The Experts below are selected from a list of 273 Experts worldwide ranked by ideXlab platform
Stephen Silverman - One of the best experts on this subject based on the ideXlab platform.
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Student perception of competence and Attitude in middle school physical education
The Physical Educator, 2017Co-Authors: Kristin Scrabisfletcher, Stephen SilvermanAbstract:Motivation is a dynamic process that accounts for the interaction and filtration of information by the Student and the effect that it has on Student behavior. Perception of competence, an embedded motivational theory, posits that the influence of prior experience and information received from outside sources affects Student behavior (Harter, 1982). Attitude is also a multifaceted construct that can be defined from varying dimensional viewpoints. A few specific factors have been identified as determinants of Student Attitude including the teacher, the curriculum, and the context. These factors are similar to those observed in perception of competence research. The purpose of this study was to examine the relationship of Attitude and perception of competence in an effort to gain an understanding of the relationship between the two and their shared attributes and factors. The researchers surveyed middle school Students (N = 1281) in Grades 6–8 physical education classes using the Middle School Physical Education Perception of Competence Survey (Scrabis-Fletcher & Silverman, 2010) and the Student Attitude in Middle School Physical Education Survey (Subramaniam & Silverman, 2000). Data analyses showed a significant difference for grade level, Wilks’s Λ = .948, F(10, 2542) = 6.83, p = < .0001, and a statistically significant difference for the prior experience factor among all grade levels. Results from this study suggest that although both constructs are sociocognitive in nature, they are not as highly correlated as previously believed. Low correlations were reported across the models, suggesting that the two constructs should be measured independently of each other and that one should not be used to predict the other. Attitude and perception of competence are two distinct sociocognitive concepts that share similar characteristics and factors but, as reported here, function independently of each other.
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Student Attitude toward physical education and physical activity a review of measurement issues and outcomes
Journal of Teaching in Physical Education, 2000Co-Authors: Stephen Silverman, Prithwi Raj SubramaniamAbstract:This paper reviews the literature on Student Attitude in physical education. First, an overview of the concept of Attitude is presented followed by a discussion of why we need to investigate Student Attitude. Next, there is a detailed discussion of issues related to Attitude measurement—factors that often are problematic in research in this area. Both quantitative and qualitative tools are discussed with a particular focus on developing an instrument that has the properties of reliability and validity. The third major section of the paper presents an overview of the results of Attitude research in physical education. Finally, the paper concludes with implications for research in this area.
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validation of scores from an instrument assessing Student Attitude toward physical education
Measurement in Physical Education and Exercise Science, 2000Co-Authors: Prithwi Raj Subramaniam, Stephen SilvermanAbstract:The purposes of this study were to develop an instrument to assess Student Attitude toward physical education and to provide psychometric evidence of reliability and validity of the interpretation of scores from the Attitude instrument. The study was conducted in multiple phases: (a) elicitation study, (b) preliminary study, (c) content validity study, and (d) reliability and validity study. Participants for the elicitation study were 110 middle school Students. Enjoyment and Perceived Usefulness emerged as the primary factors, whereas the physical education teacher, curriculum, and peers were found to be the primary subfactors through Student elicitation. The preliminary study utilized 33 Students. Participants for the content validity study were 35 experts in physical education pedagogy. The reliability and validity study involved 995 Students (Grades 6, 7, and 8). Results indicate that this instrument produces reliable and valid scores based on the 2-component view of Attitude. The hypothesized factor ...
Christina Gardner-mccune - One of the best experts on this subject based on the ideXlab platform.
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Using the S-STEM Survey to Evaluate a Middle School Robotics Learning Environment: Validity Evidence in a Different Context
Journal of Science Education and Technology, 2019Co-Authors: Albert D. Ritzhaupt, A. Corinne Huggins-manley, Christina Gardner-mccuneAbstract:Numerous studies have been undertaken to design, develop, and provide validity evidence for using instruments to measure Students’ Attitudes toward STEM (Science, Technology, Engineering, and Mathematics). This study presents validity evidence of scores produced from the S-STEM measurement tool and used to evaluate changes in Attitudes during an educational intervention in a middle school robotics learning environment. All data were collected from middle school Students who were involved in a school district-wide effort for integrating educational robotics into the classroom. Findings from this study provided not only internal structure validity evidence, but also criterion-related validity evidence of the proposed S-STEM tool use. In addition, measurement invariance results revealed that items in the S-STEM had equivalence in statistical properties of measurement across groups (e.g., grade level). The study provides further evidence that S-STEM survey is a powerful and useful tool to evaluate Student Attitude changes during STEM educational programs; offers suggestions for its future implementation; and presents other inspiring ideas for future STEM instrument development.
David M Shannon - One of the best experts on this subject based on the ideXlab platform.
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the integration of creative drama in an inquiry based elementary program the effect on Student Attitude and conceptual learning
Journal of Science Teacher Education, 2012Co-Authors: Rebecca Hendrix, Charles J Eick, David M ShannonAbstract:Creative drama activities designed to help children learn difficult sci- ence concepts were integrated into an inquiry-based elementary science program. Children (n = 38) in an upper elementary enrichment program at one primary school were the participants in this action research. The teacher-researcher taught Students the Full Option Science System TM (FOSS) modules of sound (fourth grade) and solar energy (fifth grade) with the integration of creative drama activities in treatment classes. A 2 9 2 9 (2) Mixed ANOVA was used to examine differences in the learning outcomes and Attitudes toward science between groups (drama and non-drama) and grade levels (4th and 5th grades) over time (pre/post). Learning was measured using the tests included with the FOSS modules. A shortened version of the Three Dimension Elementary Science Attitude Survey measured Attitudes toward science. Students in the drama treatment group had significantly higher learning gains (F = 160.2, p \ 0.001) than Students in the non-drama control group with Students in grade four reporting significantly greater learning outcomes (F = 14.3, p \ 0.001) than grade five. There was a significantly statistical decrease in Student Attitudes toward science (F = 7.5, p \ 0.01), though a small change. Creative drama was an effective strategy to increase science conceptual learning in this group of diverse elementary enrichment Students when used as an active extension to the pre-existing inquiry-based science curriculum.
Prithwi Raj Subramaniam - One of the best experts on this subject based on the ideXlab platform.
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Student Attitude toward physical education and physical activity a review of measurement issues and outcomes
Journal of Teaching in Physical Education, 2000Co-Authors: Stephen Silverman, Prithwi Raj SubramaniamAbstract:This paper reviews the literature on Student Attitude in physical education. First, an overview of the concept of Attitude is presented followed by a discussion of why we need to investigate Student Attitude. Next, there is a detailed discussion of issues related to Attitude measurement—factors that often are problematic in research in this area. Both quantitative and qualitative tools are discussed with a particular focus on developing an instrument that has the properties of reliability and validity. The third major section of the paper presents an overview of the results of Attitude research in physical education. Finally, the paper concludes with implications for research in this area.
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validation of scores from an instrument assessing Student Attitude toward physical education
Measurement in Physical Education and Exercise Science, 2000Co-Authors: Prithwi Raj Subramaniam, Stephen SilvermanAbstract:The purposes of this study were to develop an instrument to assess Student Attitude toward physical education and to provide psychometric evidence of reliability and validity of the interpretation of scores from the Attitude instrument. The study was conducted in multiple phases: (a) elicitation study, (b) preliminary study, (c) content validity study, and (d) reliability and validity study. Participants for the elicitation study were 110 middle school Students. Enjoyment and Perceived Usefulness emerged as the primary factors, whereas the physical education teacher, curriculum, and peers were found to be the primary subfactors through Student elicitation. The preliminary study utilized 33 Students. Participants for the content validity study were 35 experts in physical education pedagogy. The reliability and validity study involved 995 Students (Grades 6, 7, and 8). Results indicate that this instrument produces reliable and valid scores based on the 2-component view of Attitude. The hypothesized factor ...
Susan Szabo - One of the best experts on this subject based on the ideXlab platform.
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Student LEARNING, CHILDHOOD & VOICES | RESEARCH ARTICLE E-readers and the effects on Students' reading motivation, Attitude and comprehension during guided reading
2020Co-Authors: Deanna Long, Susan Szabo, Sammy KingAbstract:2 * Abstract: This quasi-experimental mixed methods study examined the use of e- readers during guided reading instruction and its impact on 5th grade Students' reading motivation, Attitude toward reading, and reading comprehension. For 10 weeks, 19 Students received guided reading instruction by means of the traditional paper/text format, while 16 Students received guided reading instruction by means of e-readers using the same stories but in digital text format. The Motivation to Read Profile was used to measure Student motivation, the Elementary Reading Attitude Survey was administered to measure Student Attitude and the Gates-MacGinitie Reading Tests, Fourth Edition, were administered to measure Student comprehen- sion. A MANOVA showed no significant difference between the Students who used e-reader digital text format and those that used paper/text format in regard to read- ing motivation, Attitude toward reading or reading comprehension. However, the qualitative data gave several insights into why e-readers did not make a difference.
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E-readers and the effects on Students’ reading motivation, Attitude and comprehension during guided reading
Cogent Education, 2016Co-Authors: Deanna Long, Susan SzaboAbstract:AbstractThis quasi-experimental mixed methods study examined the use of e-readers during guided reading instruction and its impact on 5th grade Students’ reading motivation, Attitude toward reading, and reading comprehension. For 10 weeks, 19 Students received guided reading instruction by means of the traditional paper/text format, while 16 Students received guided reading instruction by means of e-readers using the same stories but in digital text format. The Motivation to Read Profile was used to measure Student motivation, the Elementary Reading Attitude Survey was administered to measure Student Attitude and the Gates-MacGinitie Reading Tests, Fourth Edition, were administered to measure Student comprehension. A MANOVA showed no significant difference between the Students who used e-reader digital text format and those that used paper/text format in regard to reading motivation, Attitude toward reading or reading comprehension. However, the qualitative data gave several insights into why e-readers di...
