http://hdl.handle.net/2104/4807 2013-05-18T16:08:47Z 2013-05-18T16:08:47Z Shiu, William. http://hdl.handle.net/2104/8594 2013-05-15T18:51:20Z 2013-05-15T00:00:00Z

An examination of the Flynn effect in the National Intelligence Test in Estonia. Shiu, William. This study examined the Flynn Effect (FE; i.e., the rise in IQ scores over time) in Estonia from Scale B of the National Intelligence Test using both classical test theory (CTT) and item response theory (IRT) methods. Secondary data from two cohorts (1934, n = 890 and 2006, n = 913) of students were analyzed, using both classical test theory (CTT) and item response theory (IRT) methods. CTT analysis compared the summed score for each subtest between the cohorts. IRT analysis examined item invariance across the time period and then, for each subtest, linked the latent variable scores between the two cohorts using the invariant items. IRT analyses revealed that each subtest displayed invariance on over 50% of the items (i.e., partial measurement invariance). Additionally, results from the current study found positive score gains but also revealed reverse FEs. CTT analysis showed three subtests had a FE (Vocabulary [.74], Analogies [1.09], and Comparisons [1.71]), while two subtests had a reverse FE (Computation [-.33] and Information [-.03]). The IRT analysis found that four subtests had a positive FE (Information [.44], Vocabulary [.79], Analogies [1.02], and Comparisons [1.51]), with only the Computation (-.10) subtest displaying a negative FE. The results con rm previous research that the FE continues in Estonia. Using CTT methods, Must, te Nijenhuis, Must, and van Vianen (2009) found positive gains on the Estonian NIT subtests Computation (.15), Information (.94), Vocabulary (.65), Analogies (1.81), and Comparison (2.34). An implication of the current study shows the viability of IRT to supplement CTT when analyzing the FE. The IRT procedures demonstrated in the current study provides a counter argument that the rise in IQ scores is a psychometric artifact, at least in the domains of Comprehension-Knowledge, Fluid Reasoning, and Visual Processing. As this study was unable to examine causative factors involved in the FE, future studies should examine if the score gains might be attributed to some environmental cause (e.g., nutrition, education) or biological cause (e.g., heterosis).

2013-05-15T00:00:00Z Rollins, Karen, 1961- http://hdl.handle.net/2104/8593 2013-05-15T18:50:33Z 2013-05-15T00:00:00Z

The effects of a computerized study program on the acquisition of science vocabulary. Rollins, Karen, 1961- The following study examined the difference in science vocabulary acquisition comparing computer-assisted learning and a traditional study review sheet. Fourth and fifth grade students from a suburban school in central Texas were randomly selected and randomly assigned to either experimental group or control group. Both groups were given a pre-test to measure prior science vocabulary knowledge and to measure differences within the groups. Both groups learned 24 science vocabulary words over a two-week period. Both groups had the opportunity to study for five days. The experimental group studied using Study Hall 101 (Raley, 1999/2006), an interactive computer game designed to increase learning of vocabulary. The control group studied the vocabulary words using a paper review sheet. At the end of the two-week intervention, both groups took an immediate post-test assessing science vocabulary learned. Another test was given two weeks later to assess retention of the words. A mixed repeated measures 2 X 3 ANOVA was used to analyze the interactions. A repeated measures was used to analyze which group improved. Independent t-tests were used to analyze the differences between experimental and control groups. Analysis showed that although the groups had similar pre-intervention scores, the students’ scores were significantly different at post and delayed post-tests. Students who studied science vocabulary words using Study Hall 101 (Raley, 1999/2006) showed a significant statistical difference in the amount of science vocabulary words they learned and retained as compared to the review sheet group. In addition, effect sizes indicated large and moderate strengths for science vocabulary words learned (d = 0.76) and for words retained (d = 0.58) when using Study Hall 101 (Raley, 1999/2006).

2013-05-15T00:00:00Z Frederick, Karen E. http://hdl.handle.net/2104/8543 2012-11-29T16:34:23Z 2012-11-29T00:00:00Z

Understanding the impact of Equine-Assisted Learning on levels of hope in at-risk adolescents. Frederick, Karen E. In this study, the researcher uses an experimental design to investigate the impact of five-week intervention of group Equine-Assisted Learning (EAL) on levels of hope, self-efficacy, and depression in at-risk adolescents. A randomized, longitudinal, repeated measures method is utilized with a treatment group and a control group. Participants in the experimental group participated in a five-week equine-assisted intervention entitled Leading Adolescents to Successful School Outcomes (LASSO) in addition to receiving the regularly provided services of their school. Participants in the control group received only the regularly provided services of their school counselors. Analysis of variance was used to analyze the main effects of the treatment on measurements of hope, self-efficacy, and depression utilizing the Adolescent Domain-Specific Hope Scale (Frederick, 2011), the New Generalized Self-Efficacy Scale (Chen et al., 2001), and the Major Depression Inventory (Bech, 1998; Bech et al., 2001). Data was collected pre- and post-intervention, as well as weekly during the intervention.

2012-11-29T00:00:00Z Fearon, Danielle Dierdre. http://hdl.handle.net/2104/8541 2012-11-29T16:33:05Z 2012-11-29T00:00:00Z

Identity correlates of academic achievement : how influential are self, academic and ethnic identity statuses among college students? Fearon, Danielle Dierdre. The purpose of the study was to examine the effect of different identity statuses on academic achievement among a sample of students attending a community college. There were three identities of interest: ego, academic and ethnic. Participants’ overall grade point average was used as the measure of academic achievement. Identity was conceptualized using the Eriksonian-Marcian theoretical approach with ego and academic identities having four statuses: (a) achieved, (b) foreclosed, (c) diffused and (d) moratorium. The ethnic identity had two statuses: (a) commitment (achieved) and (b) exploration. A total of 163 students participated in the study. The data were analyzed using a series of path analyses. Results revealed that in the ego identity model, the status with the strongest direct effect was the ego identity diffused status. In the academic identity model, the status with the strongest direct effect was the academic moratorium status. In the ethnic identity model, the statuses had similar direct effects on academic achievement. The academic moratorium identity emerged as the most salient identity status. The findings have implications for educators and students as to how identity impacts students’ performance in the classroom.

2012-11-29T00:00:00Z