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Dissertations / Theses on the topic 'Scholastic Aptitude Test'

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Published: 4 June 2021

Last updated: 25 July 2025

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1

Steele, Charles Noah. "Scholastic aptitude test scores and the economic returns to college education." Thesis, Montana State University, 1990. http://etd.lib.montana.edu/etd/1990/steele/SteeleC1990.pdf.

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Student scores on standardized achievement tests fell during the 1960's, raising questions about the quality of education in America. The decline was especially pronounced on the Scholastic Aptitude Test (SAT), the most widely used college entrance examination. Much of this decline remains unexplained. This study examines the hypothesis that declining returns to college education played a role in the score decline. Specifically, it is hypothesized that declining returns to education reduce the incentive for students to invest in the college skills which the SAT attempts to measure. This study

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2

Drakulich, Elaine. "An Analysis of the Involvement of Ten High Schools in Scholastic Aptitude Testing Student Preparation." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/1154.

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The Scholastic Aptitude Test (SAT) is taken each year by two fifths of the high school graduates (Cameron, 1989). The perception that high SAT scores will either open the door of selective colleges and generate scholarships or that low SAT scores will close off opportunities for the rest of oneâ€™ life, makes virtually every student who invests the three hours of time required to take the test extremely anxious about doing as well as possible (Whitla, 1988). Significant relationships between identified preparation techniques and the perceived effectiveness of those techniques by students and s

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3

Adams, Edward R. "The effects of cost, income, and socio-economic variables on student scholastic aptitude scores." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/917821.

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The purpose of the study was to determine at the school district level, what relationships exist, if any, between Indiana school corporation SAT mean scores (a limited output measure of student achievement and aptitude) and six intervening input variables: (1) operating expenditures per pupil, (2) instructional expenditures per pupil, (3) per capita income, (4) corporation enrollment size, (5) degree of population density, and (6) at-risk index characteristics.The study provided a review of the research and related literature on relationships between high school SAT scores, public school expen

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4

Fenner, Sherrie. "A study of the correlation between Pennsylvania system of school assessment and scholastic aptitude test scores in mathematics." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2001. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 2001.<br>Source: Masters Abstracts International, Volume: 45-06, page: 2797. Typescript. Abstract precedes thesis as preliminary leaves. Includes bibliographical references (leaves 41-43).

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5

Brown, Georgia M. "An investigation of the general aptitude test battery as a predictor of academic success for college students." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999browng.pdf.

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6

Belec, Marguerite E. "The Scholastic Aptitude Test as a performance predictor of Broadened Opportunity for Officer Selection and Training (BOOST)." Thesis, Monterey, California. Naval Postgraduate School, 1989. http://hdl.handle.net/10945/26235.

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7

Bolinger, Rex W. "The effect of socioeconomic levels and similar instruction on scholastic aptitude test scores of Asian, Black, Hispanic, and White students." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/845922.

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8

Curabay, Muhammet. "Meta-analysis of the predictive validity of Scholastic Aptitude Test (SAT) and American College Testing (ACT) scores for college GPA." Thesis, University of Denver, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10242126.

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<p> The college admission systems of the United States require the Scholastic Aptitude Test (SAT) and American College Testing (ACT) examinations. Although, some resources suggest that SAT and ACT scores give some meaningful information about academic success, others disagree. The objective of this study was to determine whether there is significant predictive validity of SAT and ACT exams for college success. This study examined the effectiveness of SAT and ACT scores for predicting college students’ first year GPA scores with a meta-analytic approach. Most of the studies were retrieved

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9

Clingman, Elizabeth Ann. "The Relationship of Student Mathematics Scores on the Scholastic Aptitude Test to Teacher Effectiveness as Measured by the Texas Teacher Appraisal System." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc332301/.

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The purposes of this study were (1) to determine the scores on the quantitative portion of the SAT for 110 students and these students' math teachers' ratings on the TTAS, (2) to determine the nature of the relationship of the students' SAT scores to their teachers' TTAS ratings, and (3) to determine the nature of the relationship of the students' SAT scores to their sex. It was hypothesized that (1) there would be no significant relationship between a student's math score as measured by the quantitative portion of the SAT and the effectiveness of the student's math teacher as measured by the

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10

Geering, Margo, and n/a. "Gender differences in multiple choice assessment." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20050218.141005.

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Multiple choice testing has been introduced as an assessment instrument in almost all educational systems during the past twenty years. A growing body of research seems to indicate that tests structured to a multiple choice format favour males. In the ACT, Queensland and Western Australia, a multiple choice examination known as ASAT was used to moderate student scores. Using data from the 1989 ASAT Paper 1, as well as data from the ACT Year 12 cohort of that year, an investigation was made of the items in the ASAT paper. This investigation attempted to identify specific types of questions that

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11

Warry, Jaye Ellen. "An analysis of variables affecting standardized test results at the high school level." Thesis, Boston University, 2003. https://hdl.handle.net/2144/33587.

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Thesis (Ed.D.)--Boston University<br>PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>The purpose of this study was to determine the relative contribution to the Massachusetts Comprehensive Assessment System (MCAS) English Language Arts (ELA) of five variables: Type of Community (Urban or Subu

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12

Mullins, Lavorious M. "An investigative study of the predictive validity of high school grade-point averages and scholastic aptitude test scores as they relate to baccalaureate grade-point averages." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2000. http://digitalcommons.auctr.edu/dissertations/3703.

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The graduation of students should be one of the primary goals of an institution of higher learning. Institutions of higher learning should never stop investigations to determine variables that seek to predict academic success of students. The purpose of this study is to determine the predictive validity of high school grade-point averages, Scholastic Aptitude Test (SAT) scores and their relationship to the baccalaureate grade-point averages of students. The population used in this investigation included students that enrolled as freshmen at the [University] in the 1993 fall semester and who co

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13

Andersson, Per. "Att studera och bli bedömd : Empiriska och teoretiska perspektiv på gymnasie- och vuxenstuderandes sätt att erfara studier och bedömningar." Doctoral thesis, Linköpings universitet, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo), 2000. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-12624.

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This dissertation is focussing on students’ experiences of assessments, which means that the assessments are related to studying. The assessments particularly investigated are the main types of assessments used in the application and selection for higher education in Sweden – the grading in schools on secondary level, and the Swedish Scholastic Aptitude Test (SweSAT). The literature review is an analysis of previous knowledge, resulting in a model of orientations to studying. The empirical investigation consists of interviews with 100 students in upper secondary school, municipal adult educati

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14

Simpson, Angela Gumede. "Aptitude, school grades, Cambridge examination results and university performance : the Swaziland case." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/720159.

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The purpose of this study was to examine the relationship among locality of school, type of school, gender of student, school GPA (GPA), aptitude (MEANAPT), Cambridge English Language (CAMENG), Cambridge class (CAMCLASS), and Cambridge aggregate (CAMAGGR). A second purpose of this research was to determine the relationship among GPA, MEANAPT, CAMENG, CAMCLASS, CAMAGGR, university registration status (STATUS), and average university grade (UNIMEAN) after 2 years at the University of Swaziland (UNISWA). The study was divided into two parts. In the first part, locality of school, type of school,

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15

Fan, Yuan-shun, and 范元順. "A Comparison of Scholastic Aptitude English Test and Department Required English Test." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/64523960522400598087.

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碩士<br>國立中正大學<br>外國文學所<br>96<br>This study aimed to compare the test items of SAET and DRET administered from 2002 to 2007 in Taiwan and to survey senior high school English teachers’perspectives on the two tests and their approaches to helping students prepare for the tests respectively. The comparison was conducted in terms of item difficulty level, reference word level, text readability (Flesch-Kincaid readability), and item types. With regards to the questionnaire, 55 senior high school English Teachers in Taiwan filled in the questionnaire and the validity of questionnaire was ensured by s

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16

Chou, Ssu-yu, and 周思余. "A Study of Cloze Test Items in Scholastic Aptitude English Test and Department Required English Test." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/07595302968765142752.

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碩士<br>國立中正大學<br>外國文學所<br>97<br>The study analyzed items in Zong-He-Ce-Yian section in Scholastic Aptitude English Test (SAET) and Department Required English Test (DRET) from 2004 to 2008. It aimed to investigate what kind of language processing skills, discrete-point or integrative skill, the cloze items in both tests measure. Passing rates and discrimination indices are used to indicate the difficulty level and discrimination power of each item type. Aside from categorizing items into two general types, the study further classified items into subtypes to find out learners’ strengths and weak

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17

SHEN, LI-CHING, and 沈例憬. "The Item Analysis of Scholastic Aptitude Math Test In 2015 Academic Year." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/9h39um.

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碩士<br>國立高雄師範大學<br>數學系<br>105<br>This study aims to adopt test analysis and item analysis on"104 school year general scholastic ability test mathematics".The data resource comes from all of examinees attending 104 school year scholastic ability test with 11,000 samples by random sampling from the College Entrance Examination Center (CEEC).On the basis of classical test theory(CTT) and item response theory(IRT),the researcher adopts qualitative and quantitative analysis on the test data by statistical softwares SPSS17.0,TestGraf98 and BILOG-MG3.0. Synthesizing the findings,analysis of results an

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18

Liang, Jen-hsin, and 梁仁馨. "The relations between the Scholastic Aptitude Test and the achievements of Calculus." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/7c4eqp.

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碩士<br>國立中央大學<br>數學研究所<br>97<br>The subjects of study are the freshmen of the National Central University in 2007. The samples of study include the scores of the Scholastic Aptitude Test (SAT) by the College Entrance Examination Center, the achievements of the United Classes of Calculus (UCC), and the classes of the Freshman English Course. The main software of study is Matlab and Microsoft Excel. The data is analyzed by the methods of k-means and coefficients of correlation, t-test and regression in statistics. The researcher tries to use the k-means and the graph of distribution, which are

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19

Fan, Kuang-Hui, and 范光輝. "The investigation of applying computerized adaptive testing to the college scholastic aptitude test." Thesis, 1994. http://ndltd.ncl.edu.tw/handle/70809279292673783042.

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碩士<br>中原大學<br>心理學系<br>82<br>The purpose of the study is to investigate the feasibility of applying computerized adaptive testing (CAT) to the college scholastic aptitude test. Investigations focus on: (1) the correlation between the total score of classical test theory (CTT), the ability estimate of item response theory (IRT), and the ability estimate of CAT, (2) how much test length reduction resulted from CAT in comparison with the conventional paper- pencil test? (3) the students'' attit

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20

Jenkins, David James. "The predictive validity of the general scholastic aptitude test (GSAT) for first year students in information technology." Thesis, 2004. http://hdl.handle.net/10530/57.

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A mini-dissertation submitted to the Faculty of Education in partial fulfillment of the requirements for the degree of Master of Education (Educational Psychology) in the Department of Educational Psychology and Special Education at the University of Zululand, 2004.<br>This study investigates the validity of the General Scholastic Aptitude Test as a tool for predicting academic success for first year Information Technology (IT) students. Secondly it seeks to establish if it is an equally good predictor for the various racial groups in South Africa. Thirdly it investigates it’s usefulness as a

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21

Marais, Amanda Claudia. "Using the differential aptitude test to estimate intelligence and scholastic achievement at grade nine level." Diss., 2007. http://hdl.handle.net/10500/531.

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The newly developed Differential Aptitude Test Form S (DAT) does not give an indication of general intelligence or expected achievement in Grade 9. The aim of the current study was to determine the relationships of the aptitude subtests (measured by the DAT) with intelligence and achievement. Two affective factors, motivation and self-concept, as well as study orientation, were included as variables predicting achievement. An empirical study was carried out in which 60 Grade 9 learners were tested. The variables were measured using reliable instruments. Correlations were calculated and

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22

Saka, Thomas T. "Differential item functioning among mainland U.S. and Hawaii examinees on the verbal subtest of the scholastic aptitude test." Thesis, 1992. http://hdl.handle.net/10125/9728.

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23

De, Beer Marie. "The construction and evaluation of a dynamic computerised adaptive test for the measurement of learning potential." Thesis, 2000. http://hdl.handle.net/10500/5337.

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Recent political and social changes in South Africa have created the need for culture-fair tests for cross-cultural measurement of cognitive ability. This need has been highlighted by the professional, legal and research communities. For cognitive assessment, dynamic assessment is more equitable because it involves a test-train-retest procedure, which shows what performance levels individuals are able to attain when relevant training is provided. Following Binet’s thinking, dynamic assessment aims to identify those individuals who are likely to benefit from additional training. The theoretical

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24

wan-fong, Wang, and 王畹鳳. "The relation between Multi-aptitute Test and the General Scholastic Ability Test." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/32868891482759093853.

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碩士<br>中華大學<br>應用數學學系(所)<br>96<br>Abstract This research aims to explore the relation between Multi-aptitude Test and the General Scholastic Ability Test. 231 senior high school graduates from Municipal Taichung Chungming High School are the samples to be examined and analyzed under the method of Pearson’s theory and the descriptive statistics. The findings of this research are as follows: 1. The language ability shows a high positive correlation with the performance of every subject as well as the total scores. 2. The mathematic deduction ability is only related to mathematic. Mac

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25

Cooper, Patricia Anne. "Lexis and the undergraduate : analysing vocabulary needs, proficiencies and problems." Diss., 1999. http://hdl.handle.net/10500/17926.

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Beginning with Plato's expulsion of the poets in the Republic, this dissertation ' looks at the often hostile, yet also symbiotic, relationship between·poetry and philosophy. Aristotle's 'response' to Plato is regarded as a significant origin of literary theory. Nietzsche's critique of Western philosophy as being an attempt to suppress its own metaphoricity, leads to a revaluation of truth and consequently of the privileging of philosophy over poetry. Post-structuralism sometimes overemphasizes this constitutive force of metaphoricity, at the expense of conceptual modes. However, Derri

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Scheepers, Ruth Angela. "Assessing grade 7 students' English vocabulary in different immersion contexts." Thesis, 2003. http://hdl.handle.net/10500/1464.

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Research has shown that the extent of students' vocabulary in the language of learning and teaching, as an important component of overall language proficiency, plays a crucial role in reading and academic success, whether students are studying through their mother tongue or not. This study compares the vocabulary size of Grade 7 English second language immersion students with that of their English mother tongue classmates, focusing primarily on receptive vocabulary. Two aspects of immersion that South African children may experience are identified: length and quality. It is assumed that the l

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Scheepers, Ruth. "Assessing grade 7 students' English vocabulary in different immersion contexts." Thesis, 2003. http://hdl.handle.net/10500/1464.

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Research has shown that the extent of students' vocabulary in the language of learning and teaching, as an important component of overall language proficiency, plays a crucial role in reading and academic success, whether students are studying through their mother tongue or not. This study compares the vocabulary size of Grade 7 English second language immersion students with that of their English mother tongue classmates, focusing primarily on receptive vocabulary. Two aspects of immersion that South African children may experience are identified: length and quality. It is assumed that the l

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