Dissertations and Theses @ UNI
Availability
Open Access Thesis
Keywords
Geometry--Study and teaching; Public schools; Linn County (Iowa)--Public schools; Iowa--Linn County;
Abstract
It was the purpose of this investigation (1) to determine the relative value of the Algebra I grade, the Iowa Tests of Educational Development quantitative thinking score, and the Iowa Tests of Educacational [sic] Development composite score in predicting the geometry grade, and (2) to present the findings, using two predictor variables, that would provide the best possible estimate of success in geometry. The study involved 219 students in seven schools in Linn County, Iowa, who were enrolled in geometry in 1966-67. Selection of the schools was made on the basis of information about the Algebra I and geometry textbooks used. This information was obtained from a questionnaire. Means and standard deviations for each of the predictor variables and the criterion were computed for all seven schools and for each school. Since the means obtained for two of the schools were generally lower and the standard deviations higher then for the other five schools on all variables, further statistical analysis was done grouping those two schools, the remaining five schools, all seven schools, and each school individually. Correlations were computed between the geometry grade and each of the three predictor variables. Intercorrelations were found between the three predictors. Multiple R's were computed between geometry grades and two predictors. Regression equations based on each of these combinations were derived for the group of seven schools and double-entry expectancy tables were made to display these relationships.
The major findings and conclusions of this study wares 1. The algebra grade was the best single predictor of the geometry grade.
2. The ITED composite score was the poorest predictor of the geometry grade for all seven schools and for the subgroup of five schools. The poorest predictor for the subgroup of two schools was the ITED quantitative thinking score.
3. All correlations obtained for the subgroup of two schools were at least .10 higher than the correlations obtained for all seven schools and the subgroup of five schools.
4. The ITED quantitative thinking test did not predict geometry grades any better than it had predicted algebra grades.
5. The ITED composite score seemed to be a better predictor of the algebra grade than of the geometry grade for both the group of seven schools and the subgroup of five schools.
6. The multiple R's ranged from .59 to .99.
7. The best multiple predictor of the geometry grade for all seven schools and the subgroup of five schools was found by combining the algebra grade and the ITED quantitative thinking score.
8. The best multiple predictor of the geometry grade for the subgroup of two schools was the combination of the algebra grade and ITED composite score.
9. Correlations from this study involving "modern" algebra grades and "modern" geometry grades were generally in agreement with the results of studies done a quarter of a century earlier, although the multiple correlations were somewhat lower than those obtained in previous studies.
Year of Submission
1968
Degree Name
Master of Arts in Education
Department
Department of Education and Psychology
First Advisor
Wray Silvey
Second Advisor
Harley E. Erickson
Third Advisor
Augusta Schurrer
Date Original
1968
Object Description
1 PDF file (116 leaves)
Copyright
©1968 Bernice Rosemary Barrow
Language
en
File Format
application/pdf
Recommended Citation
Barrow, Bernice Rosemary, "The Prediction of Geometry Grades for Seven Linn County, Iowa, Schools" (1968). Dissertations and Theses @ UNI. 2027.
https://scholarworks.uni.edu/etd/2027
Comments
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