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Direct linkThomas, Nichole Gibbs; Thomas, Antonio Lamar – Psychology Learning and Teaching, 2018
Whether instructional-communication feedback sent to struggling students and succeeding students following course exams would significantly increase their exam scores and significantly decrease their exam-skipping behavior relative to students in the control group was investigated. An experimenter-blind study utilizing feedback and the…
Descriptors: Undergraduate Students, At Risk Students, Intervention, Tests
Portolese, Laura; Krause, Jackie; Bonner, Julie – American Journal of Distance Education, 2016
This article focuses on timed tests and specifically on whether increased time enhances test performance. Three courses during the Winter 2015 term (quizzes n = 573) and three courses over the Spring 2015 term (quizzes n = 600) comprised this sample. Students were given the same tests, but the experimental group (Spring 2015) was given 50% more…
Descriptors: Timed Tests, Time Factors (Learning), Performance Factors, Experimental Groups
Chambliss, Judith – ProQuest LLC, 2010
The problem. This study investigated whether there were statistically significant differences in perceptions of high school students with specific learning disabilities with respect to reasons for either remaining in high school or leaving high school on their 18th birthday. Method. A quasi-experimental study was conducted. 30 students who were…
Descriptors: Learning Disabilities, Likert Scales, Comparative Analysis, High School Students
Reichard, Cary L.; Reid, William R. – J Reading, 1970
Concludes that double spaced reading materials with verified right hand margins had a desirable effect on comprehension for a population of educable mentally retarded pupils. (RW)
Descriptors: Graphic Arts, Hypothesis Testing, Mild Mental Retardation, Performance Factors
