Factor Analysis of the Appalachia Preschool Education Program Test Data.

Autor/in	MacDonald, Randolph
Institution	Appalachia Educational Lab., Charleston, WV.
Titel	Factor Analysis of the Appalachia Preschool Education Program Test Data.
Quelle	(1971), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Analysis of Variance; Auditory Perception; Comparative Analysis; Data Analysis; Educational Programs; Factor Analysis; Measurement Instruments; Preschool Children; Preschool Education; Psychomotor Skills; Task Performance; Test Results; Visual Perception; Vocabulary + Suchen Sie Ihr Suchwort? Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Auswertung; Faktorenanalyse; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Psychomotorische Aktivität; Visuelle Wahrnehmung; Wortschatz
Abstract	A factor analysis of test data measuring the results of the Appalachia Preschool Education Program is presented. The program involved three treatments for 3-, 4-, and 5-year-old children. A control group as well as the three treatment groups was tested. A total of 20 subtests was administered; the scores on these comprised the variables that were factor analyzed by principal components and varimax rotation techniques. The results of the factor analysis showed that the tests used in the evaluation of the program were measuring four principal factors; these were visual identification, psychomotor ability, vocabulary, and auditory recall. All of the factors except auditory recall incorporated five or more variables; auditory recall received a loading from only one variable. Analysis of variance showed that children who received all components of the Preschool Education Program and the children who received two components scored significantly higher than children in the other two groups. Also, the absence of significant differences between scores of children in the various groups on measures related to visual identification and auditory recall suggests that the Preschool Education Program fails to differentially affect the performance of children in those areas. (Author/CK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC