Modeling Correlates of Problem-Solving Skills: Effects of Opportunity-to-Learn on the Attainment of Higher-Order Thinking Skills in Mathematics
Wilkins, Jesse Leroy Muller
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https://hdl.handle.net/2142/80199
Description
Title
Modeling Correlates of Problem-Solving Skills: Effects of Opportunity-to-Learn on the Attainment of Higher-Order Thinking Skills in Mathematics
Author(s)
Wilkins, Jesse Leroy Muller
Issue Date
1997
Doctoral Committee Chair(s)
Travers, Kenneth J.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Educational Psychology
Language
eng
Abstract
Classroom OTL was found to have a direct (additive) relationship with average student proficiency of HOTS across classrooms and also to be mediated by (or interact with) student characteristics such as prior achievement and effort. Since teacher expectation and content coverage were strongly related to classroom characteristics such as average mathematics achievement, it is believed that a student's HOTS proficiency is directly affected by a student's classroom situation. The level of homogeneity between items tested and the preparedness of the class as measured by the disparity coefficient, D*, was found to have a more positive effect on high-achieving students' proficiency of HOTS than on their lower-achieving peers.
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