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Journal articles on the topic 'Iowa Tests of Basic Skills'

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Published: 4 June 2021

Last updated: 27 January 2023

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1

Stevens, Joseph J. "Confirmatory factor analysis of the Iowa tests of basic skills." Structural Equation Modeling: A Multidisciplinary Journal 2, no. 3 (1995): 214–31. http://dx.doi.org/10.1080/10705519509540010.

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2

Duran, Ricardo, and Stephen Powers. "Reliabilities of the Iowa Tests of Basic Skills for Hispanic- and Anglo-American Students." Psychological Reports 73, no. 1 (1993): 64–66. http://dx.doi.org/10.2466/pr0.1993.73.1.64.

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Cronbach alpha reliabilities were computed separately for 425 Hispanic-American and Anglo-American students in Grades 3 to 6 on the Iowa Tests of Basic Skills Reading Comprehension and Vocabulary subtests. Anglo-American students' scores showed significantly higher reliabilities than Hispanic-American students' scores in Grades 4 and 5.

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Estes, Robert E., Douglas L. Baum, and Nanci M. Bray. "Standard and Modified Administrations of the Iowa Tests of Basic Skills with Learning Disabled Students." Perceptual and Motor Skills 62, no. 2 (1986): 619–25. http://dx.doi.org/10.2466/pms.1986.62.2.619.

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The purpose of this study was to investigate the performance of junior high school learning disabled students on standard and modified administrations of selected subtests from the Iowa Tests of Basic Skills. No significant differences were noted for correlations between types of administration and teachers' ratings on any of the subtest comparisons. Grade placements for Vocabulary and Reading Comprehension using the modified administration were significantly higher than those using the standard administration and more closely aligned with teachers' ratings. Math Concept and Math Problem-solvi

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Shriner, James, and John Salvia. "Chronic Noncorrespondence between Elementary Math Curricula and Arithmetic Tests." Exceptional Children 55, no. 3 (1988): 240–48. http://dx.doi.org/10.1177/001440298805500306.

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The content match of two elementary mathematics curricula (Distar Arithmetic and Scott Foresman Mathematics) and two arithmetic tests (KeyMath and the Iowa Tests of Basic Skills) was examined for Grades I through 3. Correspondence was assessed for content (material and operation) as well as the types of learning that were required of the student (i.e., knowledge, computation, comprehension, application). Eighty-one of the 90 comparisons were significant at the .001 level. Thus, a consistent lack of content correspondence was found among curricula and tests at all levels.

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5

Beer, John. "Relationship of Divorce to Self-Concept, Self-Esteem, and Grade Point Average of Fifth and Sixth Grade School Children." Psychological Reports 65, no. 3_suppl2 (1989): 1379–83. http://dx.doi.org/10.2466/pr0.1989.65.3f.1379.

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61 children (33 in Grade 5 and 28 in Grade 6) participated and were administered the Piers-Harris Self-concept Test, the Coopersmith Self-esteem Inventory—School Form, and the Children's Depression Inventory. At the end of the school year grade point averages (GPAs; 12-point scale) were calculated and Iowa Tests of Basic Skills were taken from their transcripts. Among the 58, 21 children were from divorced homes (10 girls and 11 boys) and 37 were from nondivorced homes (21 girls and 16 boys). Other subjects' data were not used because some data were missing. Children from divorced homes scored

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Canivez, Gary L. "Predictive and construct validity of the developing cognitive abilities test: Relations with the iowa tests of basic skills." Psychology in the Schools 37, no. 2 (2000): 107–13. http://dx.doi.org/10.1002/(sici)1520-6807(200003)37:2<107::aid-pits2>3.0.co;2-9.

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7

Meisels, Samuel J. "Impact of Instructional Assessment on Elementary Children's Achievement." education policy analysis archives 11 (February 28, 2003): 9. http://dx.doi.org/10.14507/epaa.v11n9.2003.

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This study examined the trajectory of change in scores on the Iowa Tests of Basic Skills (ITBS) of low-income, urban, third and fourth graders who had been enrolled in classrooms where the Work Sampling System (WSS), a curriculum-embedded performance assessment, was used for at least three years. The ITBS scores of children exposed to WSS were compared with those of students in a group of non-WSS contrast schools that were matched by race, income, mobility, school size, and number of parents in the home and to a comparison group of all other students in the school district.

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Sweeney, Nancy Symmes. "The Age Position Effect: School Entrance Age, Giftedness, and Underachievement." Journal for the Education of the Gifted 18, no. 2 (1995): 171–88. http://dx.doi.org/10.1177/016235329501800205.

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This article examines the age position debate concerning the school performance of intellectually gifted students who have started school on time (as opposed to early or delayed entrants). All students in this study (grades 2–8) had obtained a minimum score of 129 on the Cognitive Abilities Test (Thorndike & Hagan, 1986). Dependent measures included performance on the Iowa Tests of Basic Skills (Hieronymous, Hoover, & Linquest, 1986), teacher checklists of classroom behavior and handwriting skill. Data were obtained for two groups: older students (with birthdates in the four months imm

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9

McCormick, Christine E., Sue B. Stoner, and Scott Duncan. "Kindergarten Predictors of First-Grade Reading Achievement: A Regular Classroom Sample." Psychological Reports 74, no. 2 (1994): 403–7. http://dx.doi.org/10.2466/pr0.1994.74.2.403.

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Routinely collected measures for 38 children in the kindergarten program in a middle-class school in a small midwestern city were analyzed as predictors of first-grade reading achievement on the Iowa Tests of Basic Skills and of first-grade performance on the Cognitive Abilities Test. Correlations among all variables are given. Stepwise multiple regression analyses predicting the first-grade variables showed that consonant-sound-identification was the best predictor of first-grade reading achievement and that the Peabody Picture Vocabulary Test—Revised was the best predictor of cognitive abili

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Stone, Brian J. "Group Ability Test versus Teachers' Ratings for Predicting Achievement." Psychological Reports 75, no. 3_suppl (1994): 1487–90. http://dx.doi.org/10.2466/pr0.1994.75.3f.1487.

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Standardized group tests of ability are sometimes considered biased when group means are unequal. A more accurate measure of bias is fairness in prediction. To assess whether a group ability test predicted achievement fairly, the association of the Verbal Ability score of the Cognitive Abilities Test and the Composite score of the Iowa Tests of Basic Skills was examined for four ethnic groups. The relationship between 25 teachers' ratings of students' ability and the same achievement measure was also examined for bias. Subjects were 403 third-graders (38 Asian-American, 84 African-American, 60

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Haddad, Frederick A., and Jane M. Juliano. "Relations among Scores on Matrix Analogies Test, Draw-A-Person, and the Iowa Tests of Basic Skills for Low Socioeconomic Children." Psychological Reports 69, no. 1 (1991): 299–302. http://dx.doi.org/10.2466/pr0.1991.69.1.299.

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12

Hildebrand, Myrene, and H. D. Hoover. "A Comparative Study of the Reliability and Validity of the Degrees of Reading Power and the Iowa Tests of Basic Skills." Educational and Psychological Measurement 47, no. 4 (1987): 1091–98. http://dx.doi.org/10.1177/0013164487474026.

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HADDAD, FREDERICK A. "RELATIONS AMONG SCORES ON MATRIX ANALOGIES TEST, DRAW-A-PERSON, AND THE IOWA TESTS OF BASIC SKILLS FOR LOW SOCIOECONOMIC CHILDREN." Psychological Reports 69, no. 5 (1991): 299. http://dx.doi.org/10.2466/pr0.69.5.299-302.

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Martin, David J., and Stephen B. Dunbar. "Hierarchical Factoring in a Standardized Achievement Battery." Educational and Psychological Measurement 45, no. 2 (1985): 343–51. http://dx.doi.org/10.1177/001316448504500219.

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This study was concerned with the factorial validity of the Iowa Tests of Basic Skills (ITBS). Previous research identified a strong general factor for this battery, which was taken as evidence of redundancy among the subtests. Hierarchical factor analysis was done with a subset of the standardization data to explore the presence of second-order group factors. The results supported the construct validity of the Language and Mathematics subscales, though a degree of factorial complexity was found in both. Verbal and Visual Information group factors were also identified. Extension of the ITBS ge

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Chipps, Bradley E., and Nancy Ostrom. "DOES ASTHMA OR TREATMENT WITH THEOPHYLLINE LIMIT CHILDREN'S ACADEMIC PERFORMANCE?" Pediatrics 94, no. 2 (1994): 265–66. http://dx.doi.org/10.1542/peds.94.2.265a.

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Purpose of the Study. To determine the effect of theophylline and asthma on academic performance as measured by scores on standardized achievement tests. Study Population. One hundred children with asthma who had siblings within 4 years of age who did not require any regular medications. All subjects had taken standardized achievement tests within 4 years. All were patients in health care facilities staffed by the authors. Methods. Parents were interviewed regarding any perceived effect of asthma or asthma medication on their child's learning. Medical records were reviewed regarding medication

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Liu, Yuming, E. Matthew Schulz, and Lei Yu. "Standard Error Estimation of 3PL IRT True Score Equating With an MCMC Method." Journal of Educational and Behavioral Statistics 33, no. 3 (2008): 257–78. http://dx.doi.org/10.3102/1076998607306076.

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A Markov chain Monte Carlo (MCMC) method and a bootstrap method were compared in the estimation of standard errors of item response theory (IRT) true score equating. Three test form relationships were examined: parallel, tau-equivalent, and congeneric. Data were simulated based on Reading Comprehension and Vocabulary tests of the Iowa Tests of Basic Skills®. For parallel and congeneric test forms within valid IRT true score ranges, the pattern and magnitude of standard errors of IRT true score equating estimated by the MCMC method were very close to those estimated by the bootstrap method. For

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Call, Garrett, Joe Beer, and John Beer. "General and Test Anxiety, Shyness, and Grade Point Average of Elementary School Children of Divorced and Nondivorced Parents." Psychological Reports 74, no. 2 (1994): 512–14. http://dx.doi.org/10.2466/pr0.1994.74.2.512.

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116 boys and girls in elementary Grades 4, 5, and 6 were administered the General Anxiety Scale, Test Anxiety Scale, and the Shyness Scale. Their GPAs were obtained from school records as were Normal Curve Equivalents from the Iowa Tests of Basic Skills given the previous school year. Children of divorced parents ( n = 31) had lower GPAs than children of nondivorced parents ( n = 85). The girls had higher GPAs and general anxiety scores than the boys. The students who scored lower on test anxiety had higher Normal Curve Equivalents. Pearson correlations were significant for scores on Test Anxi

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Casa, Tutita M., Janine M. Firmender, M. Katherine Gavin, and Susan R. Carroll. "Kindergarteners’ Achievement on Geometry and Measurement Units That Incorporate a Gifted Education Approach." Gifted Child Quarterly 61, no. 1 (2016): 52–72. http://dx.doi.org/10.1177/0016986216671806.

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This research responds to the call by early childhood educators advocating for more challenging mathematics curriculum at the primary level. The kindergarten Project M2 units focus on challenging geometry and measurement concepts by positioning students as practicing mathematicians. The research reported herein highlights the features of the kindergarten units and reports on student achievement, including the differences between the intervention and comparison groups. Hierarchical linear modeling results indicate that students in the intervention group ( n = 210) outperformed those in the comp

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Gavin, M. Katherine, Tutita M. Casa, Jill L. Adelson, and Janine M. Firmender. "The Impact of Challenging Geometry and Measurement Units on the Achievement of Grade 2 Students." Journal for Research in Mathematics Education 44, no. 3 (2013): 478–509. http://dx.doi.org/10.5951/jresematheduc.44.3.0478.

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The primary goal of Project M2 was to develop and field–test challenging geometry and measurement units for all K—2 students. This article reports on the achievement results for students in Grade 2 at 12 urban and suburban sites in 4 states using the Iowa Tests of Basic Skills (ITBS) mathematics concepts subtest and an open–response assessment. Hierarchical linear modeling indicated no significant differences between the experimental (n = 193) and comparison group (n = 192) on the ITBS (84% of items focused on number); thus, mathematics concepts were not negatively impacted by this 12–week stu

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Rudner, Lawrence M. "Achievement and Demographics of Home School Students: 1998." education policy analysis archives 7 (March 23, 1999): 8. http://dx.doi.org/10.14507/epaa.v7n8.1999.

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This report presents the results of the largest survey and testing program for students in home schools to date. In Spring 1998, 20,760 K-12 home school students in 11,930 families were administered either the Iowa Tests of Basic Skills (ITBS) or the Tests of Achievement and Proficiency (TAP), depending on their current grade. The parents responded to a questionnaire requesting background and demographic information. Major findings include: the achievement test scores of this group of home school students are exceptionally high--the median scores were typically in the 70th to 80th percentile;

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Barnhart, June E. "Criterion-Related Validity of Interpretations of Children's Performance on Emergent Literacy Tasks." Journal of Reading Behavior 23, no. 4 (1991): 425–44. http://dx.doi.org/10.1080/10862969109547752.

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Researchers in emergent literacy have described an array of reading and writing behaviors and concepts exhibited by children prior to entry into formal instruction in school. Although these descriptions suggest that children's early literacy behaviors are legitimate aspects of literacy development which ultimately develop into conventional reading and writing, the validity of these assumptions has not been examined. The present paper reports the findings from two studies in which the emergent literacy behaviors of 5-year-olds were described and correlated with scores on a standardized reading

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22

Alexander, James R. M., and Frances Martin. "Norming tests of basic reading skills." Australian Journal of Psychology 52, no. 3 (2000): 139–48. http://dx.doi.org/10.1080/00049530008255381.

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23

Daniel, Michael L., Ronald L. Taylor, and James A. Siders. "Students in Compensatory Education Programs: Analysis of Scores on Performance Assessments for the Iowa Test of Basic Skills." Psychological Reports 82, no. 2 (1998): 577–78. http://dx.doi.org/10.2466/pr0.1998.82.2.577.

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Analysis of Mathematics and Language Arts scores for 11,438 fourth-and 8,972 seventh-grade students in compensatory education programs on the performance assessments for the Iowa Test of Basic Skills indicated the students performed poorly, particularly in mathematics.

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Gitomer, Drew H., Terran L. Brown, and John Bonett. "Useful Signal or Unnecessary Obstacle? The Role of Basic Skills Tests in Teacher Preparation." Journal of Teacher Education 62, no. 5 (2011): 431–45. http://dx.doi.org/10.1177/0022487111412785.

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Many individuals who attempt to enter teacher education programs are precluded from doing so because of an inability to pass basic skills tests. The authors examine whether these tests are simply a gate that needs to be passed through or whether they provide useful early information about how individuals are likely to perform on subsequent licensure tests. By examining a pool of individuals who took both basic skills and licensure tests, the authors contrast the likelihood of passing licensure tests given how well individuals performed on the basic skills test. The results support the hypothes

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Abdul Kareem, Eather, Abdul Kareem Aljawadi, and Luay Al-Sumayday. "Designing Tests for Measurement of the Basic Skills of Tennis." Al-Rafidain Journal For Sport Sciences 12, no. 40 (2006): 124–39. http://dx.doi.org/10.33899/rajsport.2006.6067.

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Patkowski, Mark S. "Basic Skills Tests and Academic Success of ESL College Students." TESOL Quarterly 25, no. 4 (1991): 735. http://dx.doi.org/10.2307/3587096.

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Boo, Jaeyool, and Walter Vispoel. "Computer versus Paper-and-Pencil Assessment of Educational Development: A Comparison of Psychometric Features and Examinee Preferences." Psychological Reports 111, no. 2 (2012): 443–60. http://dx.doi.org/10.2466/10.03.11.pr0.111.5.443-460.

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The purposes of this study were to assess the comparability of scores obtained from computer and paper-and-pencil versions of the Iowa Tests of Educational Development and to evaluate examinees' attitudes about multiple aspects of test administration in the two modes. Findings supported the comparability of scores across administration modes with regard to scaling (means and standard deviations), internal consistency, and criterion- and construct-related validity. Overall, examinees preferred taking the computerized tests and valued many operational features of those tests. The least favorable

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Soto, Lourdes Diaz, Murray I. Gellen, and John D. Morris. "School Perceptions of Puerto Rican Mothers and Achievement of Their Children." Psychological Reports 62, no. 1 (1988): 187–92. http://dx.doi.org/10.2466/pr0.1988.62.1.187.

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The purpose of this study was to examine the correlations between school-related perceptions of 57 Puerto Rican mothers residing in east-central Pennsylvania and achievement of their children. The school-related perceptions were obtained using the Marjoribanks Family Environment Schedule, which yielded scores for satisfaction with school, teachers, and subject areas as well as a measure of the mother's language of preference for instruction. The children's achievement was measured by the Iowa Test of Basic Skills. Statistically significant correlations were not found between the Iowa reading s

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Hanson, Ralph A., and Richard E. Schutz. "A Comparison of Methods for Measuring Achievement in Basic Skills Program Evaluation." Educational Evaluation and Policy Analysis 8, no. 1 (1986): 101–13. http://dx.doi.org/10.3102/01623737008001101.

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Standardized achievement tests continue to be used as the primary criterion measures in the evaluation of basic skills programs despite explicit recommendations against this practice by many testing and evaluation experts. A major issue behind this criticism is examined in this comparative study of three types of tests. These tests represent three points on a content validity continuum which references their correspondence to the instructional program being evaluated. Data are examined on these tests at two levels in eight groups of elementary school students receiving instruction on various b

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Passoneau, Sarah, and Michele Christian. "Participant Learning in an Archival Education and Outreach Program to Fraternities and Sororities: An Implementation of Evidence-Based Librarianship and Information Science." RBM: A Journal of Rare Books, Manuscripts, and Cultural Heritage 14, no. 2 (2013): 92–110. http://dx.doi.org/10.5860/rbm.14.2.404.

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What can researchers do when they want to transform a traditional lecture into a collaborative, hands-on learning experience? How can participants learn and become empowered to construct and maintain historical records that reflect their experiences? An archivist can lecture students about basic archival practices and the students can learn a few skills, but hands-on activities for record creation and maintenance that facilitate participants’ learning will create collaborators with basic, but important, archival skills.At Iowa State University (ISU), the University Archivist and the Assessment

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Bass, George, Roger Ries, and William Sharpe. "Teaching Basic Skills through Microcomputer Assisted Instruction." Journal of Educational Computing Research 2, no. 2 (1986): 207–19. http://dx.doi.org/10.2190/kean-rwux-7bl2-fp3v.

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Low achieving students in grades 4–6 were given supplementary microcomputer assisted instruction in reading and mathematics. Students' performance was assessed with a pretest/posttest nonequivalent control group design using standardized achievement and affective tests. Although all microcomputer experimental groups showed statistically significant pretest/posttest gains in reading and mathematics, the control groups using conventional instructional methods also showed similar gains. Analysis of covariance of achievement gains revealed only one experimental group, sixth grade reading, to be st

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Allen, Brenda S., and Brenda J. Lohman. "Positive Youth Development Life Skills Gained at the Iowa 4-H Youth Conference." Journal of Youth Development 11, no. 1 (2016): 62–76. http://dx.doi.org/10.5195/jyd.2016.434.

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Research suggests 4-H programs build Life Skills such as leadership, communication, citizenship and learning. However, 4-H programs vary from long-term on-going experiences to shorter, more intense opportunities. This paper discusses a program evaluation articulating the life skill development of participants in a 3-day residential State 4-H Conference on a Midwestern college campus. The Life Skills assessed were in the areas of leadership, citizenship, communication, and learning as part of overall Life Skill development. Participants were youth ages 14-18 years. A retrospective pretest-postt

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Nezirović, Alma. "THE RELATIONSHIP BETWEEN BASIC MOTOR SKILLS AND DEFORMITY IN STUDENTS." Zbornik radova 16, no. 16 (December 15, 2018): 303–22. http://dx.doi.org/10.51728/issn.2637-1480.2019.16.303.

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In this paper we refer to the definition by which motor skills are those human skills that are involved in resolving motor tasks, and that determine successful movement. The primary aims of the paper were to ascertain whether the level of physical deformity affects the results the participants show on the tests of basic motor skills, as well as whether the level of deformity differs between male and female population. The research sample included 299 students of the University of Sarajevo. The findings indicated that the level of deformity does not significantly affect the results obtained on

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Farkash, Ebraheem, Wadii Zayed, and Naila Bali. "The effect of using the two competitive teaching styles and stations on learning some basic football skills for physical education students." Physical education of students 26, no. 6 (2022): 308–15. http://dx.doi.org/10.15561/20755279.2022.0605.

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Purpose: The present study investigates the effect of two different teaching methods, which are represented in the collective competitive method and the station method in teaching some basic football skills to students of faculty of physical education and sports sciences . Material: Data were collected with 40 students (STs). the research sample was divided randomly into two groups of (20) students for each group, where the first group applied the competitive method, and the second applied the stations method. A quantitative study used based on tests and measurements consisting to identi

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Rickard, Timothy C., and Lyle E. Bourne. "Some tests of an identical elements model of basic arithmetic skills." Journal of Experimental Psychology: Learning, Memory, and Cognition 22, no. 5 (1996): 1281–95. http://dx.doi.org/10.1037/0278-7393.22.5.1281.

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Ridlon, Candice L. "Christi Makes Sense of Sixth-Grade Mathematics." Mathematics Teaching in the Middle School 5, no. 6 (2000): 367–73. http://dx.doi.org/10.5951/mtms.5.6.0367.

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IN FALL 1997, A LOCAL PUBLIC MIDDLE school granted me permission to try a new curriculum with twenty-six sixth graders for nine weeks. I wanted to study children in ordinary classrooms using commonly available materials, like an overhead projector and worksheets. These students were randomly selected from 153 low achievers in mathematics on the basis of scores from the Iowa Test of Basic Skills (ITBS)—scores below the fortieth percentile—and recommendation by a classroom teacher.

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Nurrochmah, Siti, Rachmad Fariz Furrochman, and Guntur Firmansyah. "Analysis of physical conditions and basic skills of table tennis players in malang city." Jurnal Maenpo : Jurnal Pendidikan Jasmani Kesehatan dan Rekreasi 12, no. 2 (2022): 151. http://dx.doi.org/10.35194/jm.v12i2.2738.

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The purpose of this study was to determine and examine the description of the physical condition that has components which are strength, agility and reaction speed as well as basic service and drive technical skills possessed by table tennis athletes in Table Tennis Federation of Malang City. This research is a quantitative descriptive type and uses an observational test approach. The population was 55 people and the sampling used a purposive proportionate random sampling technique with a portion of 90% of 55 people, a total sample of 50 people. Data collection uses measurement techniques in t

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Stevens, Joseph J., and Keith Zvoch. "Confirmatory Factor Analysis of the TerraNova Comprehensive Tests of Basic Skills/5." Educational and Psychological Measurement 67, no. 6 (2007): 976–89. http://dx.doi.org/10.1177/0013164406299107.

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أ.د. نجلاء عباس, زينة حسن. "The effect of using the bubble mental map on learning the skills of preparation and receiving transmissions in female students volleyball." Modren Sport Journal 19, no. 4 (2020): 0049. http://dx.doi.org/10.54702/msj.2020.19.4.0049.

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Several cognitive strategies, methods, methods, and teaching aids have emerged that help the teacher achieve the goal they want. Among these learning methods are mind maps, which are one of the means that contribute to stabilizing the information of the learner, especially the game of volleyball, which includes many basic skills. The basic skills of volleyball, as the study aims to identify the effect of using the bubble mental map in learning some basic skills of volleyball for students, and also included two assumptions, namely 1- There are no statistically significant differences between th

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Melawati, Oka, Ngadimin Ngadimin, and Soewarno Soewarno. "The Development of Physics Student Skills Test Using Basic Physics Measuring Instruments." Asian Journal of Science Education 1, no. 1 (2019): 45–52. http://dx.doi.org/10.24815/ajse.v1i1.14744.

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Learning about laboratory equipment is often done. However, at the end of the learning that is often carried out tests is knowledge. While the skills possessed by students are rarely carried out tests, even though skills are part of the competencies that must be achieved. This can be caused by the unavailability of test kits that can be used to measure skills. Therefore in this study researchers conducted research on the development of physics student skills tests using basic physics measuring instruments in the Fkip Unsyiah Physics Education laboratory. This study aims to obtain a skill test

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Kloer, Mary, Laurence Mynors-Wallis, and Denise Cope. "Basic competency testing to meet Clinical Negligence Scheme for Trusts standards." Psychiatric Bulletin 31, no. 5 (2007): 173–75. http://dx.doi.org/10.1192/pb.bp.106.009688.

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Aims and MethodIn order to meet revised (2005) Clinical Negligence Scheme for Trusts standards, tests of competency in key clinical skills were set for psychiatric senior house officers (SHOs) at the start of their posts.ResultsThe assessment of basic competencies demonstrated that 9 out of 14 SHOs met the required standards in tests of key clinical skills (overall competency rate of 64%). Senior house officers were generally in agreement with the principles behind the assessments.Clinical ImplicationsCompetency testing is becoming important at all stages of training and within all medical spe

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KHALIL, Joulan Hussain. "OXYGEN EXERCISES AND THEIR EFFECT ON PSYCHOLOGICAL COMPATIBILITY، SOME FUNCTIONAL INDICATORS, CONCENTRATION OF BETA-ENDORPHINS AND BASIC SKILLS OF AL-KARKH JUNIOR BASKETBALL TEAM PLAYERS." International Journal of Humanities and Educational Research 04, no. 1 (2022): 41–51. http://dx.doi.org/10.47832/2757-5403.12.3.

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Identified the research problem stating that the oxygen exercises prepared by the two researchers have an effect on improving psychological compatibility, functional and chemical indicators, and basic basketball skills for young players? Through it, the researcher set the objectives of this study in terms of first: identifying the tribal and dimensional differences between the level of psychological adjustment، oxygen susceptibility, functional indicators، beta-endorphin and basic skills in basketball for the junior category for the experimental and control samples, and secondly: identifying t

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Sparks, Richard, Leonore Ganschow, and Alex Thomas. "Role of Intelligence Tests in Speech/Language Referrals." Perceptual and Motor Skills 83, no. 1 (1996): 195–204. http://dx.doi.org/10.2466/pms.1996.83.1.195.

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This study examined the relation of the WISC–R Verbal IQ with measures of oral and written language among 190 students referred to a private educational clinic over a 5-yr. period. Correlations of Verbal IQ with scores on measures of oral language, written language, receptive language, reading comprehension, and basic reading skills were calculated for the total sample and by Grades 1–3, 4–7, and 8–11. Standard regression coefficients were used to estimate the proportion of variance explained by these five measures. Significant correlations were found for Verbal IQ with the measures, ranging f

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HUSSEIN, Raad Abdulqader, and Nibras Kamil HADEAT. "THE EFFECT OF FLIPPED CLASSROOM STRATEGY IN LEARNING SOME BASIC ‎FOOTBALL SKILLS FOR JONIOR INTERMEDIATE SCHOOL STUDENTS." International Journal of Humanities and Educational Research 03, no. 06 (2021): 550–58. http://dx.doi.org/10.47832/2757-5403.6-3.42.

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The search aims to: ‎ ‎- Recognize the effect of the inverted grade strategy in learning some ‎of the basic skills of football for second graders. ‎ ‎- Identify the differences between the past and subsequent tests of ‎the two groups of research in learning some of the basic skills of ‎football for second grade students.‎ ‎- Identify the differences between the subsequent tests of the two ‎groups of research in learning some of the basic skills of football for ‎students of the second grade literary.‎ The researchers used the experimental approach to suitability and the ‎nature of the research.

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Hudson, J. Blaine, Sidney A. McPhee, and Joseph Petrosko. "The Relationship Between Tests, Course Placement, and the Academic Performance of College Freshmen." NACADA Journal 13, no. 2 (1993): 5–14. http://dx.doi.org/10.12930/0271-9517-13.2.5.

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Standardized and basic skills placement tesh are used routinely as indicators of academic ability and potential in academic advising. By analyzing the relationship between test scores and the academic performance patterns of more than 1,800 freshmen attending an urban public university, the authors found that basic skills placement tesh measured academic preparation more accurately than did the American College Test (ACT). However, standardized and locally developed placement tests predicted academic performance with only low to moderate reliability. In particular, the tests tended to underest

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Qodir, Abdul. "The Effectiveness of Training on improving Knowledge and Skills Basic Life support in Lay People." Jurnal Ilmiah Kesehatan Media Husada 9, no. 1 (2020): 19–26. http://dx.doi.org/10.33475/jikmh.v9i1.215.

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Out-of-hospital cardiac arrest (OHCA) is a major health problem throughout the world. The best survival rates are achieved when trained people provide OHCA victims with basic life support (CPR). This study aims to evaluate the effectiveness of training on improving knowledge and skills basic life support in lay people. One group pretes posttest design was conducted in this study in integrated laboratory Widyagama Husada School of health. A total 15 participants were ware selected by Consecutive Sampling. Data were collected on respondent characteristics, knowledge and practical skills basic li

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Berry, Robert. "Spotlight on the Principles: The Equity Principle through the Voices of African American Male Students." Mathematics Teaching in the Middle School 10, no. 2 (2004): 100–103. http://dx.doi.org/10.5951/mtms.10.2.0100.

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Calvin is a sixth-grade African American male student in a school district in the southeastern United States. As an elementary school student, Calvin earned the highest level of achievement on his state's standardized mathematics test in grades 3, 4, and 5. In addition, he scored in the 98th percentile on the Iowa Test of Basic Skills in mathematics. On all objective measures in mathematics, Calvin performed well and, in most cases, excelled. In addition, he earned A's and B's consistently in mathematics. Calvin stated that mathematics is his favorite subject and that mathematics comes natural

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Kohen-Raz, Reuven, and Maruan Masalha. "Relations of Basic Arithmetic and Motor Skills in Deaf Elementary School Children." Perceptual and Motor Skills 66, no. 1 (1988): 275–82. http://dx.doi.org/10.2466/pms.1988.66.1.275.

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3 segregated groups of Arab and Jewish deaf children of CA 10;9 ( n = 28) were compared with a group of hearing Arab first graders (CA = 6;10, n = 32) on tests of basic arithmetic, static balance control, and the ability to suppress synkinetic finger movements. The hearing-impaired performed as well on arithmetic tasks and on the tests of synkinetic control as their normal peers who were four years younger, while on static balance they were even inferior to the latter. Significant correlations were found between the basic airthmetic and motor skills, within the hearing as well as within the he

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Ahmed, Shazia, and Ruth Douglas. "Success in employers’ numeracy tests." MSOR Connections 17, no. 2 (2019): 25. http://dx.doi.org/10.21100/msor.v17i2.983.

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Final year students applying for graduate jobs in industry are often required to sit numeracy tests as part of the recruitment process. Students in the College of Arts can be disadvantaged in this area as, often, the last time they will have come across any Mathematics will have been at National 5, GCSE or equivalent level (at the age of 15 or 16). This project was a collaboration between the Mathematics & Statistics support within the Learning Enhancement and Academic Development Service (LEADS) and the Careers Service to create a repository of resources designed to help students refresh

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Lieberth, Ann K., and Douglas R. Martin. "The Instructional Effectiveness of a Web-Based Audiometry Simulator." Journal of the American Academy of Audiology 16, no. 02 (2005): 079–84. http://dx.doi.org/10.3766/jaaa.16.2.3.

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With distance learning becoming more of a reality than a novelty in many undergraduate and graduate training programs, web-based clinical simulations can be identified as an instructional option in distance education that has both a sound pedagogical foundation and clinical relevance. The purpose of this article is to report on the instructional effectiveness of a web-based pure-tone audiometry simulator by undergraduate and graduate students in speech-language pathology. Graduate and undergraduate majors in communication sciences and disorders practiced giving basic hearing tests on either a

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