Browsing by Subject "Ability -- Testing"
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Item A comparative study of over-achieving and under-achieving ninth-grade students(Texas Tech University, 1961-05) Darter, Clarence Leslie,Not availableItem A study of the relationship between mental ability and academic achievement(Texas Tech University, 1968-08) Kelsey, Ann EliotNot availableItem A study of the relationship between the aptitude test of the graduate record examinations and a verbal intelligence test(Texas Tech University, 1959-06) Holleman, James LNot availableItem A study of the use of standardized achievement and mental ability test results in selected Texas school districts(Texas Tech University, 1965-08) Gray, C. GNot availableItem Analysis of tests used in evaluating children with delayed speech(Texas Tech University, 1966-05) O'Neal, JaniceNOT AVAILABLEItem Cognitive assessment of average and superior children: the Kaufman assessment battery for children versus the Das research battery(Texas Tech University, 1987-05) Hoke, William EugeneThe Kaufman Assessment Battery for Children (K-ABC) is a relatively new measure of cognitive/intellectual abilities. Results from the experimental literature have challenged the validity of the K-ABC Sequential Scale with gifted children and the use of optional verbal and manual coaching of test procedures. These subjects were the foci of the present study. The K-ABC was administered to 100 children equally divided into gifted and average-intelligence groups. The Das-Naglieri Cognitive Assessment Battery was also administered to validate the K-ABC Sequential Scale. As well, subjects were administered measures of receptive language and reading comprehension. Finally, the frequency and patterns of use of "teaching the task" were evaluated. Results of principal component and factor analysis indicated a very strong primary factor in both batteries. Secondary factors were non-significant in factor analysis and minimally significant in principal component analysis. Measures of short-term auditory and visual memory contributed the most variance to the primary factors. Varimax rotation failed to significantly match the a_ priori distribution of subtests along the sequential-simultaneous axes. Findings regarding "teaching the task" revealed that only 8 of the 100 subjects required additional assistance. Overall, results clearly showed that the two-factor model of the K-ABC was not supported with this sample. Results also indicated that the definition and assessment of sequential processing need significant refinement. As a result, the paradigm underlying the K-ABC seems to be tenuous. Future research should concentrate on refining the underlying construct of the K-ABC.Item Developing an instrument for evaluating the ability of college freshmen to apply generalizations to problems involved in the use of the sewing machine(Texas Tech University, 1948-08) Sanders, Norma WestNot availableItem Intrasensory and intersensory processing in young and old adult females(Texas Tech University, 1980-08) Nau, Kathy LeaNot availableItem Levels of aspiration: an analysis of Negro high school respondents(Texas Tech University, 1969-05) Yates, Diana GordonNot availableItem Motor ability and mental ability in grades four and five(Texas Tech University, 1967-05) Prichard, Jimmy CharlesNot availableItem The Construction and Evaluation of an Art Aptitude Test Battery(Texas Tech University, 1950-05) Parkinson, RoderickNot Available.Item The effect of online collaboration on students' achievement and perception of time on task in an undergraduate computer applications class(Texas Tech University, 2004-12) Wang, Hsi-ChihThe goal of the study was to investigate the effect of online collaboration on students' time spent on task and their achievement. Previous research indicated that there is no significant difference in students' achievement whether instruction is online or face-to- face. On the other hand, there was also research indicating that collaboration helped improve student performance. This study attempted to branch out to look at not only students' achievement but their time spent on task in a skill-oriented course in both online and face-to-face environments collaboratively or independently. The study focused on skill-oriented achievement (PowerPoint grade), knowledge-oriented achievement (Quiz), and students' time spent on task in an undergraduate computer application course to determine if instructional environment (online vs. face-to-face) and classroom activity (collaborative vs. independent) played an important part in course designing and development. The results in the study suggest that skill-oriented course may still be best taught face-to-face, and the environment does not affect students' time spent on task. However, because of the limitation of the study, there should be further research.Item The Minnesota spatial relations test in relation to a hand-skill test, interest inventory areas, an intelligence test, and certain environmental data(Texas Tech University, 1954-08) Hoey, Robert JamesNot availableItem Validity of the Battelle developmental inventory screening test for early diagnosis of developmental disorders(Texas Tech University, 1990-05) Wossum, Doris Jean.