Mobility as an Element of Learning Styles: The Effect its Inclusion or Exculsion has on Student Performance in the Standardized Testing Environment

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.

Grantor dc:publisher

UNF Digital Commons

Year dc:date

1985

Author dc:creator

• Miller, Linda

• 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

Repository record dc:identifier

https://digitalcommons.unf.edu/etd/693

OAI identifier oai:identifier

oai:digitalcommons.unf.edu:etd-1744