Modeling Correlates of Problem-Solving Skills: Effects of Opportunity-to-Learn on the Attainment of Higher-Order Thinking Skills in Mathematics

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.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Wilkins, Jesse Leroy Muller

Contributors dc:contributor

• Travers, Kenneth J.

• Education, Educational Psychology

Language dc:language

eng

Identifier

(MiAaPQ)AAI9737288

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/80199