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

Author

Linda Miller, University of North Florida

Year

1985

Paper Type

Master's Thesis

College

College of Education and Human Services

Degree Name

Master of Education (MEd)

Department

Education

First Advisor

Dr. Donna Keenan

Second Advisor

Dr. Elinor Scheirer

Rights Statement

http://rightsstatements.org/vocab/InC/1.0/

Third Advisor

Dr. William Herrold

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.

Suggested Citation

Miller, Linda, "Mobility as an Element of Learning Styles: The Effect its Inclusion or Exculsion has on Student Performance in the Standardized Testing Environment" (1985). UNF Graduate Theses and Dissertations. 693.
https://digitalcommons.unf.edu/etd/693