The relationship of testwiseness, achievement, and degree of hearing loss for hearing impaired adolescents

Abstract

The purpose of this study was to extend methodologically testwiseness research by utilizing a special population, specifically hearing impaired students and to provide answers for the following research questions: 1. What is the distribution of testwiseness within hearing impaired students in Texas? 2. What is the degree of relationship (correlation) between testwiseness and the degree of hearing impairment, age at onset of hearing loss, percent of time in regular classroom, and intelligence as measured by a standardized test? 3. What is the degree of relationship (correlation) of testwiseness to achievement as measured by a standardized test? To answer the research questions the following research methodology was used: descriptive, correlation, and inferential analyses were carried out on data from 72 hearing impaired students. These students constituted the entire population of eligible hearing impaired students of six major Regional Day School Programs for the Deaf in Texas. To be included in the study the students were required to have the following characteristics: at least a sixth grade reading level and no additional handicapping condition. Each student was administered the Ferrell testwiseness instrument and data were gathered from the 1979 school records on: achievement performance as measured by the Stanford Achievement Test (Special Edition for Hearing Impaired Students). School records provided information on degree of hearing loss, age at onset of hearing loss, percent of time in regular classroom, and intelligence. Frequencies, means, and standard deviations were calculated for testwiseness, intelligence, and achievement measures. Correlations of testwiseness to predictor variables and intercorrelations among predictor variables were performed. Partial correlations of testwiseness to predictor variables with percent of time in regular classroom and intelligence held constant were calculated, as were intercorrelations of intelligence and achievement measures. Regression analyses were carried out to determine the percent of variance and statistical significance of the predictor variables...