Michael E. Rohr

Relationship of Selected Variables to Success in a Teacher Preparation Program

Subjects (N = 603) were graduates of a four year teacher preparation program who had completed the American College Test prior to admission to the University, the Mooney Problem Check-list, Kuder Preference Record Vocational and Personal, and Survey of Study Habits and Attitudes as freshmen, and the National Teacher Examinations (NTE) as seniors. Overall Quality Point Average (QPA) and hours of credit and QPAs earned in various subject matter areas were obtained. Results of the study indicated differences in the correlational patterns of the variables for two subgroups (elementary and secondary majors). The most valid predictors of success in teacher preparation as measured by overall QPA and composite scores on the NTE, were social science and major teaching field QPAs. Subjects who had been more successful as compared with those who had been less successful in courses normally taken in lower division college work, i.e., science, social science, and English, tended to complete the teacher preparation program more successfully as measured by overall QPA and scores on the NTE.

Verbal Mediation for Perceptual Deficits in Learning Disabilities: A Review and Suggestions

An intervening variable between perceptual deficits and academic learning — verbal mediation processes — is explored. Research reviewed, primarily that of Luria, leads to the conclusion that verbal mediational processes can compensate for perceptual learning-process deficits. Relevant teaching applications are discussed.

Relationship of Student Grade Expectations, Selected Characteristics, and Academic Performance.

Students (N=415) in three academic areas (education, engineering, and business) estimated their final grade in a course at the beginning, middle, and end of a term and completed the 16PF Questionnaire. Results indicated that the Ss initial grade estimate was most accurate. No differences were found between high (A, B) and low (C, D, F) achieving Ss. Ss with high academic averages underestimated, and Ss with low averages overestimated grades. Overestimating education Ss were less intelligent than underestimators and less assertive and mature than accurate and overestimating Ss. Underestimating business Ss were less mature than overestimators and possessed lower self-sentiment than accurate estimators.

MOTION-PICTURE SCREENING DEVICE FOR THE IDENTIFICATION OF PERCEPTUAL DISABILITIES

The purpose of this study was to determine the validity of the Purdue Motion Picture Screening Test for the identification of perceptual disabilities in 360 rural Appalachian fourth grade children. Results indicated that test scores are related to achievement, and children scoring in the bottom 5% exhibited deficiencies in perceptual development. The test can be easily administered in a group situation at minimal cost.

Prediction of Quality Point Averages from Personality Variables

THE role that personality plays in predicting the academic achievement of college students has been explored by several investigators. Cattell, Eber, and Tatsuoka (1970) ; Holland (1960); Huckabee (1968); and the IPAT Bulletin (1962) have reported studies involving the relationship of certain personality variables to grades in courses and overall achievement in college. However, there is a dearth of data for certain subject matter areas and for students enrolled in regional state universities. The present study was designed to examine the validity of the Sixteen Personality Factor Questionnaire (16PF) in predicting the achievement of college sophomores majoring in Education, Engineering, and Business at a regional state university and to

Problems encountered in development of instrumentation to measure figure-ground perception among young children.

The purpose of this study was to report problems encountered in the measurement of visual figure-ground perception. Conclusions from five related studies suggested that the skill may be a combination of related factors.

Perceptual-Motor Skills, Ability to Conserve, and School Readiness

To determine the relationship of perceptual-motor skills and ability to conserve to school readiness, 94 Ss in kindergarten and first grade were administered the Purdue Perceptual-motor Survey, the Metropolitan Readiness Test, and six Piaget tasks to measure logical thinking. Scores on the Purdue scale and Piaget tasks were not correlated; however, both sets of scores were moderately correlated with school readiness as measured by the Metropolitan test.

EVALUATION OF TWO INSTRUMENTAL PROCEDURES FOR USE WITH EMBEDDED-FIGURES SUBTEST OF PURDUE MOTION-PICTURE SCREENING TEST

The purpose of this study was to determine if modification of the materials used by young Ss in responding affected their performance on a motion picture screening device. Modification of the modes of measuring responses increased the total performance of 24 kindergarten Ss; however, there appeared to be little relationship with standardized reading achievement test scores for first and second grade Ss. The approaches used appeared applicable with kindergarten Ss.