Etapa 6(E6): Evaluación de pertinencia de estándares vs nuevos

tests score higher on college entrance exams.

Alternatively, the following are the null hypotheses.

Ho1: Students who use self-paced manuals and tests in preparation for

taking tests do not score higher on college entrance exams.

Ho2: Students who participate in online test preparatory classes do not

score higher on college entrance exams.

Ho3: Students who participate in school sponsored test preparatory classes

do not score higher on college entrance exams.

Ho4: Students who have private tutoring in preparation for taking tests do

not score higher on college entrance exams.

Ho5: Students who participate in various preparation methods for taking

tests do not score higher on college entrance exams. Participants

Participants were recent high school graduates who were attending their College Freshman Seminar. These students were eighteen years of age or older. These students were asked to voluntarily take a survey which provided

information about the preparation they participated in before taking the SAT and/or ACT. Both genders and various races were represented. Over seven hundred students participated in the survey. Of these, six hundred ninety-six completed everything correctly and were used to complete the study. These students were entering a private university in Virginia.

According to the College Board, the students in the freshman class at this university consist of “7% Black African American, 1% Asian, 3% Hispanic, 69% White, 6% Non-Resident Alien, 2% two or more races, 52% female and 48% male” (2013). The majority (58%) of the students are out of state and the majority of students (78%) are in the top half of their graduating class. The middle fifty percent of freshman at this university have the following college admission scores: SAT Critical Reading, 470-580; SAT Math, 460-570; SAT Writing, 450-570; and ACT Composite, 20-26 (“College Board,” 2013). More students submitted SAT (83%) scores than ACT (34%) scores (College Board, 2013). Some students took both tests and submitted both.

Setting

The setting was a college campus where students were attending a college seminar in preparation for their first year. The college is a private coed university accredited by the Southern Association of Colleges and Schools (College Board, 2013). There are over 11,000 undergraduates with over 2,600 freshmen (College Board, 2013). Students watched a PowerPoint in which the survey was explained and they were asked to voluntarily take a survey. Students took the survey in various classrooms with different instructors from the university. Students were given consent forms to sign and return as well as copies of the consent forms for them to keep. They completed the surveys, signed the consent forms, and returned them to the instructors. The instructors returned the forms to the Center for Academic Support and Advising where they were collected and held by the Coordinator of the Freshman Seminar for the researcher.

Instrumentation

The instruments used for measurement were surveys, HSGPAs, the SAT, and the ACT. The SAT and ACT are national tests used for college admission. The ACT is a reliable and valid test with reliability coefficients of the four subtests ranging from .85 to .92 (“ACT,” 2007). HSGPAs are high school grade point averages based on a 4.0 scale. The ACT (2008) provided a concordance chart that converts an ACT score to a corresponding SAT. This chart was used to convert the scores of students who only had ACT scores to SAT scores so that the correlations could be uniform.

Procedures

Approval from the Institutional Review Board (IRB) of Liberty University was sought and received. After receiving IRB approval, permission from the college was sought to implement the research surveys. After receiving approval from the college, this researcher worked with the Freshman Seminar Committee to have students complete the surveys. Students were given consent forms to read and sign with information about the research and how it was to be used. While the surveys did require students’ names and identification numbers so that ACT/SAT scores could be correlated to the correct students, any identifiable information was removed before analyzing the data. Students watched a slide in a PowerPoint presentation presented by the Freshman Seminar Committee and instructors. This slide showed and explained the purpose of the research and identified the researcher. The students were given the researcher’s phone number and email address in case they wanted to ask questions before completing the

surveys. Instructors were given packets made by the researcher that contained surveys, consent forms and copies of consent forms. The instructors distributed the surveys in their various classrooms, asked students to voluntarily complete them, and return them to the instructors. Students kept copies of the consent forms in case they had questions. The instructors returned the forms to the Center for Academic Support and Advising. The surveys remained there until collected by the researcher. The following are the questions that the students were asked.

1. Did you purchase textbooks and/or software to help you prepare for the SAT and/or ACT? Yes or No

If you circled yes, please list the textbooks and /or software below.

2. Did you use an online program such as CollegeBoard, ACT Prep, TCA, etc., to help prepare for the SAT and/or ACT? Yes or No

If you circled yes, please list the program below.

3. Did you attend a workshop or take a class at your school to help you prepare for the SAT and/or ACT? Yes or No

If you circled yes, please indicate the type of workshop or class in which you participate.

4. Did you seek private tutoring through an independent consultant or learning center such as Sylvan or Huntington? Yes or No

If you circled yes, please list the type of private tutoring you had below.

5. If you used more than one preparation method, please rank which method was the most valuable with 1 representing the best. If you used more than two texts and one was more beneficial than the other, please indicate that as well.

The researcher then began the task of correlating the data in an excel spreadsheet. She used the numerical value 1 for yes and the numerical value 2 for no. After all of the information from the surveys was entered into the spreadsheet, the Dean of the Center for Academic Support and Advising provided each

student’s HSGPA and SAT/ACT scores. All identifying information was removed from the spreadsheets. The researcher then began comparing the data using the SPSS software. Observations and conclusions were drawn as a result of the data. Data Analysis

Data from the surveys, HSGPAs, and SAT or ACT scores were put in excel spreadsheets. Any identifying information was removed from the database. ACT scores were converted to SAT scores using the ACT-SAT Concordance Reference Sheet (2008) provided by the ACT organization. The Analysis of Variance Test (ANOVA) was used to determine if there were differences between the group that used preparation methods and the group that did not use

preparation methods to ensure that both groups were comparable. The preparation group was broken into smaller groups by the types of preparation methods used. Then a two sample t-test was performed and analyzed for each group based on preparation method used and the group that used no preparation. The two sample t-test is used to compare the means of independent groups (Blumen, 1998). SAT and ACT scores are normally distributed (Crossman, 2013). Finally, the Pearson Product Correlation was used to determine if a linear relationship exists between college entrance exam scores and HSGPAs as suggested by the literature.

CHAPTER FOUR: FINDINGS