Larry J. Stephens

The Effect of Interscholastic Sports Participation on Academic Achievement of Middle Level School Students

Eighth graders (N = 136) were divided into two groups: students who had participated in at least one interscholastic sport and were classified as athletes (n = 73), and students who not participated in interscholastic sports and were classified as nonathletes (n = 63). The mean grade point average (GPA) for each group and subgroup was computed and compared by group, subgroup, and sex. There were 6 categoies of sports participation, rangingfiom no sports to 5 sports. As interscholastic sports participation increased, GPAs improved.

A Closed Form Solution for Single Sample Acceptance Sampling Plans

A normal approximation to the binomial distribution developed by Borges with error team of order 1/n is utilized to find the sample size and acceptance number in a single sample acceptance sampling plan when two points on the operating characteristic (O..

The effect of music participation on mathematical achievement and overall academic achievement of high school students

A study was conducted on high school students, comparing those with some music credits to those with none. No statistically significant difference was found in their mean math grade point averages (GPA) or their mean cumulative GPAs. Students were then separated into two groups based on the number of music credits. Students who had earned at least two music credits per grade level were placed into Group A. This category included ninth graders with two or more music credits, tenth graders with four or more music credits, eleventh graders with six or more music credits, and twelfth graders with eight or more music credits. The remaining students were placed into Group B. Group A students performed better than group B students. However, the differences were not statistically significant. Scatter plots indicated a slight upward trend in GPAs as the number of music credits increased. Lower GPAs were nonexistent as the music credits increased.

Factors Influencing Success in Beginning Computer Science Courses.

AbstractEight factors were studied to determine their relationship to success in a beginning computer science course. Significant correlations were found between the final exam score and the following factors: reading comprehension, sequence completion, logical reasoning, and algorithmic execution. In addition, a stepwise multiple regression procedure was performed to determine the most important factors in predicting success in a beginning computer science course. When all eight factors were included, approximately 25% of the variability in the final exam scores was explained.

Group Differences in Computer Science Aptitude

AbstractA computer science aptitude pretest was given to 183 students enrolled in Introduction to Computer Science at the University of Nebraska at Omaha. The aptitude variables of the pretest included reading comprehension, sequence completion, logical reasoning, algorithmic execution, and alpha-numeric translation. The purpose of the study was to identify group differences in computer science aptitude based on the following factors: age, sex, year in college, hours worked, previous computer experience, estimated high school performance, and estimated current college performance. Significant group differences were found in at least one aptitude variable for the factors age, previous computer experience, estimated high school performance, and estimated current college performance.

The Use Of Computer Algebra Software in Teaching Intermediate and College Algebra

Two groups of students in an intermediate algebra course as well as two groups of students in acollege algebracourse were compared with respect tothe use/non-use of computer algebra software in the courses. In both courses, the students using the software outperformed the students not using the software on a common final exam. For the intermediate algebracourse, the experimental group (the one using the software) had a mean equal to 80.8, the control group had a mean equal to 76.1, and the p-value was 0.13. For the college algebra course, the experimental group had amean equal to 75.1, the control group had amean equal to 69.4, and the p-value was 0.22. Furthermore, the experimental groups expressed very positive feelings about the use of the software in the course. In addition, the instructors in the experimental groups received their best student evaluations ever when teaching algebra courses.

The Effect of Using Microsoft Excel in a High School Algebra Class.

The purpose of this study was to investigate the effect of integrating Microsoft Excel into a high school algebra class. The results indicate a slight increase in student achievement when Excel was used. A teacher-created final exam and two Criterion Referenced Tests measured success. One of the Criterion Referenced Tests indicated that the variability of the students scores were reduced considerably in the class using Excel, indicating that possibly an interest in the course was generated and that students’ interests were spurred by the use of the software. An opinion survey indicates an overall improved feeling about algebra when using the software to supplement instruction.

Factors Influencing Success in Intermediate Algebra

Summary The purpose of this study was to investigate the following factors with respect to their influence on success in an intermediate college algebra course: short weekly quizzes, computer algebra software projects, and a practice comprehensive final exam. The results suggest that all three factors significantly influence success in an intermediate algebra course. Success was measured by achievement on an independent final exam.

Personality and attitudinal influences on algebra achievements levels

This study investigated why some students of average to above‐average mathematical ability succeed in algebra, while others do not. The influence of personality traits on algebra achievement was investigated. Explicitly, the traits studied were psychological type as determined by the Myers—Briggs Type indicator, and the level of type A behaviour as determined by a rating scale developed by Bortner. Also investigated were attitudinal influences on algebra achievement levels. Results revealed no significant differences in algebra achievement levels due to personality traits. Significant correlations were found between attitudinal measures and algebra achievement levels.

FACTORS INFLUENCING MATHEMATICAL COMPETENCIES IN TWO‐YEAR COLLEGE STUDENTS

The Beckmann‐Beal Mathematical Competency test was administered to 338 students enrolled in pre‐calculus mathematics courses at six community colleges. The factors, sex of student, and size of graduating class had no significant bearing on the mathematical competency of the students. Significant differences in mathematical competencies were found due to high school mathematics background as well as the factor attitude toward mathematics as measured by the Revised Math Attitude Scale.