{"id":{"repo_id":"unf","oai_identifier":"oai:digitalcommons.unf.edu:etd-1744"},"canonical_url":"https://search.dev.ndltd.org/etd/unf/oai:digitalcommons.unf.edu:etd-1744","repository":{"repo_id":"unf","name":"University of North Florida","base_url":"https://digitalcommons.unf.edu/do/oai/"},"display":{"title":"Mobility as an Element of Learning Styles: The Effect its Inclusion or Exculsion has on Student Performance in the Standardized Testing Environment","abstract":"The purpose of this study was to investigate the relationship between mobility and the standardized testing environment. The project focused on nine students who had a pronounced need for movement while learning and/or being tested. The study was conducted to determine whether the achievement scores of these nine students would be influenced by the denial or availability of movement while they were administered a standardized reading test. Twenty-one second grade students were the subjects. Two forms of Level B of the Gates-MacGinitie Reading Test were used. All subjects were tested in a traditional environment with no movement allowed. The same subjects were then tested at a later time in a mobile environment with movement and change of location permitted. The Wilcoxon Matched-Pairs Signed-Rank Test was used as the statistical base. Results showed a .05 significance. Of the nine mobile students, six scored equally as well or better when placed in a mobile testing environment.","abstract_html":"The purpose of this study was to investigate the relationship between mobility and the standardized testing environment. The project focused on nine students who had a pronounced need for movement while learning and/or being tested. The study was conducted to determine whether the achievement scores of these nine students would be influenced by the denial or availability of movement while they were administered a standardized reading test. Twenty-one second grade students were the subjects. Two forms of Level B of the Gates-MacGinitie Reading Test were used. All subjects were tested in a traditional environment with no movement allowed. The same subjects were then tested at a later time in a mobile environment with movement and change of location permitted. The Wilcoxon Matched-Pairs Signed-Rank Test was used as the statistical base. Results showed a .05 significance. Of the nine mobile students, six scored equally as well or better when placed in a mobile testing environment.","abstract_has_math":false,"creators":["Miller, Linda"],"institution":"UNF Digital Commons","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1985,"date_issued":"1985-01-01T08:00:00Z","date_published":"1985-01-01T08:00:00Z","updated_at":"2026-07-24T05:21:49Z","subjects":["University of North Florida; UNF; Dissertations","Academic -- UNF -- Master of Arts in Education: Dissertations","Academic -- UNF – College of Education and Human Services; Dissertations","Academic -- UNF -- Education; Education -- Experimental methods; Learning -- Physiological aspects; Learning","Psychology of; Motor ability in children; Movement","Psychology of","Curriculum and Instruction","Education","Educational Assessment, Evaluation, and Research","Educational Methods","Educational Psychology","Elementary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.unf.edu/etd/693","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Miller, Linda"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["1985-01-01T08:00:00Z"]},{"key":"dc:publisher","label":"Institution","values":["UNF Digital Commons"]},{"key":"dc:type","label":"Dc Type","values":["thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["University of North Florida; UNF; Dissertations","Academic -- UNF -- Master of Arts in Education: Dissertations","Academic -- UNF – College of Education and Human Services; Dissertations","Academic -- UNF -- Education; Education -- Experimental methods; Learning -- Physiological aspects; Learning","Psychology of; Motor ability in children; Movement","Psychology of","Curriculum and Instruction","Education","Educational Assessment, Evaluation, and Research","Educational Methods","Educational Psychology","Elementary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.unf.edu/etd/693","https://digitalcommons.unf.edu/context/etd/article/1744/viewcontent/ETD083PA.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The purpose of this study was to investigate the relationship between mobility and the standardized testing environment. The project focused on nine students who had a pronounced need for movement while learning and/or being tested. The study was conducted to determine whether the achievement scores of these nine students would be influenced by the denial or availability of movement while they were administered a standardized reading test. Twenty-one second grade students were the subjects. Two forms of Level B of the Gates-MacGinitie Reading Test were used. All subjects were tested in a traditional environment with no movement allowed. The same subjects were then tested at a later time in a mobile environment with movement and change of location permitted. The Wilcoxon Matched-Pairs Signed-Rank Test was used as the statistical base. Results showed a .05 significance. 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