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Effekter av övning och instruktion på ett kvantitativt-numeriskt prov vid konstant-hållande av verbal och icke-verbal förmåga
Umeå University, Faculty of Social Sciences, Department of Education.
1981 (Swedish)Report (Other academic)Alternative title
Effects of practic and instruction on a quantitative-numerical test when adjusted for verbal and non-verbal ability (English)
Abstract [sv]

Studiens syfte var dels att studera effekter av betingelserna övning och instruktion på ett kvantitativt-nume-riskt prov, dels att undersöka om förmåga att tillgodogöra sig respektive betingelse var beroende av intellektuell prestationsförmåga som denna uppskattades utifrån två begåvningsprov. Det kvantitativt-numeriska provet, som betecknades K.VR och bestod av tre delprov, var en förlaga till det nuvarande högskoleprovet. De prov som utnyttjades för att erhålla en uppskattning av intellektuell förmåga utgjordes av ett verbalt och ett ickeverbalt prov från WIT III. Studiens design var en utvidgad variant av Solomon's 4-gruppsdesign och i studien ingick 105 folkhögskoleelever som försökspersoner. Efter det att begåvningsfaktorns inverkan kontrollerats via statistisk metodik blev studiens utfall att ingen av betingelserna övning eller instruktion resulterade i en förhöjd poäng på efterprovet. Tänkbara anledningar till det erhållna resultatet diskuteras.

Abstract [en]

The aim of this study was, on one hand, to study the effect of practice and instruction on a quantitative-numerical test and, on the other, to examine whether the ability to profit by each treatment could be related to level of intellectual ability as estimated from two intelligence tests. The quantitative-numerical test, designated KVR and consisting of three subtests, was a preliminary version of the present so-called Swedish Scholastic Aptitude Test and the tests used to obtain an estimate of intellectual ability were one verbal and one non-verbal test from WIT III. The design of the study was an extended variant of Solomon's 4-group design and the subjects were 105 folk high school students. The outcome of the study, when the influence of the factor of the subjects' ability had been eliminated through statistical analysis, was that neither of the two treatments, practice and instruction, resulted in a higher score on the posttest. Possible reasons for the obtained result are discussed.

Place, publisher, year, edition, pages
Umeå: Umeå universitet , 1981. , 15 p.
Series
Pedagogiska rapporter Umeå, ISSN 0348-9388 ; 95
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:umu:diva-67839OAI: oai:DiVA.org:umu-67839DiVA: diva2:614297
Projects
digitalisering@umu
Available from: 2013-04-04 Created: 2013-04-04 Last updated: 2013-04-09Bibliographically approved
In thesis
1. Effekter av övning och instruktion på testprestation: Några empiriska studier och analyser avseende övningens och instruktionens betydelse för testprestationen
Open this publication in new window or tab >>Effekter av övning och instruktion på testprestation: Några empiriska studier och analyser avseende övningens och instruktionens betydelse för testprestationen
1981 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This report consists of a compilation of a number of studies, which all of them have dealt with the effects of practice and instruction upon a person's test results. A literature review based on a dichotomy of practice and instruction under short-term and long-term conditions respectively, as well as on the denign of the investigations and certain characteristics of the individuals, resulted in general as well as in more specific statements on the arising of practice and instruction effects. In all the empirical investigations quantitative-numerical tests were used (KVR and NOG respectively), where one-of them (NOG) is a part of the so-called Swedish Scholastic Aptitude Test. The basic aim was to investigate if short-term practice (KTÖ) and short-term instruction (KTI) could have an effect upon the score of these tests. In this case practice was defined as taking a pre-test, and in the first three studies the instruction consisted of two phases: a first one concerning general testing strategies, and a second one concerning a specially adapted problem solving strategy. As a basis for the forming of this special problem solving strategy for NOG served a logically constructed and sequential problem solving strategy, which was formed as a direct influence on the individual via instruction in the first three studies, and as an indirect influence on the individual via the item format in the last three studies. From the achieved results can be mentioned that the literature paid attention to the importance of a person's knowledge of and familiarity with tests and examinations in a specific as well as in a more general sense. If a person has no or very little former experience of tests there is a certain probability that there will be a higher score due to KTÖ or KTI. This probability is reduced considerably if the person has some or relatively great former experience in this respect. This was also verified indirectly in the empirical studies, which were mainly carried out on individuals who could be classified as experienced in and familiar with tests. No practice or instruction effects could be found either in the first three studies or indirectly in the last three studies. In these ones a specially constructed item format had been used, which had been formed according to the sequential problem solving strategy. With the intention to obtain an interpretation frame for practice and instruction effects on tests, the basis in this report has been a theoretically constructed model, whereby the achieved effects are first of all related to the individual variable former experience, and secondly to whether a test consists of correctly or incorrectly constructed items.

Place, publisher, year, edition, pages
Umeå: Umeå universitet, 1981. 45 p.
Series
Akademiska avhandlingar vid Pedagogiska institutionen, Umeå universitet, ISSN 0281-6768 ; 14
Keyword
Practice, instruction, coaching, item format, test-taking behaviour, test-wiseness, validity
National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-16609 (URN)91-7174-074-0 (ISBN)
Public defence
1981-05-15, Humanisthuset, hörsal F, Umeå universitet, Umeå, 10:15
Projects
digitalisering@umu
Available from: 2007-10-07 Created: 2007-10-07 Last updated: 2015-04-09Bibliographically approved

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Effekter av övning och instruktion på ett kvantitativt-numeriskt prov vid konstant-hållande av verbal och icke-verbal förmåga(1276 kB)123 downloads
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