Record Details
The statistical significance of multilevel materials on posttest scores for a basic business unit on business organizational structure
ScholarsArchive at Oregon State University
| Field | Value |
|---|---|
| Title | The statistical significance of multilevel materials on posttest scores for a basic business unit on business organizational structure |
| Names |
Scott, James Calvert
(creator) Winger, Fred E. (advisor) |
| Date Issued | 1973-04-26 (iso8601) |
| Note | Graduation date: 1973 |
| Abstract | Statement of the Problem This study was designed to determine whether or not the use of multilevel materials would influence to a statistically significant degree posttest scores on a comprehensive objective test. The high school basic business multilevel materials on business organizational structure were compared with materials having a reading grade level of 11.5. This was also the grade level placement of the general business classes in which the unit was taught. In addition, information concerning the range of students' reading grade levels and reading rates was collected. Description of Procedures After the development of the multilevel materials and the comprehensive pretest and posttest, the students were equated into matched pairs based upon four matching factors. These factors were reading grade level, intelligence, social class, and pretest scores. Those students in the experimental groups were given materials with a reading grade level which was closely correlated to their individual reading grade levels as determined by the Nelson-Denny Reading Test, Form A, while those students in the control groups were given materials with a reading grade level equal to the grade level placement of the classes--11.5. Each teacher involved in the experiment taught the unit as he thought it could best be taught. A comprehensive unit posttest was administered to all students. The results of the experimental and control groups were computed, and various statistical tests were calculated. Data concerning the reading grade levels and reading rates were tabulated. Conclusions The following conclusions were made based upon this study: 1. High school basic business students make greater gains in learning when they use reading materials which are closely correlated to their individual reading grade levels rather than reading materials with an arbitrarily chosen 11.5 reading grade level, which was also the grade level placement of the general business classes in which the unit was taught. The gain was statistically significant at the .05 level when the reading grade level was 8.5 or less. 2. As reading grade levels increase, the accompanying gain from the use of multilevel materials which are closely correlated with the individuals' reading grade levels tends to decrease and yet to remain positive. 3. Reading grade levels of students within a high school basic business class vary considerably. A range of approximately eight reading grade levels appears to be an accurate estimate of the dispersion of reading grade levels within a class. 4. Approximately 20 percent of high school basic business students read within plus or minus one reading grade level of the middle eleventh-grade placement of the unit. About 35 percent of the students read one or more reading grade levels below the grade level placement of the unit. Approximately 45 percent of the students read one or more reading grade levels above the grade level placement of the unit. 5. The typical high school basic business student has a reading grade level of approximately eleventh grade, fifth month, if he is selected from tenth-, eleventh-, and twelfth-grade students. 6. Reading rates of high school basic business students vary considerably. A range of approximately 525 words per minute appears to be an accurate estimate of the dispersion of reading rates within a class. 7. Approximately 4 percent of high school basic business students have reading rates of 100 words per minute or less. About 21 percent of the students have reading rates of 101-200 words per minute, while 35 percent of the students have reading rates of 201-300 words per minute. Approximately 25 percent of the students have reading rates of 301-400 words per minute. About 10 percent of the students have reading rates of 401-500 words per minute, while 5 percent of the students have reading rates of 501-600 words per minute. 8. The typical high school basic business student has a reading rate of approximately 250-300 words per minute. |
| Genre | Thesis/Dissertation |
| Topic | Business education |
| Identifier | http://hdl.handle.net/1957/45927 |
