TY - JOUR
T1 - Correlates of teacher education students' academic performance in an educational measurement course
AU - Alkharusi, Hussain Ali
PY - 2009
Y1 - 2009
N2 - A significant amount of teachers' professional time is spent in formative and summative educational assessment activities. Effective execution of these activities demands knowledge and skills in educational measurement. However, many teacher education students enrolled in the educational measurement courses express some learning difficulties, which may lead to poor academic performance. The present study attempted to explore the possible factors that may correlate in meaningful ways with the academic performance of teacher education students in an undergraduate-level educational measurement course. The study investigated (a) gender and education major differences in educational measurement academic performance and (b) relationships of attitude toward educational measurement, self-confidence in educational measurement, and math self-concept to academic performance in educational measurement. Participants were 211 Omani students enrolled in undergraduate-level educational measurement courses in the College of Education at Sultan Qaboos University. Four instruments were administered three weeks prior to the final course exam. Results indicated (a) statistically significant group differences on gender and education major and (b) statistically significant relationships of academic performance in educational measurement to attitude toward educational measurement, self-confidence in educational measurement, and math self-concept. Implications for measurement instruction as well as recommendations for future research are discussed.
AB - A significant amount of teachers' professional time is spent in formative and summative educational assessment activities. Effective execution of these activities demands knowledge and skills in educational measurement. However, many teacher education students enrolled in the educational measurement courses express some learning difficulties, which may lead to poor academic performance. The present study attempted to explore the possible factors that may correlate in meaningful ways with the academic performance of teacher education students in an undergraduate-level educational measurement course. The study investigated (a) gender and education major differences in educational measurement academic performance and (b) relationships of attitude toward educational measurement, self-confidence in educational measurement, and math self-concept to academic performance in educational measurement. Participants were 211 Omani students enrolled in undergraduate-level educational measurement courses in the College of Education at Sultan Qaboos University. Four instruments were administered three weeks prior to the final course exam. Results indicated (a) statistically significant group differences on gender and education major and (b) statistically significant relationships of academic performance in educational measurement to attitude toward educational measurement, self-confidence in educational measurement, and math self-concept. Implications for measurement instruction as well as recommendations for future research are discussed.
KW - Academic performance
KW - Attitudes
KW - Educational measurement
KW - Learning
KW - Pre-service teachers
KW - Teacher education programs
KW - Teacher training
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UR - http://www.scopus.com/inward/citedby.url?scp=77950101930&partnerID=8YFLogxK
U2 - 10.18848/1447-9494/CGP/v16i02/46111
DO - 10.18848/1447-9494/CGP/v16i02/46111
M3 - Article
AN - SCOPUS:77950101930
SN - 1447-9494
VL - 16
SP - 1
EP - 16
JO - International Journal of Learning
JF - International Journal of Learning
IS - 2
ER -