| Autor: |
Eakins, Darwin J., Green, Dan S., Bushell Jr., Don |
| Předmět: |
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| Zdroj: |
Journal of Educational Research; Nov/Dec76, Vol. 70 Issue 2, p67-71, 5p, 2 Charts, 1 Graph |
| Abstrakt: |
Children can be handicapped when taking a standardized achievement test because of a basic unfamiliarity with the test-taking skills unique to each test. The purpose of this study was to investigate the effects of practice with an instructional test-taking unit on students' test performance gains with the Metropolitan Achievement Test. A modified Solomon Four-Group design was used to evaluate the test performance of 170 first grade students who received multiple, single, or no presentations of the instructional test-taking unit. The results indicated that mean grade equivalent gains were enhanced through practice with the instructional test-taking unit. Additionally, students who received multiple presentations of the instructional test-taking unit produced greater gains than those students who received a single presentation. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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