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說明 185 p
附註 Source: Dissertation Abstracts International, Volume: 47-05, Section: A, page: 1594
Thesis (Educat.D.)--New Mexico State University, 1986
The purpose of this research was to determine the relationship between sixth grade students' knowledge and utilization of the structural, organizational, and graphical features of a grade-level social studies textbook and achievement in the content area of social studies. Achievement in social studies was determined by the percentile score received on the Comprehensive Test of Basic Skills (CTBS). In addition to social studies, other CTBS variables included percentile scores on reference skills, reading comprehension, and reading vocabulary subtests and the total CTBS battery percentile score
Student-text interaction was assessed by the use of a textbook inventory administered to individual students. Three categories of questions, at the identification and application levels of cognitive performance, focused n those parts and features of a text commonly associated with learning. These included (1) the major parts of a text, (2) the use of print to organize and present information, and (3) the graphic portrayal of information
Data were collected from 138 Anglo ond Hispanic sixth graders from seven elementary schools in one school district. In addition to ethnicity, gender and English, Spanish, and bilingual language variables were considered. Statistical analyses included the calculation of percentage means, analyses of variance procedures, applicaton of the Newman-Keuls test for significance, and the employment of a simple linear regression model
It was found that students did better at lower level than higher level questions; females generally outperformed males; Anglos generally outperformed Hispanics; English-dominant students were consistently more successful than bilingual and Spanish-dominant students. Performance on the textbook inventory was significantly related to social studies achievement as well as reading comprehension, reading vocabulary, references skills, and the total CTBS test battery. The regression equation indicated that the best models for estimating performance on the textbook inventory were two CTBS percentile scores, total battery and reading vocabulary
School code: 0143
Host Item Dissertation Abstracts International 47-05A
主題 Education, Reading
Alt Author New Mexico State University
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