Browsing by Author "Dr. Gail Jones, Committee Member"

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    The Development and Validation of a Visual-Spatial Chemistry Specific (VSCS) Assessment Tool
    (2009-03-16) Christian, Caroline Maria; Dr. Reza Ghiladi, Committee Member; Dr. Jerry Whitten, Committee Member; Dr. Gail Jones, Committee Member; Dr. Maria Oliver-Hoyo, Committee Chair
    Visual-perceptual skills are often overlooked in chemistry classrooms despite research showing a positive correlation between college students’ visual-perceptual abilities and problem-solving skills and negative correlations between visual-perceptual aptitudes and failure rates. Chemistry instructors are rarely formally trained in the nature of visual-spatial fields and may not be aware of its importance and relevance. Extensive research has been performed on general assessments intended to analyze students’ visual-perceptual abilities, yet these tests have not been combined into one easily administered and valid predictor of visual-perceptual ability for chemistry student. There has also been postulated a connection between success in chemistry and students’ ability to perceive molecules in different representations. The Visual-Spatial Chemistry Specific Assessment tool has been developed to address these concerns based on a theoretical framework. Its validity has been examined with regards to content, concurrent, and construct validity. The VSCS has been administrated to 816 students enrolled in general, organic, inorganic, and physical chemistry courses.
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    The Efficacy of World Wide Web-Mediated Microcomputer-Based Laboratory Activities in the High School Physics Classroom
    (2004-04-15) Slykhuis, David Alan; Dr. David Haase, Committee Member; Dr. Gail Jones, Committee Member; Dr. John C. Park, Committee Chair; Dr. Glenda Carter, Committee Member
    This research project examined the efficacy of an online microcomputer-based laboratory based (MBL) physics unit. One hundred and fifty physics students from five high schools in North Carolina were divided into an online and classroom group. The classroom group completed the MBL units in small groups with assistance from their teachers. The online groups completed the MBL units in small groups using a website designed for this project for guidance. Pre- and post-unit content tests and surveys were given. Statistical analysis of the content tests showed significant development of conceptual understanding by the online group over the course of the unit. There was not a significant difference between the classroom and online group with relation to the amount of conceptual understanding developed. Correlations with post-test achievement showed that pre-test scores and math background were the most significant correlates with success. Computer related variables were only mildly correlated with the online group. The students' views about the nature of physics, as collected by the surveys, were not well developed before the unit and did not significantly change over the course of the short unit. Examination of the students' conceptions after instruction revealed common alternative conceptions such as confusing position and velocity variables and incorrect interpretations of graphical features such as slope.
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    The Relationship between WISC-IV Scores and North Carolina State Achievement Test Scores
    (2008-04-09) Tayrose, Michelle Parker; Dr. Patricia W. Collins, Committee Member; Dr. Gail Jones, Committee Member; Dr. Jeffery P. Braden, Committee Chair
    The historical correlation between intellectual functioning and academic achievement is largely based on individually administered achievement tests. However, the standards-based reform movement and recent special education legislation emphasize group-based achievement tests and allow for the use of state-based tests in eligibility determinations. Importantly, there does not exist research examining the IQ-achievement relationship using standards-based tests; thus, the current study evaluated the correlation between the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) and those tests comprising the North Carolina assessment program (i.e., End-of-Grade (EOG) tests). Five NC school psychologists provided archival information on students (n = 76) and results yielded support for the two hypotheses, which postulated that confidence intervals placed around correlation coefficients between Full Scale IQ (FSIQ) scores and EOG-Reading and —Mathematics scores would capture r =.6, which is roughly halfway between the range of historical correlations. Implications regarding the validity of the WISC-IV and its potential use in identifying learning disabilities in which achievement is measured by tests linked to state standards, as well as suggestions for future research are discussed.