in White students exposed to the same treatment on their adjusted mean post verbal scores. (7) There was a significant difference in the Scholastic Program's mean post verbal score. (8) There was a significant difference in score performance of Black students using the Davidson Program on their mean post verbal score. (9) There was a significant difference in White students exposed to the Scholastic Program on their post verbal mean score. The findings suggest strongly that Assisted Instructional Programs using computers, demonstrated a significant difference in the SAT score performance of students. |
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| ISBN: | 9780493574899 |
| Fuente: | ProQuest Dissertations & Theses Global |