An Analysis of Homeschooled and Non-Homeschooled Students' Performance on an ACT Mathematics Achievement Test

Autor/in	Qaqish, Basil
Titel	An Analysis of Homeschooled and Non-Homeschooled Students' Performance on an ACT Mathematics Achievement Test
Quelle	17 (2007) 2, S.1-12 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Home Schooling; College Entrance Examinations; Standardized Tests; Achievement Tests; Mathematics Tests; Comparative Analysis; Item Response Theory; Test Items; Scores; Academic Achievement; Statistical Analysis; Test Reliability; ACT Assessment; Iowa Tests of Basic Skills + Suchen Sie Ihr Suchwort? Homeschooling; Home instruction; ; Hausunterricht; Heimschule; Aufnahmeprüfung; Standadised tests; Standardisierter Test; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Item-Response-Theorie; Test content; Testaufgabe; Schulleistung; Statistische Analyse; Testreliabilität; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	ACT college test publisher provided scores. On average, non-homeschoolers performed better than homeschoolers, by about two items, out of sixty items, on the ACT mathematics test that was analyzed. This result may be due to the different teaching/learning media used in teaching each of the two groups, to different teacher/student interaction, or to the number of years homeschooled before taking the ACT mathematics test. More investigative research is needed in this regard. Score differences are not very large, practically speaking. The home educated might be taught differently than those in institutional schools which might explain the difference on a test that is designed mainly for those attending institutional schools. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01