The purpose of this study was to investigate the relationship between individual student differences and academic success in three pedagogical methods (traditional classroom, computer-aided instruction (CAI) in an on-campus setting, and CAI in a distance education setting) for developmental mathematics classes at the community college level. Locus of control, math anxiety and learning style were the individual differences examined. Final grade, final exam score and persistence were the indicators of success. The literature review focused on developmental mathematics, pedagogical techniques and variables contributing to academic performance. Two parallel research populations consisted of 135 Beginning Algebra students and 113 Intermediate Algebra students. The Rotter I-E Locus of Control Scale, the Abbreviated Mathematics Anxiety Rating Scale, the 4MAT Learning Type Measure, and an instrument to gather demographic data were used. It was the conclusion of this study that the instructional methods were not equal with respect to achievement. In Beginning Algebra, the CAI students received significantly higher final grades than did the traditionally taught students. In Intermediate Algebra traditional students scored significantly higher on the final exam than did the CBI students. There were more students persisting than expected in traditionally taught Beginning Algebra and no significant difference in attrition in Intermediate …

This investigation was conducted in response to the need for effective diversity awareness programs to help employers create intergenerational-friendly work environments. An experimental pre- and post-test control group randomized block design was employed to answer two research questions about the effects of a simulation game on knowledge and attitudes about age-related changes in learning and work behaviors of older workers. Participants were assessed immediately prior to and following the treatment, followed by a third assessment 60 days later. Necessary measures were taken to control for threats to the study's internal validity. An applicant pool comprised of human resource management and development practitioners and senior undergraduate students enrolled in human resource management courses yielded a sample of 65 participants. Chapter one introduces the study. Chapter two provides a review and summary of relevant literature on ageism in the workplace, training older workers, and simulation games. Chapter three describes the procedures and methods used to answer the research questions. Chapter four presents the results of all analytic procedures related to the investigation. Chapter five provides the conclusions and recommendations based on the findings of this investigation. In this investigation, the treatment group did not score significantly higher on their knowledge of age-related …

This study evaluated 227 students attending 12 classes of the Apprentice Medical Services Specialist Resident Course. Six classes containing a total of 109 students took the Block One Tests in the traditional paper and pencil form. Another six classes containing a total of 118 students took the same Block One Tests on computers. A confidence level of .99 and level of signifi­cance of .01 was established. An independent samples t-test was conducted on the sample. Additionally, a one-way analysis of variance was performed between the classes administered the Block One Tests on computers. Several other frequencies and comparisons of Block One Test scores and other variables were accomplished. The variables examined included test versions, shifts, student age, student source, and education levels. The study found no significant difference between test administration modes. This study concluded that computer-administering tests identical to those typically administered in the traditional paper and pencil manner had no significant effect on achievement. It is important to note, however, that the conclusion may only be valid if the computer-administered test contains exactly the same test items, in the same order and format, with the same layout, structure, and choices as the traditional paper and pencil test. In …

This doctoral dissertation describes a research study that examined the effectiveness of an experimental Supplemental Instruction (SI) program that utilized computer-mediated communication (CMC) rather than traditional SI review sessions. During the Spring 1999 semester, six sections of an introductory computer course were offered via the Internet by a suburban community college district in Texas. Using Campbell and Stanley's Nonequivalent Control Group model, the online SI program was randomly assigned to four of the course sections with the two remaining sections serving as the control group. The students hired to lead the online review sessions participated in the traditional SI training programs at their colleges, and received training conducted by the researcher related to their roles as online discussion moderators. Following recommendations from Congos and Schoeps, the internal validity of the groups was confirmed by conducting independent t-tests comparing the students' cumulative credit hours, grade point averages, college entrance test scores, and first exam scores. The study's four null hypotheses were tested using multiple linear regression equations with alpha levels set at .01. Results indicated that the SI participants earned better course grades even though they had acquired fewer academic credits and had, on average, scored lower on their first course …

This study documented the psychometric development of the Adaptive Leadership Competency Profile (ALCP). The ALCP was derived from a qualitative database from the National Science Foundation project (NSF 9422368) and the academic body of literature. Test items were operationalized, and subject matter experts validated 11 macro-leadership competencies and 65 items. Rasch rating scale measurement models were applied to answer the following questions: (a) How well do the respective items of the ALCP fit the Rasch rating scale measurement model for the 11 scales of the ACLP? (b) How well do the person's abilities fit the Rasch rating scale measurement model, using the 11 scales of the ALCP? (c) What are the item separation and reliability coefficients for the 11 ALCP scales? (d) What are the person separation and reliability coefficients for the 11 ALCP scales? This study also sought to discern whether the ALCP could predict leader effectiveness as measured by the likelihood ratio index and frequency of correct predictions indices. The WINSTEPS and LIMDEP programs were used to obtain Rasch calibrations and probit estimates, respectively. The ALCP profiles the frequency and intensity of leadership behavior. Composite measures were calculated and used to predict leadership effectiveness. Results from this study …