The relationship between test preparation strategies and performance of at-risk students who sat for the CLAST for the first time

157 Pages·1995·5.4 MB·English

by  Swallwood, Sharon Ann

THE RELATIONSHIP BETWEEN TEST PREPARATION STRATEGIES
AND PERFORMANCE OF AT-RISK STUDENTS
WHO SAT FOR THE CLAST FOR THE FIRST TIME
By
SHARON ANN SWALLWOOD
A DISSERTATION PRESENTED TO.THE GRADUATE SCHOOL
OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT
OF THE REQUIREMENTS FOR THE DEGREE OF
DOCTOR OF EDUCATION
UNIVERSITY OF FLORIDA
1995
Copyright 1995
by
Sharon Ann Swallwood
This dissertation is dedicated to
my parents
Harriet and Lester Swallwood
and the memory of my grandparents
Yetta and Samuel Swallwood
and
Florence and Samuel Rothman
ACKNOWLEDGMENTS
This dissertation could not have been completed without
the assistance of many talented people.
My thanks and gratitude go to my committee, who provided
expertise and encouragement: Dr. David Honeyman, Dr. James
Pitts, Dr. Edward Turner, and Dr. R. Craig Wood. Thanks are
offered to cochair Dr. Linda Behar-Horenstein. Special
thanks go to my committee chair, Dr. John Nickens, for his
insights and leadership.
Heartfelt thanks go to C. Kuttler, B. Sullins,
S. Fischer, M. Sams, J. Cashon/staff, J. Guest/staff, library
staff, S. Kaiser, D. Brett, G. Bowens, and my colleagues for
assistance and support. Grateful thanks are given to H.
Gilbert for understanding.
Thanks are extended to all my terrific friends for their
assistance and patience. Special thanks go to S. Gold,
S. Nerenberg, P. Andreichik, J. Wilson, R. Moss, K. Sidwell,
S. Schulman, K. Taylor, K. Dresch, C. Klein, and L. Karlin.
Finally, I will always be grateful to my family. Loving
thanks are given to my wonderful parents, Lester and Harriet
Swallwood, for always being there with their love, help, and
encouragement. Thanks are given for Rowdy; he was here for
as long as possible and is missed. Thanks also are given to
Steven, Leanne, Rachel, and Samantha Swallwood for support.
IV
TABLE OF CONTENTS
page
ACKNOWLEDGMENTS iv
LIST OF TABLES viii
ABSTRACT ix
CHAPTERS
1 INTRODUCTION 1
Background and Rationale 5
CLAST Review Sessions 6
Self-Study 6
CLAST-Related Courses 7
Need for the Study 8
Statement of the Problem 9
Significance of the Study 10
Limitations 11
Assumptions 12
Definition of Terms 12
Summary 14
2 REVIEW OF RELATED LITERATURE 15
Underprepared Students and College Admissions 15
Testing Students' Academic Skills 20
Florida's College-Level Academic Skills Test 25
Student Characteristics for Success in College 31
Demographic Factors 34
Environmental Factors 38
Test Preparation Strategies 42
Review Sessions 43
Self-Study 56
Required Courses 58
Summary 62
V
3
METHODOLOGY 64
Pilot Study 68
First Pilot Study 69
Second Pilot Study 72
Procedures for Questionnaire Collection 72
Data Compilation Procedures 74
Interviews 77
Analysis of Data 79
4 RESULTS AND DISCUSSION 83
Demographics 83
Research Question 1: How Helpful Did the Students
Perceive CLAST Review Sessions for Passing the
CLAST? 85
Reading Review Sessions 85
Mathematics Review Sessions 86
English Language Skills (ELS) Review Sessions 87
Essay Review Sessions 88
Research Question 2: How Helpful Did the Students
Perceive Self-Study for Passing the CLAST? 89
Reading Self-Study 90
Mathematics Self-Study 91
English Language Skills Self-Study 92
Essay Self-Study 93
CRLeAsSeTa-rRchelaQtueedstiCoonurs3e:s Hfoowr HPealspsfiunlg wtahse CRoemlpalteetding
CLAST Subtests? 94
Reading Courses 95
Mathematics Courses 97
English Language Skills Courses 98
Essay Courses 99
Telephone Interviews 100
Summary of Findings 109
Findings Related to Question 1 110
Findings Related to Question 2 Ill
Findings Related to Question 3 112
Findings Related to the Interviews 112
5 SUMMARY, CONCLUSIONS, SUGGESTIONS, AND
RECOMMENDATIONS 114
Summary 114
Conclusions 116
Suggestions and Recommendations 118
VI
APPENDICES
A CLAST REGISTRATION LETTER 124
B CLAST REGISTRATION COVER LETTER 125
C CLAST SURVEY 126
D CLAST ROOM SUPERVISOR INSTRUCTIONS 127
E CLAST INTERVIEW GUIDESHEET 128
REFERENCES 129
BIOGRAPHICAL SKETCH 143
vii
LIST OF TABLES
Table Page
1 Comparison of At-Risk Reading Groups with Reading
Review Session Use 86
2 Comparison of At-Risk Mathematics Groups with
Mathematics Review Session Use B1
3 Comparison of At-Risk ELS Groups with ELS Review
Session Use 88
4 Comparison of At-Risk Essay Groups with Essay Review
Session Use 89
5 Comparison of At-Risk Reading Groups with Reading
Self-Study Use 90
6 Comparison of At-Risk Mathematics Groups with
Mathematics Self-Study Use 91
7 Comparison of At-Risk English Language Skills (ELS)
Groups with ELS Self-Study Use 92
8 Comparison of At-Risk Essay Groups with Essay Self-
Study Use 93
9 Comparison of At-Risk Reading Groups with Reading
Courses Completed 96
10 Comparison of At-Risk Mathematics Groups with
Mathematics Courses Completed. 97
11 Comparison of At-Risk ELS Groups with ELS Courses
Completed 98
12 Comparison of At-Risk Essay Groups with Essay Courses
Completed 99
viii
. .
Abstract of Dissertation Presented to the Graduate School
of the University of Florida in Partial Fulfillment of the
Requirements for the Degree of Doctor of Education
THE RELATIONSHIP BETWEEN TEST PREPARATION STRATEGIES
AND PERFORMANCE OF AT-RISK STUDENTS
WHO SAT FOR THE CLAST FOR THE FIRST TIME
By
Sharon Ann Swallwood
August, 1995
Chair: Dr. John Nickens
Cochair: Dr. Linda Behar-Horenstein
Major Department: Educational Leadership
The purpose of this study was to determine the
relationship between performance of at-risk students who sat
for the College-Level Academic Skills Test (CLAST) and test
preparation strategies (CLAST review sessions, self-study,
and CLAST-designated academic course completion)
Information was needed to improve CLAST preparation
strategies. Information was obtained regarding students'
preparation strategies, perceived helpfulness of these
strategies, and how use of preparation strategies related to
CLAST scores
All 320 students registered for the February 1993 CLAST
at the selected community college were requested to complete
IX
a questionnaire and return it to the test site. Of the 271
students who returned the survey, 115 students met the data
collection requirements and were considered at-risk for a
total of 239 subtests, as some students were at risk for more
than one subtest. Additionally, a telephone survey of 39 at-
risk students was conducted.
For the reading subtest, 23 students were at-risk. For
the mathematics subtest, 76 students were at-risk. For the
ELS subtest, 70 students were at-risk. For the essay
subtest, 70 students were at-risk.
Test scores indicated that reading and English Language
Skills (ELS) review sessions were helpful in passing the
related subtests, while mathematics and essay review sessions
were not helpful. However, most students perceived that the
review sessions were helpful.
Test scores indicated that self-study in reading,
mathematics, ELS, and essay was helpful in passing the
related subtests. Most students perceived that their self-
study were helpful.
Test scores indicated that course completion was not
helpful in passing the reading subtest. Academic courses
were helpful in passing the math subtest. Only academic
courses and preparatory/academic combinations were helpful in
passing the ELS and essay subtests.
For future study, it was recommended that the
qualitative component be expanded, a quantitative component
be added, and both components be administered for at least
X