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首页> 外文学位 >The effectiveness of computerized coaching for the Preliminary Scholastic Aptitude Test (PSAT/NMSQT) and the Scholastic Aptitude Test (SAT).
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The effectiveness of computerized coaching for the Preliminary Scholastic Aptitude Test (PSAT/NMSQT) and the Scholastic Aptitude Test (SAT).

机译：初步学业能力测验（PSAT / NMSQT）和学业能力测验（SAT）的计算机辅导的有效性。

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摘要

After a pilot study with 40 volunteers indicating an advantage of 97 SAT points for coached volunteer juniors versus peers who were not coached, a larger study was conducted. PSAT scores were collected on 451 parochial high school juniors from four New England schools. The sample included 204 coached junior volunteers and 247 non-volunteers not coached for the 1987 PSAT. Participants took a pretest 1982 PSAT and three anxiety scales. Regular administration of the October, 1987 PSAT was used as the posttest measure. Back-ground variables were also considered in data analysis. Juniors in the 1987 PSAT sample were randomly assigned to one of five treatments at each of the four schools; (1) using a computer-based software package individually; (2) using the same software package while working in pairs; (3) using a book and computer software package individually; (4) using the book from this package without the computer; and (5) a control group which reviewed answers to the 1982 PAST.;Coached students demonstrated statistically significant gains at three out of four of the high schools when compared with their "uncoached" classmates as well as their own previous PSAT test score performance; coached students declined slightly on average PSAT verbal and improved significantly on PSAT mathematics compared to pretest and sophomore year PSAT scores after an average of 5 to 7 hours of coaching. PSAT scores were highly correlated to DAT, NEDT, and STS test records.;Final PSAT scores appeared unrelated to anxiety ratings or specific treatments. However, scores on the three anxiety scales tended to decline at boy's schools and increase at girl's schools during the coaching period.;These results are consistent with previous reports although this coaching time was shorter on computerized coaching for the College Board. At three out of four schools 93 to 97 percent of the variance in differential gains in verbal and mathematics PSAT scores for coached students could be accounted for by extra time spent on coaching, regardless of the particular coaching materials used in the program.
机译：在对40名志愿者进行的一项试点研究表明，与没有辅导的同龄人相比，有辅导的志愿低年级学生可以获得97点SAT的优势，然后进行了更大的研究。 PSAT分数是从来自新英格兰四所学校的451名狭och的中学初中收集的。样本包括204名受过训练的初级志愿者和247名未受过1987年PSAT训练的非志愿者。参加者参加了1982年的PSAT预测和三个焦虑量表。 1987年10月PSAT的常规管理被用作后测方法。在数据分析中还考虑了背景变量。 1987年PSAT样本中的初中被随机分配到四所学校中的五种治疗之一。 （1）单独使用基于计算机的软件包； （2）成对使用时使用相同的软件包； （3）单独使用书籍和计算机软件包； （4）在没有计算机的情况下使用此包装中的书籍； （5）一个对照组，审查了1982年PAST的答案。与“未受教育的”同学以及他们以前的PSAT考试成绩相比，教练学生在四分之三的高中中有统计学上的显着提高；经过5到7个小时的平均辅导后，与预测和大二的PSAT分数相比，接受辅导的学生的平均PSAT言语水平略有下降，而PSAT数学的成绩显着提高。 PSAT分数与DAT，NEDT和STS测试记录高度相关。最终PSAT分数似乎与焦虑等级或特定治疗无关。但是，在教练期间，三种焦虑量表的分数在男校中趋于下降，而在女校中则呈上升趋势。这些结果与以前的报告一致，尽管在大学理事会的计算机化辅导中该辅导时间较短。在四分之三的学校中，教练和学生在口语和数学方面的PSAT分数差异的93％至97％的差异可以通过花费更多的教练时间来解决，而与该计划中使用的特定教练材料无关。

著录项

  • 作者

    Curran, Richard George.;

  • 作者单位

    Boston University.;

  • 授予单位 Boston University.;
  • 学科 Education Tests and Measurements.;Education Guidance and Counseling.;Education Secondary.
  • 学位 Ed.D.
  • 年度 1988
  • 页码 261 p.
  • 总页数 261
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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