-\\-._\"_1 4‘ 'c on . p‘t‘li- .1 lung‘— vv Fo‘l .. .‘u ‘OI'UF' \t‘ v's . v .‘ .... ..— ...-‘ " a," (4 '. Ac¢.~4w 'o' V "u"'-"”'-' v - _ mM'A” ’ a u M '93:“ a '. ' um‘yu-EH'M ‘w‘l' “‘1" a! «W33 VFW BURN 4’ O'lw W. ~ 0's rl".'.h~.! 'n C“ 15". ‘Vl‘.’ L, [L o a {L n‘p.‘"....nnlffl.‘ n- v&uvs"-'"""‘" bani-,4". mauvu.“ “ V "’ muflvi’“"”"~ wi‘ no. "Saw. 0 o v , .v”...‘,.".. I a v . «and _> .- a I . ‘ . . ‘. . ' ' ' I H .x . . - - ' a o .' 9 . ~ ' . é ' ' q ‘ - . . . _ ‘ . V - ' - ‘ . h u ‘ o ‘ 4 ' . - v ’ .' O C '. n. a L ‘. ,nl . .. | o ‘ on ‘ .\, . \s n. v --"’ ’ ' o ... u'.‘ _ 0‘ . 2 o ~V‘5 v _ .w .. ‘ ' ’ A ‘ .‘- I“. . s - ‘ “-L" _\~.~r"‘.‘z“)l .\_~C\~_', .v-v ‘ , l . . . ‘ . K‘- . ..O -' _ b .. ‘- ."- \&~-\~U .- . , , - , -- , _ Wu v',:.'\ ~'.‘. -‘.'~“ _z."6-a~".;.‘.g,...»‘~~"’;.. . L 9 ' c ‘ V.- 0“ -..> -~'~..O ‘ ‘:.r.. \hi. +“‘.-Q‘¢ ‘ .— -- ‘ _' ' ’ ' ' . . . ’ -'- ..< ~, ' ‘ u‘ ' ‘ -.‘_ ‘xfi‘.\-.‘ --~--.""' .. 5‘ 'u'. *1} ", .~v*;'-,‘Ll L¥W~.J1’_“fl - ' . . . - -o - . , o— . - , ,\.\'I. ‘7. . .c -_~.-._.‘ “I .a-‘l’f 1.-.;03M‘QI: _ n . . k . ' . .A‘ ..-.u_' ' . ~.. ..0 .~ r. » “".$-"~‘« q _ > ' . .. . - ‘ 0‘ ! . ‘ -.‘ .d.’ v .. . ' . ' . ... , f 1:: ‘h . .l‘ J .‘ _-."’,. o~f ‘ : {.gbr‘ ._ .‘j‘s‘ ‘T:"..‘ .‘5‘7‘: .5! . . ‘ ' . ' ° . ‘ '1 ' ' - A "73‘ :"“1“‘ .-~ ‘:.-. vax,’.‘.~~“"'." 3,-7.7 v3,“ «- r" f... ‘ - ‘ -‘ ‘ ' ‘3'. o . ' ‘ '. ‘ :- -- x. " ‘ -‘ T:Vl.‘° ~“;:M‘L.I~ :’ ..-- ~..';-‘:;~’ ,"T‘:\" -S“" 'm. - ' . . . . ' ' ‘ ‘ v ' - ‘ . , . 1 ‘ ‘ "".'. ‘ "r: 'H§"'-,, L V‘ ch". - .h‘ ‘ ... ' "‘1u-\~ .. . ' ' - . . ‘ - . - ‘ ‘ n 4 )‘5‘. ‘ ' | .0'- . .\:’L 5‘4“: J .‘u-’ ' .V -- _ . . _ > . .. : ' ,0? . .. 0‘ ‘ O.‘ I .n- ‘ fi‘fN .‘ fi' . “2“ 1“... .T_'hol‘:" .w" . 1 . _ i ,' a , ‘I 7.0 - .. a - . . . - .-._ . .o‘u \ s \ .‘.',\-- 3", - v . .- ' ‘ ‘ .:“' .L '2. ' ' ' r V ‘ \ - ’ ' ._ ' .i.I.-Jo “$.th‘ ..' o‘.&' -. .5-V“.‘ Q - on 5‘ _ ‘ ' V v y g , ~—.-‘o . - . . ._ Q 1' '. x ' ‘ - . ' . ~ .- z ~- . . -' ' 't— -h 'a‘ 1 “In; .\ 331‘.” m" o'. .‘ o A! - . -0h. ‘5' -. " mmth - 334' ‘ , ‘ ' n -o - , ' -. ‘. } I‘ ' .OL ‘ .qflfl-."- Y. n. ‘ ' . " ' ' ‘ . ~ ' Aux" o o- , I 'I . ‘ . I . A \l‘ ‘. ‘ \ V ' ‘J' ' L‘ :h.‘ ‘3" L..“L.:‘?-"." ‘ - ‘ ’ \ .4 “..u \\ .1- ' l;'. ‘o o‘ - . - . . z . . ~ ~ ~‘C‘M -, .- '_ o a ' . — - .- .. '. _, I o w - . --_ 1 J‘ a... .‘ .- A . L‘ _ - ~ . . ‘ r ' * « y‘,m‘ '~;u 3“ qumm»;« ' - ' ‘ ' ‘ - ' “'5 ~ " x ' " 'k‘." I :3 ' m ‘§”‘"3.'-LKV ”.3.” . v . ~ ,- . . . ‘ - ‘ 4 a .‘t 0 -.-." '1‘} -' . s'ufl ,..‘ ‘ Z . . g, Q o . . .- ‘ .- - - ' - " : ~ . -. - ~ w- 3...... .3... .~~__..\ \‘- V ”M ,fl, ~,, ~ ‘ . . o' .“t .w: . n ..-. . - . UL. . wuyxh' ".s-I av" _‘ * ‘ . ~ . . . , ‘ \.‘. ' ht , \_.K.\‘ \, _\ nylbgo. v t' ,.*., . ~_ .1. . . -' 's A . - " ‘ " ' . - “.', -.'.\. . it .- .Av‘ - . i ‘ . a : . . _ ‘ L: g», .-v. J ‘ -. .‘d—.\J.‘Q,~. .r‘ \.,":. “-23-", ' $1....“s .’[:.u‘:. H. A .. . ‘v - . . _ 4“; A. ". '__- ‘,-. ‘ ‘1' ' . - ‘. ..~‘~‘ .~.- ‘ “I: u” "‘ v" I--. -.:Isb‘22‘u"~ 1v“- " . w . n ‘ ‘ ' . ‘ a ‘ ‘ v 1‘“ . .\‘.\‘5 ’ o r, o"' "‘f . “ “Lg “‘ Vu'f“ U; ' . " . ' ‘ ‘5. . . ‘ a. f h .11" " "h ho‘,“¥.:~ :‘v L!" J-:‘ "3 " k I A ‘ b. . — I ' 2"! . " .'..'.‘ "u; , .1. '4 ' <' ‘ ..~<‘- 4 ‘ - . . O 'Q -'\n .‘ .- , o. .. ‘ ‘ . " ' ' ’ - '. ‘ - “c - -. ‘2’ ' ~ ". ¢ 'v' 35-5: ’7 _,L‘1: ’v.¢“})“'-'v\ ~‘ "5‘ ”44‘ ' ' . ‘ ' _ JV' . 5.‘ .‘."' ‘ . ‘.". ~' “ *" ".v’ N" -. “-"-'f\ " 0 ‘ - ' u ‘ t O-" I' ' Q ".~‘-“.‘ ‘J .'.-‘ 4‘. " " ‘ . - -' _ 30 n._ ”A.‘ -'|r.\\r"13 l' AI4' ; '4‘,‘- 0 . '. ' .3 5m,» ' ma : {L¢~g_. o u f ‘ ‘ (’(.’I '(ib , -’,'.I""} . . .. Q .,- a‘_ .‘ . . ‘I. ’ ‘ :A ~’ ' ’-'-‘ ’1 ' we ‘I' > ~ ..~v':..f- a"? «a. no .u- r...o..¢-.—_t.'r.x 133.: ,”.w..!..f.. - ' . .. .;. . a .. -' - ~'-:.a«= .”:-.r- ,;.«,,.,,,'_f - . jD-le: ,, -»;{-r-:- ajlng» rfi;-e :t -3:.s-Io~ . K.‘ -" ’ D' .'| h ..f' “'v ". : 'o"0" ' ' ()I“'I-'.3k ~? V? ' {fifv'i ‘ .l--»‘~’”(IpA v; '.'-i-‘ '5... I ‘ ’1 ".141. a . n . . _ . . . _ -. . ‘- _ _ _ .. -__ , 7‘ . 1 ' . . -9 t it, , ‘ 5 tr ”'2" t. J!" .44 '0’ o *‘l 12' \fi.): fir ‘ :v .q 4., ’~ ’ -' t . . I ‘ . - .7 - - , 3, '9 "' . ,- If. I.‘ 0'. o . ‘ r' . u- ‘. .0 I. '.‘ r ‘ ‘. 0. -». ' ' -‘ I'.‘- .- 0_. . .'n .'o' ' ' . ." .l . ' I v . "(30" .1 ;. .r’f.’- v -_, - . , -0 -I u , .04 _ l - . . -. J ’9‘. . . . - ' .. . .' ‘..| n S ' '0 . yo. 0" ’_.‘.:. !', a, ‘ ’,’ 4... O .5 ." V o. o 'v " " ‘1! I‘. Q 2 Q t? ‘2. I. 51‘s ‘ a- '\l\._ “ 3* 5% IV? ". w . 31-. l d_‘ “’p 5.: fg'g‘ 5’P‘*,f. I’L alf“ '_."7.\".~JI ’ r'-'J ~{U’ ~-' ‘1’ .. tr.— ‘NV r’f‘}."£ ' or war: 0:39.”:- -—a¢.~~ ’ . ‘ % ”I." I'm. 4,. . '10". II,” .‘ 'V ' I‘ r M :flkxmz;mgm?r:ww ' A‘- ya at." ”'5 0"" "0' -. , .. w gnaw.” ‘ o 1,. ,. 0‘ ‘ w W 1>00fi o. . .. r . ...,.m.aoflyxfu>rf.§,é!.,u«:& 0"”4 1". > N , " ' , “’*-~ - ""1; . -N‘"" ,- ""K rf~r-"¥—v"f"u ".uw. .. .- . "2" , ‘- :-:,'-.,.w-;,'-n;,-.-z,.-‘m~. a .' J" n I - . ‘ " u ' b " ' ' .I’i 9' ' ' l ' ‘ n V‘ o ' ygv ,....n~’ t" ' '" n ""' '- ‘u'l"... “' . -0 T ' ' ' . «or “ . ' , . ' ... :ol~ 0" . . . no. N sun "I 'w: " .. .1" ‘;”"':' ..'.~ _.;:pri"' ‘ ' 6L '.' 00M ‘fJ-r ' "' '”‘ . row." 5' ' ’ ' .0 - wt M . , ‘ . ,poo , 1a.!" ‘0'.” r- c ‘ 0-";l-."‘ 9"‘V"‘.“'p’ffl '4'“ ' ‘09;"‘.-'w. ':%’#’fln'£’m’ Nf-QtO-QI ' .4. '« ~r- .22., “75.": v .f.’-"'..'...4~ 5W - -' , r" . . "1' ;. . fl’. ' .u' 0 J 7:. .9 A‘T',;"..a:‘ : ’0‘”... ’7‘" , . 1 't i . o . V W‘ . - on ~ ' . .vol' 1...,» "n '3v'gfl‘7.’.!“r a '.,~f ” . " . .L V ' _ ‘--"". ',""F 9" ' ' ‘ , u " ‘ ' _A. . p. " 3 . I. ‘- ° . . -: .‘ O , .. t o ’ I . ‘ A. o ’ ‘ . .4 . " ' ‘f t I § 0 o > . I'd" :5. fl ref" .0 ., w r.« ‘ukwff¥ vuagfiflh. . r - A ‘, ArNV' ‘ a- ri‘ ‘ ‘9 ,‘n’ . l. ‘ r" ' ° 3'" ' 'fizh 4354"" ‘.} ' " '" '- " ' :‘ J ' '1'. ‘ (”~g'mfi 'Vf'. «fa a 't it“? M -’ '~' ' ‘ . .' ' - J-o?',.,‘.’.nm.oa~~:,, .vvg-Wg . _ . . _ .. .._ a: ..v- ..~ , n 90 ' “1.. Offr’...JFl 'H ‘ : . {O .. - . i I. o f' " .o it ‘ ‘ f ,‘ '2.“ M . ‘ . c'v-O""'.o¢"’ ..'. ‘ ‘ 5‘ .r' :m‘ "'.' NV" ‘ V . 0 I ~ I 1 ¢ . . . _. . ' ‘7. '6' - ' ‘ _ H T,, .r‘r .',‘,'.'£.,"-1H\ an" o 0F n a I IJ" . " - “aflfl’i'iflJc .113fl1’!'_~":m 5‘.- Qoon "r."..'. .~ .. I 1 c:- IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII 1293 10404 3348 I LIBRARY indium: Etam University 1" bV‘ESI.) RETURNING MATERIALS: P1ace in book drop to LJBRARJES remove this checkout from M your Y‘ECOY‘d. FINES W111 be charged if book is returned after the date stamped be1ow. ~~.. -~ wr‘ —-. n‘ r~ - ~. AN ANALYSIS OF TENTH GRADE ENGLISH GRADE, OVERALL GRADE-POINT AVERAGE, AND THE TURSE W LPTITUDE TEST IN PREDICTING SHORTHAND SUCCESS ‘V- V O - I ‘ I ‘. v - - . 4 - - -‘ - . ‘< I‘ I. ‘ r‘ (I ‘ N f l _. . .1 , I _ — h ,1. - I a . .. - -' ‘ ‘ ‘ vy- ‘. 4- - p , - ~, ) ’~ - r—‘ . ~~ . ,- r . a - I l - - .. - l I x. \s I ./ ~ v o- . . — , . L r 'u ‘ ‘4 Ifi‘ V‘ r v. r t- I - ‘ x. ,V v V f o v - ~ ._ .. '- . - , . 2 . - ’ . ; z I . . ‘ . -,_ . h; r r ,— a I I . a 4 , v s x r r M — . - ‘v -. M . ' u t - . ' I ‘— \ \ » 1 l n . w ‘. —) ~_ ,- o.- 2 ‘~ - w r\\ f " 7‘ r‘ I ' - v . . H- x L' - \ - A -- k \ o _ a -» fl ~ . ‘ .~ 1 b 5 . '. w " "‘( ‘. I \ - 4 ‘ -' 1 n - ' . - H _ . ‘ - I ‘ ’V 1'77: 1‘ L. 1 . n 4 'fi‘ 4‘ ,3. ‘ c _ . , . - . _. ‘ . L .. _L o-- .‘ ‘ -k L \, ... - - , . . — . ' « r- I rs a rJ .11 1 ‘w C‘. v“ } ‘n‘ . v < ~ 1' \ I \ ,I_.L . ..~ -_ ’ ~ ~' . _ x .L . _ I —\ ‘ ~ - ~~ l 3 7", “ r‘ ' '~ '3 __._ 7 o - P m . u a e o, Acfiriaor n . , x . m . mt. A ,- + H ° _ - _/ _ . . ( ' e - - —-\p- .. v . ..._ - l, . - g - r .o - . (F‘\ I\ ~A I “.- ‘. ’ t ‘ h \J . \ I -« , " IA _ ‘ {‘3‘ 'rd f| '3“ J fl"’ffi“" j I "‘ - - \4 e. L -..~J s o e «-4 .. - d ‘ v .. ‘ I ‘76-».r' . ») -— x' \A 1‘ ‘ {1 I 0" ‘ rx 0 H 3‘ .— ._ -- ~ — — - ’ ._.A . v —— — -— - ’ '-. , - - _' rV--+1 r‘y r1 1 ;-'V‘"'1( I .~ - r." “ _ \- -- s \‘ C .4 x — v\ a. g . ‘ I —‘ 7’ f‘ 1 r‘ In -Vv" (< I .- L . - ~ ’2 e. ‘ . . . A - ,,.~ .“,-,+..' .7 r , .,- L,V.._ . & - .4. L - , s .— .‘ L - o , V ‘ v -‘ u 9-1 ~ .1_‘ ‘ o * v» ’r. m 7'3 - I '. w—n ~ a y‘ k - ,\v- .- A s- — I .— ~‘ '4 _ '~ .. ~ ‘ § \/ . \I ~. \— . . ,‘ . {x’ ’v- ,‘ ‘ < - f.‘ F ., ‘fi ,‘ .1 v .4 ¥ 4 - _“ .6— ' ~ k L« k _- xe a x .. ‘ .4 . ~ 4 .' \DO‘C-‘l. .oc ABSTRACT gar-.mmm rt? AN ANALYSIS OF TENTH GRADE ENGLISH GRADE, OVERALL GRADE-POINT AVERAGE, AND THE TURSE SHORTHAND APTITUDE TEST IN PREDICTING SHORTHAND SUCCESS Christine T. Fugiel Because the failure/dronout rate in Shorthand I (first year) classes at Lakeview High School in St. Clair Shores, Michigan, is extremely high, the purpose of this study was to determine whether one and/or a combination of variables (tenth grade English grade, overall grade-point average, Turse Shorthand Aptitude Test with four selected subtests of Spelling, Phonetic Association, Symbol Transcription, and Word Discrimination) could be used as a means of predicting Shorthand I success (grades of "C" or higher in Shorthand I). J on Three groups core used. Group I had 55 students. The tenth grade English grade and overall grade-point average were used. Correlation coefficients were obtained with the criterion, Shorthand I grade. The correlations were ,329 for tenth grade English grade and .642 for overall grade-noint average with the criterion. Eliminations of successes and failures in Shorthand I were made using arbitrarily set cut-off points for the two variables. The cut-off points used, singularly and in combination, were "D" in tenth grade English and 1.75 in overall grade-point average. Group II had 34 of the 55 Shorthand I students. These students' tenth grade English grade and overall grade-point average were used they also had taken the Turse Shorthand Aptitude Test. The total score and four selected subtests c’ Spelling, Phonetic Association, Symbol Transcription, and Word Discrimination scores were also used. Coefficients of correlation were obtained with the Shorthand I grade; the highest correlations were *d 14' that of overall grade-point average with .569 and hen t (9 A v Association with .560. Eliminations of successes nd 0.) failures in Shorthand I were also made using arbitrarily set cut-off points for tenth grade English grade, overall grade-point average, and Turse total scor . The cut—off n combination, "D" in tenth lish, 1.76 in overall grade-point average, and 320 in Turse total score. Group III had 26 students in Shorthand II (second year). Eleven of these students were not in the writer's .Shorthand I classes; all of them had taken the Turse Test in 1969. The Turse Test was administered a second time to those Shorthand II students. Their tenth grade English grade, overall grade-point average, and Shorthand I gra e, as well as the Turse Test with the same four selected subtests, were used. Correlation coefficients with Shorthand II showed Shorthand I with .619, Turse total score with .524, overall grade-point average with .488, and Word Discrimination with .405. A multiple correlation was made using the Wherry-Doolittle Test Selection method. The maximum 3 obtained was .622; the variables used were Shorthand I grade and tenth grade English grade. A predicted only half of the grades in Shorthand II. Because the sample was small and the variables were not reliable, it was recommended that the study be .repeated; thatdthe same variables be used; and that the counselors should use "D" in tenth grade English, 1.75 in overall grade-point average, and 520 for Turse total score in the selection of prospective Shorthand I students. AH {SALES ‘3 CF T‘SZIPI GEE-E ELI :IJISEI GRILLE , 'r'". "IA'? *1 ”‘7‘T‘ -T‘tr-T‘Vfi Irv-“9!": C‘ -43‘Jg-LJJJ ahlh¥ ....J on w---J. AV '.ao—ttlh.b:.: I, 712"": 311?; -M‘ (1 M‘FI‘Qt v m \u, m- qr- LIPD 4...“: .LUJAJ.’ 74 U.I\J.‘L;. Jud} 1).... .51 97...?” 3....-.) I"! Horn Far-'1 1 “Mn-1‘: 'vu J 1.,WIVL 33' U-lb;e..-..n.-..y UUVVQQQ An Independent Study Education 835 by Christine I. Fugiel Business ard Distributive Education {1101115311 State UlliVGI‘E-Jitfi’ July, 1970 ACEWLCIE.” . TEE-$393 Ky sincere aggreciation to my Esther and Father for thoir love, patience, ans understanding; to my sister; Diane, for her auger and gracious assistance; and to Sharon for her obliging cooyoration. Kony thanks to Helen Cwierz Harbor for her thoughtfulness in sending hor excerpts to yromytly; and to Louis fiiglaccio for allowing me to use the electronic calculator. I ‘ finch thanks to Fr. Elaine Uthe, my instructor, for her advice and suggestions and for being so unfierstanding‘w-th ms. "UV!" “ (‘13 (‘3 W“ ~‘-.¢' 'wo-J v- -J-‘D~J\J:.v~) ACQU’LJLTVVW‘V”ouctoobouoooo. LIST OF T siBIJIS O O O O O O O O O C O O O O 0 II. III. IV. V. IngE-{OBUCEa I: O I I O O O I O O 0 I O I General Sta to of he Problem . . . . state~owt of ."twosfi . . Definition of Tessa . . REVIEW?! OF THE LII:J.L"1:UTL1 a o o o a o o ‘iL‘TEIODS MID PROS 73215133“ . . . . . . . . Descriz tion of Suojocts . . . . . Issoription of Essen; es “4.1c10d . . Research resign and Procesures . . . HIMJYSISCFEI‘LZAQ o o o o o o o o o a Group I a o o o o o o ‘ o o o o o o CEO“? II t O I o o o o o o o o o c o em .11) III 9 o o o o o o o o o o o Turse Iretest &.AI Eost Test Results QUAILRI MED C’JL;L'..UZ.3:.1 3 . . . . . . . Statement Of PJrPOSG o O o o o o o 0 Analyses and Conclusions . . . . . . Recommendations. 0 o 9 o o o o o o 737‘v‘sr'fi 3' m-»IX . C C O b O 0 ‘ O O 0 O O I O O C O BIBLIOGP.QPEYOOOQ-loooooooooo O... Tl‘fi can 0 0 I 3. iv d ,4 -D U. . 0 *~- ‘I' . z -- . Q ~— LIST OF TABLES Table ' -' L. . . Page 1. Interpretation of Coefficieuts of- . . comi‘tionleeeeeeeeeeeeeo 6 2. Coefficionte of Correlaiicn for Tenth Grade English Grade. Overall Grade-Point Average, and Shorthand I Grade for Fifty- tive Shorthand I Students at Lnkeview High50110011...),e.e.e.e,e.e,e,ole 0.0: c, 29 3. Elimination: of Successes and Failures ,. Using Cut-oft Points on_Tenth_Grede. .V ? 313311811 Grade for Group,l_.,.,.,.,..,.,. yo 30 4. Eliminaticne of Succeesee_and Failures ‘ Using Cut-oft Points on Overtll Grade- Point Average for Group 1,. . ... . ._...,! 31 5. Eliminationa of Successes and Failures Using Cut~cff Points on Tenth Grade . English Grade and Overall Grade-Point , ‘ -: Average for Group I . . . . . . . . . . . 52 6. Intercerreletiena at Euro. !otel Scores. flenih Greet Enclieh.0rnde. Overall Grade- Point Average, and Four Selected Sdbteete 0: Spell , Phonetic Association. Symbol trinoerip on. and word Dieerininetion to mm I GM. for Group II o e e e e " 7. Deleeceting Efficiency tor Turse Total Score. Tenth Grade English Grade. Overall GrIde-Pcint Ave 0, and Four Selected , Subtoete 0: Spell g. Phonetic Association, Symbol Transcription. and Word Discriminap tiontorGroupII............ 35 8. Bliminatione or Successes and Failures Using Cut-ctr Points on Tenth Grade M1511 Grade for Group II o e e e e e e 36 Table 10. 115 13. Eliminations of Successes end Failures Using Cut—off Points on Overall Grade- Pcint Average for Group II . . . . . . e 37 uccessos and Failures cinte on Turse Total Score 0000000000000 3? Eliminations of Usizsg Cut~oii for Group II 0 HQ} “limiL Lions of Successes ena Failures Using Cut~oif Points on Tenth Grade En3lish Grafio L, Overall Gra3c-Boi nt Average, and flares 10131 Score for Group II. o e e e e e e e e e e e e e e e 33 Intercorrelations of: TUh Gxade En lish G1adc, Overall Gra3e-l oint Avereige, Tires Total Score, ani lour Selected SuLtests of Spellin3, P‘Monetic Association, SJMbOl ”°”"Cr13910u, hCIJ bLJbliMiaution' and Shortlan3 1 Grade to Short31an3 II Grade f0? GTOUP III e e e e e e e e e e e 40 Forecasting Efficiency for Tenth Cr’fie English Grade, Overall Grade-Point Average, Turse rotal Score, J“ellin" LloiLLic AUVUVJ—Gohlvel’ ujthJ. lafu‘bC“.$ 3.051, MOI" Discrimination, ands Sher thand I GM‘ do for . Gran} III e e e e e e e e e e o e o e e 4‘ Correlation Ccc1ficionts of Selected Variables with bhorthanfl II Criterion Using inerry-Doolittle Test Selection fiothod . 42 CroalL) III Scores for 'the 13136 o'oitnaL ftituds Test on the Protest Given in :;J. 1,5): Part A e e e e e e e e e e e 45 Group III Scores for the T? so 3301;;333 Aptitufle Test on the Post Test Given in March, 1370: Part B e e e e e e e o e e 40 H. u—t CHAPTER I Incaozucmxcx . Gcmml Statement of the Problm "$110er is ono of the subjects in our schools that ha a high mortality rate." "flora students fail shorthand than any othei' high school enfoject."2 \ ' ”Shorthand failures and dropouts are among the highest in the curriculum of the nation's high schools...” Roam indium that the .pcroontago of students who drop or fail beginning shorthand is extraordinarily 111.511..4 ‘Uiilim J. W. “Are Bic Doing Enough in ihgrthlnd?! W L, No. 3 (November. 1968), O ' glut}: l. inaction; "Application of Banach findings tauBu-inoao.nanonmion .H. W 5 9 m7. 300 Q’In'oillo'l. 913m. 'Prodioting Sacco-o in ‘Shorfihnndfl IIIV'(1bhlu1xy. 1960): W “1946-1997 " Doctorordiumtior‘ 'A 7.901 1961 cits! 9L» Mich-o1 anchovi. _ ”It" I .W 1..' kit; a W1§3)de" 7 - . - ,, — L . a .\_ - C - ' g \g v .A a « ' - . . _ , , W --..n . - 1.: can ~'§J w,-H"— 7“" O i' o . .. ‘s . v . '- . . r ,‘ I . 7 . , - -. .. u ' ‘ . , . a . u. c. ‘4 «N A a. - J ‘I‘., ~ . b . . .x. D o ' . . . . w The-question is "What can be done to gefluco the mambo; of draponto in beginning ohorthnnd?“5' In.1963 at Lakevicv Hi 3h School in St. Clair Shores, Hiohigon, the are: out/failure rate at the end of the first semester or six beginning ehorthann clneeee won 35 per cent. This dropout/failure rate is a great concern to teachers, to administrators, to counselors, to students, an& to parents. Ehe question arises no to who or what is reopeneihle to: this problem?6 The answer to this guesticn.vnriec. Leslie, in Eot‘o‘s o; To,;:fn~ Grc~:f Shorthand, states: 30 willing, co-oPerntive high echool pupil, reporly tn";ht, can possibly foil to learn shorthand. 11 a high school pupil fails to learn ohorthnné, it in flefinitely becauno he in not willing to learn shorthand, because he is not co-ope‘nting by doing the homework assignments, or because he is not properly taught.‘ Rynle states that the answer is obvious-~the teacher and the tenchcr~ttaining institutions are the reasons for n the hi: 3h dro;‘ JOUt rote in ol1orthnnfl.” Koskovio states that etn onto should be guided into classes on the basin .— ._.‘~ r , "illien E. Allen, "Croupin3 in Be ginning Shorthnna," Ego IF'aZanco Ehoot, XLIV, no. 5 (lovcnocr, 1JSJ), 125. 6 'L‘izot my U. Ryals, "A f" First-Year bhorthand,'_$h: E (—Cbl'UM'y. 19 ”(1:1), 256- 7Louia A, Leslie, fi-th03.s cf T233512;_C??3U35horthanfi “H.4W _ A. 1.4...- Low York: I-ICGl‘ElW-Lill .juu; Do: 4.144.431, 4-0., {J93}, 9. £290. (2 . ”Lynle, loo, cit. cc 011d Loch at the To doling of 333:1"... "3.173 (35353:. H.130. 6 h 4. , I» N \ ‘ o n - ’*' . ‘ l . . - \. .-w Inna. >4 . . .- . , I O I - 1 b ' ¢ . . , 4 a ‘ . ~ ~ I . - v a . , M \- . . u;- c -' ' . . s . E r‘ I 'l I '~ I ‘ ' V .. A '0 1 ' " . , « y ‘ . 7 - - r... . .- L . x/ ' I " . x . > s . . , 4. . r . . . . . . ~ ... J ‘. b 4 4 r ’ . .. 01 . u ‘ - ~ A a . l . ‘, ‘ V _ - r \ ‘5 u , O c ‘ I a ‘I l I ‘ . . ~ ‘ . 4 - ' . ‘ ‘1 1” ' . _ 4— - '- C . l ‘- - ‘ - I . - . ,- ' § . I I! o- , a : ' l 5 V v ‘ ‘ .I I _. l 5 I. . - . , 7 ~ . . ‘ I , ' I . § ' .I i . f ‘ I ' V, l, _ 1' - 9 J , . _. — - w . . ‘ - . I ~ . ‘. n' ‘v -‘c 8 O “ “ d H.‘ nag-:- .-oouuu avo- ‘N‘L'v ‘93-" 4 ‘ ’ _ a m, 4 o a ‘ . . ,._ , _ , . , . . v I v - ' . ' ' A .n ‘ - v 1' . . l ‘ .\ l I - . ‘ { ‘ ' ' - B" - - -. v ‘ I ‘. .0. ' \ v . ‘ ‘ I" , . I , . 1" " 1 . ' . 4 '; .' t . ~; . u' _ - .. .\ fl ' ‘ of the EVidcnce that is or could be cr'ilagle. Ho afidn t1.t@e "aroblem of hi5e failulan and inuloquute pr parntion compounccd with pcruzcas an oven ”renter educational icilw -“"oe; £3untrutio one vocational w -_-’ 1‘ H s am a!" --.' *‘f' J‘ "‘ ‘-' ‘ I " uiauenoiqinent and co °j~"3ma ingeUHe to t50 heel for ~ J . ‘ r)’ r- ‘ J'— 3.- —-c L:- - , —‘1- ‘.~-, J.’--~ ‘0" -. q .f-l,-- _ vfw‘w .R‘n‘ :9 ~ 4‘ rfi‘, Del-91.11033 951.163»be 90 “ft-0-55....iné'3 bind-L: S-.u:‘ u-.-§.u$.\..t SUleCuiu-1 q o .r .v-~ w. ' 9 «a guiannce yKOCGLurund While ntucnpts to douclOp ohorthunfl grognoetic tests have met with only limited cucceb., several research studies ha. 0 been condu etc 1 :c mtly thick do finitely indicate that the excessive failure rate in chrtnrud could be reducc1 tnro 3U3h In ecurcful selection of beginning sloruunuu at uuiua. In acct surveys, howevey, teec here rolort that no s,cciel counee ling or selection procedures are used to determine those students who should enroll in Biortfnenu.10 At Lakcview H1311 So} 001, etudcnte who have a "C" ~verugc in tenth grace ln5lich and a "C" average in be5innin5 typin5 are those who may take shorthand. It is poeoiblo for o Judonts 1:ho do not meet theoo requirements to enroll in be 'inrin~ short :.unc if they desire: they enroll w th éxc unde'n nding tkut the 00‘“ee may be difficult for tn m. Qhe question of who should ené who should not cnzrll in shorthand has . _._ ‘ ._. __A 9% nkovia, loo. cit. 1°Anfiereon, $90, git. .1 .1 1. ¢ . . 1. .. i . In . .. IQ _ r . s . I; ' . H. s . . conearnod business educators for many years. As yefi, «Lvre - ‘- —-‘ a’- r- 1. 7-: 4 *nfi A. ‘”‘~. * ~—-«" Ar" ‘1'H-t -‘-~ nu elablo gSUJLOCtCG “C11349C. 933» ofloxa a Ceflaiue predicticn fer success ins 12crtl.33C has ee1eveloyod. fievertioleeo, b1ulCcae eCCCCtors CLQClQ cC1tiCue to atteayt to ECLC ghe solCtlon. Statement of Burpoae The major purgose of this ctuCy is to determine Q m1 t 0“. ler one and/or a combir"tian of Frognoatic CCCCCCCB ‘7' can be u 111161 at Cakeview Highs choo l in Grier to decrease the dro;.3out/1Cilure rCte in 003133133 shor‘“ 3C. The rm ;,oee of tLie etuC.y can be CiviCeC into three ca11'ovies: 1. To Ceteraine tCe de5ree of r.--ticnsuip of ' Mt; grade EneLish grades, overall 523C9- goint avera;;o. tCC TCECC CCCrtECCC Cgt tuCe Seat a th a battCry of four of the woven subtests, ein5‘d ilurly 33C in combination, to success in beflfzning 530: hand; 2. "0 determine the thew ee of relationship of ten;h 5"CCe 3351113 5rCCes, overall 52*Ce- point average, the Tulsa Teet witlx a battery of foz.zr subtcats 33C the final thCC 1: be3 uning CJortCCCC, siL5ularly 33C in COmuiAatibl‘ to sue 333 in CCVCCCCC shorthand; 3. To deterzsine tie C:: yer: of rclatioaghiy of the ”urea Shorthand I31 tituCe T at when given as a lecest 33C 33 3 Cost test. A »‘h .4“ “13180315., M" p. 214. .- 1“-» ‘- 4-5- Definition of Terms Shor+hand I is the first-year or beginn 5 class while Shorthand II is the advanced or second-year class. Students who are consiCcrcd successful in shorthanfl are thoao receiving fined ngC-ea of "c" or hi5hcr in Short. “CC I at the 03C of the eccch samexter; students who receive 3: Cos of "D" or "E" or who dGC out of CCC-CCCCC c1353 be: rc the CCC of any term 3:3 Chose who are considerefl *CSucccssful allfl are included in he failure rate. Thoso Btvdonts who receive a "L" in Shorthand I are not permitted to enroll in Shorthand II. The stuCe ts’ Lubliud 3rCCca are the final 3m "1: for tiae tenth grade class . Over all 3:3Cc-point ave C‘5o refers to tip emulativo 539.3 a goint at the 63C of 131.9 sophomore year. The Earac Sher hand AptitCC Test used in tm study will be termed Turse .33 at; the total test score and the fcur selected subteats of Syellin3, Pgonctic Aasociatisn,$ 33b 01? CLCcri;t103, 33C word Eiscrimination are uuod in raw acoro form. Table 1 give ca G CilforC's 1ItCVJICudulOJ of tLo relationship of reliability coefficicnts and will prove useful in int argrcting the coe fici nfis to be obtained in this study.” 2 _ . 1 J. P. GuilfOIC. 9&333T0.3t&1 ”+“t‘"+“3 in £5?939105‘ : ICU. 0:71:10. (26. (Ida: um; i 03.3; CULZ: IviLLiI boo; LUCIFW. -10.. 149v}. I‘. 195. . i h v I , Q . a o ' ‘ w u ’ ‘ ' , . - - IV .. 1 ~ ‘ H > I A . . - . t V v ‘. - ‘I y ‘ A A ‘ I I. I E . .. . - t ‘ . C A .I t ‘ - 2 ' I . I ‘f . 0' ‘ l . i . _ , . l - v D. 7;! l 0 - . — v C . ,. y .4 * 7' o . u. > v - .. . v V A . . . -... I . .. s ‘- ' . .v . ‘ . ' K .4 A u 4. ... i -n ... 7 4 ‘ \ ' ' ’ ‘ , ,- .. — . ' 5 A . ‘ b ‘ . c ’ ’ ‘ ~ - ‘ a . . a 1 V n ‘ ‘ v ' ‘ .‘ I - r A — r 7 > ~ ' _‘. l I 0’ ‘ o l ' ~ i- .. I ‘ ‘ ' . . 3 _ . .. t- 4‘ _' _, ‘3 - I‘— . ; '- o '- :9 O .' C 1'~.'& .m'u"l ‘ I ~ " ‘ ' . I I ~ .. , _. . .1 . u .. . - I ‘1 h. - H d“ . T§“_fi‘ 1 Illuvlq~*\171:t}-r\finl (Ix-Pry)? 1‘1 Clan?1“‘ffifi"flfi"flf‘ Ova (\7'31‘W1P AMII'Y‘.‘ 3...»... 0 ¢oawuawfidbaLQAE a b;i-a.bv.i.-un4.k) a: Visa-ML; ‘1 Reliability ' 331? 117.10 1 M 091) " 1.00 “£31,.J CUa—Job-J-LLt-bVa-a’ V51 '3? CLLJ.“ bliklable rel: tionshjp .70 - .93 F"‘ 01-01ution, Lg”"3 tiofi :7fp .40 ~ .70 Hoierate correlation, substantial reia+ idluhig .20 "" .40 '10?! 001'?“ ._. J1c¢u1031 '.OO - .20 ' Dofm mite, but small relationshi. - a”. s ‘1 <- in“; - l D < . t- 3 CIZAX'V ...?33 II E?! OF THE LITLHMTURE Studios 1nwnlv1ng variables such an English grudge. 1.Q.. typing grades, and attrall gandavpotnt Iruruapa III! bcqn.mado in order to natahlinh tn: predictivn ttlno betwnen.or Imong thnaa variables to success in shorthand. BOGInJO-the thilnre rat. in.8horthnnd 13 so high. Ctnnisl In?! also been.condnnted 1n.wh1ch aptitude $00G! It. used as pouathln prodiottVI advices. Howuvnr. tha rillnbility Ind.validlty otllptitudo touts are often QBOItiansd. In.ordsr ta determine whether or not any nptttulo tout should be no.4 1n.soreun1ng prospcctIVI ‘ Iharihnnd studanta. an: aunt underatund.what In.apt13ude tttt purports to do. Its primary purpose is to eliminate the unfit. or to manna unusual potentiality; 1t 1.- 395, used to prudiotluith I high degruo or accuracy the relatitt atandifig of individuals tor a particular task or dkill '3 thorotono. 1ta inaction to to indicate adhldvvndnt potcntial in a specific area. However, many W tsllul In turoo, "Prognostic Studios in Business 3002 . ... Q I - L x ' L. . l o b - -‘ - . , r - 1 ‘ c - ‘ , ’ V l _* . I v -. a ‘0 ~ - ’ ' J ‘ \ - . . . , . . _ . . g. g‘ 4 i ' . ‘ 'u .“ _' ‘ " a .. , \n n 4 ‘ “ V ‘ " s ' I . . _ . . Ed. . ..fi » . 4 ! " . . . .v - , . _ u _ .. L. ‘ ‘ . a . , I . d _ A a ‘ .‘ovvw-r ' " - - ...»p} . 0-4 time supplementary factors: mitigate the fulfillment of this obacctin." Results at aptitudl tutu do not mean thc Itudantfc m potential for achievement. my? 1: u my cannot reai and undontana instructions, he canint acmply‘vith the cm or c tent. It a student nude too alcvly. ha will not complain the tent in the anotm um». i: the «mat cannot mmémd tn. vac-minty cmployod, he cannot understand tin individual italic.” manure, it. in ”country to considcr a number of varicblao invclvcd in aptitudc testing. Some of these variant. an: cocaine. scorn: LQ. scores: actor skills M a ring” Gateway. hand dexterity. tapping M. motility,.mnacuiar'ccorcinasicn;'vccabullryt fipalling: Vin-J. acuity; “rial reaction; proon’csdina; cancellation; digit and nadcr comparison; and moi-y 35:111..” Because of then mm, the WW and validity of any aptitudc test can ho qmtimd. Elmer, Turn points out: ' " ' Considerable reliability for validity of criterion We in prognostic axporimenta haw not boan sufficiently e; uphflfiized in the {general current um actor mm M mm in mm ‘7 widespread pu city is the aggwemly low ' validity coci‘tioicnt chained, with tn: resulting Wind tendency, in man-y cases. on the part ”Shirley Ulhnan Vodeon, "Uses and Micuaea of Arum 9&0 W Km- 150- 1 (MW, 1 )t ”m ‘Gm' M0. PC 56. . . i . . . - _ , .- 1 . g . 4 ‘ I. D < I ‘ . ~. ca. . . '... . . . .— _ . .7 1 . . —,‘ - , . .. .- - . . . 0's _ ... ’ I ' ' . . ‘ v ,. , . V - . . . . ..-. 4 c 0" \ . . - ’b I . . u z . c "A ... ‘ - u' l' . . L, ». _ - ' .v . .1. i -& . ‘ yr ‘ . w . ., r — - “,_. I ‘ ‘1 . - . v x - u' , 7 0 u u ' ‘ I d‘ ’ 1 ' ~l O > a I — J - ~ s n K 7- —‘«. ov .‘ ‘ I c . . . . . - ‘ . . . Q . - ., . i . . ‘l : V .0 ’04. vV--‘- I. I.- 0 .~- .-. ---l a .s- o r-H rob—H ‘ L . . . .. , ‘, _ . t . . j d . g. , . l ' I ..x . . -'v' .7 \ 1 -'o:’1cy auadacc, to dismiss tho propcoac cptitudcff measurca an invalid. The reason for the low . ooatticinnta ct‘unlidity'oi‘nptitudo tents 1. not because the tent is unreliable nor th . annex-ion and as 1 measure or mean against . which the test is valiiated. The trouble is ._ mothntcbotmndinthcnnmmu,- inadequacy or impurit of this criterion. Good_ ‘cimic o: 70qu mucous are cztmly difficult to define and measure. This phase or m pubic a: mi: inaction but not yet - ; received the searching scrutiny that its . invert-n03.4lnlnda. Until vacation-1 paychamu ogiatc have deveIOpcd adequate ways of measur- ..in¢ 1min or .3111th and anti-actuary adjustmcc t in the variouc vocations, cocificicnta ‘ot‘vnlidity or'tho boat.lptitndo tostleill .. continue 38 be cmallcr than their true merit '. m inc-run. WWW. punctuality, ”11%.“ 9th.: chm“ mm my condition success. my 0: comm .puim.mta m mum» m tn: . mun o: prediction inn-mu c naming 02mm 1: in an o: W mm, m. memorable ill oviduc- - m not. my I! t“ m to: routine of office duties. mu W4 tints. but“; in . iii ' ap c c c 0 than: cinch inn-27' .nbility m. j .)A' -~ ~" Mockcvis mcnticns thnt much nrcgncetic and prognostic- :cclctod ran-arch bu boon completed during the past titty yarn and that bucincca cducatorc have used only a minor W 1.7m.» Pb 54'550 '83-‘59" P? 53f .- a . -. y . , ', f . . ' 0.. _ . r .. . A a o . « l . . U ' ‘ . i o 6 . . x .‘ ' . '_ ' .- 4 . _ ..l I I ' . - ' l . I t’ - , H , a . - ‘ . ‘- v ‘ I ‘ . I . . . . ,4 , ,. u . _‘ . . z . . . 5 A§ . 1 d \ O . Q ‘ .~ ,. r . . ,_ o - 3 "I, ' ' -" x. _ _ .- \ "I c r - . - . f . ‘1 ‘ ' IQ. _‘ , .7 ' no . o I 4 \ I ~.- _‘ - - J - ru- - _ . .. - . L .. . I r . a .. c . A i , l _-I . I . . . ‘ c O '\ - o . h”“.-~"..."I '- O ”r «Iv ~--- 0 a ‘0 portion or the information from tnoee otueiee. 23. Leslie 1947 warned that many attempts have been made to develop a "r 3.1cetie toot for shorthand, got none of them.have not with one ooee.21 In eeite of ti1ie, researchers continue to oeoroh for the key to predict shorthand euooeee. Judging fron.the comments made in bueL eee education research etufliee, many business a dueacore noon to agree that aptitude tee ting for shorthand 110168 the one1rer for lee oening+ d1e number or ehort::ond feiL rec. However , no one has found “t31e" e=1ti ude test; consequently, many etueiee continue to search in the hepee or éiecovering the: measure. A et‘1dy closely related to his 01e 1% a recently made by Helen Cwierz Barber of the Ineiano University of Pennsylvania. Berber ottuwgfiod to Lcuo‘ lee the de'Toe of relation 111 of t?e Turse Shorfihend Aptitude Test, I.Q., and Vo-li L “laces ..r;ulhrly and in combination to aceeos in firetmyeer ehor*hend at Jeffere on~i Mo Jan Ju1101m1ior HiJh Se 11 col, in Jefferson, Greer1e County, 1enusvlvegie. Her study involved a combination of variables end includea an e$titude teet. Einth and tenth grade Englieh marks were averaged and need no one inde;enflent variable. L‘ A 4_‘ 20FOSKOV13.1¢C=“£§¢. P. 253. ‘7Lou.ie A. Leslie, "Ab mgeeted frognoetic Teofi for «1 so ‘){\1 can“ r: "'1 Hnn L731 1'31! 1 -7 '-"- :1 "=71"; 31.0 t} “Id,” 9 ’1‘" 1.i‘§fi.J e w c 11$. if (oecemccr, 1947). 91. 0-13012. 03f .-UULUVLJ, £93.. Cit. ‘AQ 11 The I.Q. scores were determined using the Stanford-Binet Test. The remaining eight variables were obtained from -he individual Turse tests. From a group of 80 students (63 females and 20 males), 45 students were not considered successful in beginning shorthand; these students received less than a "C" in clesowOrk. In other words, 57.5 per cent failed the beginning course. Barber's study proVidod the following oorreletiOn coefficients: Turse Test éfin I.Q. ' “” “3' = 4437 English Grades ' ‘ Turse Test 4771 English Grades '1 Turse Toot IoQo 3‘ .4775 Englioh. rodeo Because I.Q. did not substantially change the correlation, Berber stated that I.Q. should rank last in considering the variables to be used in.predicting shorthand eucoooo. Thus, the Turse Test and English grades were to be used es the main criteria on.whioh to base a student's admission tome shorthand class at Jeffersonwfiorgon Junior- Senior High School. Barber also found that certain subtests of the Turse Test, such as the Phonetic Association, Lord Sense, word Discrimination, and Symbol Transcristion, had the highest predictive value; she am that these subteeta should be ermined in screening lhturtrahorthand studentc.22 ‘ In 1952, Hannah dealt with e. ael£~prepared aptitude “It to: shorthand; Earned: cited previous studies conducted by Harley, Hoke, and Ohmnmx. iforley stated um wanting woman in shorthand through the marks ltd. 13‘er Inbaocts indicated a need for a fmctioziing Gun 02 prismatic 158813.23 Hoke'a results from prognostic ham me indefinite and inaccurate .24 Ohmann concluded “it, “though he had not found a satisfactory prognostic to“; m we "cry indication that one would be cunntrnctu¢.25 Barrack dachOPod her own aptitude test flab III 51m to 206 pupils in shorthand in the Detroit W School. of Commerce during the Opening semester of A ... achtter from helen Cwierz harbor, Eiay 12, 1370, W to from her Master's thesis, "The Rolationohip of the Turse Shorthand Aptitude Test, I.Q., and mm Gnu. to Success in Beginning, Shorthand,“ Indiana University of Pommylvania, 196:3. anyhow J . Harley, "Prognosis in Shorthand,“ % V1 (auto-that, 1931) s "A Shawl-11mm” o ' “(Wed ‘ Hunter’s them mgtato University, 1952), p. 4. ' mane-nits o“: a Study at tho Valid“; 0: the Hoke W m at mm: W ' : "as I January, 1950). 185, .h . "161-8 ..- .. .. - .__ . uca on W,m Ho. 7; (Iowa City: University of Iowa Prose, 1926). ’6’ 0‘“ w W. M. k , I '. _ ‘ ‘ - - - v _ h r v _ 5 ‘ x . \- . I . ¢ . v - v A l ,_ § - ' ‘ e - ’ . ~ ‘ - h‘ . ‘ - "L -. O , u . ‘. ‘.'-Id “~Ri‘fl .v ..09. ‘ .‘ ' kl . § . . . . . ' v‘ ‘ , ’ ' I | , ~ I‘ A . A, E v - b n . ' - .' . ‘ a ‘ . . a " ' - - . ~ ‘ ,. v . . .>. .0. ' ‘ .- 7 « Q . ‘ ‘ A J . ., . ‘__ ‘ 6 t . \ .. , . D ' ‘ ‘. .~ 13 school in 1931. The test was composed cf sectiaus on Spellin5, English usa: e, tr995011 tion, and shorthand B§91119.3 3 it was 91999, and directions were given bath orally and in written form. As a result of his testing, Harnack concluded *9 tthe correlatia.ts, while they were low, denoted thafi tLere 99 a some rclat longhip Letween the tests and the ultimate achievemenfi n shorthand.- Coefficients of correlation 9999 she'thana achievement to 9391119: .235; to 3951199 939579, .475; to t“anscri;— nr tion, .221; 9nd to shorthand spelling, .244.‘” Barnacx notoa thafi the ac vitias in the self-jtrap"e 3.99titude tesz aid f¢nction in the at Q of 91‘.arth9.na. She suggested tha‘ the tea t be rep: ated and a more reliable Criterion be used. The crifierion usefi in Harn9ck '3 atudy was one teacher's :L9k at the end of the 009999. Harnack conclude that the test should be revise: , and those sections oorrelatin: hi5h99t with achievement t: score ashould be 9990 m 599 promin~nt3 t“‘t t“3 nznbcr of nu*; 118 in the 99rple ShOle be 199.91; and that in orfier to predict Bug 9693 in 92m rthard, it 9155 ht prove adV& mta! 5eous to use pu:'118 in the aévanced 909.9999 and determine what actually 991293 for success in anort999” and than F) devise a tea‘ that would 999599 91y measure those activi 9108. 7 A fif “°Harnack: i9¢:59§:" P‘ ‘2' 27;bid.,13. 1G. Wu 0-.0 1‘ Bare amt fluma 31:11]. indicate that better prognostic moasurna‘lra needed to deturnine success in Ihorthanfi. In 1958, Byers constructed a predictive test to: amt—you- Wu}? Hall preferred. to me tin ITED rest so In indicatar of shorthand guccees at Sky. neg maliswool'm Utah. Results of her 1366 study Minna tut—m lat-thin teat would b. amum- gt her school an a.prod1ctor of success in beginning Manna}? ‘ ’ The Strickland study of 12357 attexmted to detemine what. criteria could best be used. to predict probable mass in shorthand at East High School 1.3_Colu.mbua, Ohio.’ Her recommendations for the variables to be used in Muse-11.113 students into shortimd included general Icholaatio averages, English grades, fluxes Shorthand _ Aptitude Beams, Eli'forentizfl. Aptitude} £2631: (Sentences and Spelling teats).30 m: A‘AAML‘ .r-m»¢‘:..r;.3hmh. nun. mm at mun.“1 _ . ”km "“32.” 'brma.m1. wmummm-o: WW 3 mm: ,1 . mfl- mmm'xm, ”Em linden sum Writer“ for Predicting Bunions 1n ahnrfihlnd.a$ lfifznglgh School, Columbus, Ohio“ (ungnhltnhod,fihatet‘s ihnaia,m Ohio State Univ.:atty 195 . "I .- 2.1“. 4' -. ~. .3 ’ o4. .. 15 2M mu of tho 51881-1235 study was 1mm»:1201M~ . . . ._ 1g Botarmino whother or not prognostic touts ._ .‘ were effective methods to use in predicting kmcea’ in worm; '1 . _ _j , ' -. 5 J x .; 2. Find out what factors-wtyping grades. ; «lioh grades, high school grades excluding ; : iah, ' .-~and aptitude tootanvhgd the greatest bearing on shorthand; , ° 3; ldviao thoso’atudonfo whose chaocoo‘of' “ ' . success in.ohorthand wort limited to enroll in other courses. Ha: study showed a correlation of .616 for tho total cooroa on the Turse foot to success in shorthand. fho highs-t correlation.with aborthond cocoons was obtolnod to: ooholcotio averages, .660. Sho recommcndod that more factoro than.tho Turse float bo used for prognosis. ’9 DiBona.mado a study in Chicago ochoolo from Septonbor, 1954. to June, 1956. in.which the following inatrumonto wo1o used to predict succooa in shorthand: Turse Shorthand Aptitude lost, 3.8. C. Stenogruphic Aptitude Test. Otis Quick-coaxing Intelligence Test: English average-grade scores for ninth and tenth grades; and scholastic averages in major oubjccto in.g:oaoa nine pm ton. . sno concluded that the beat moment for ' Mm hm 1;sz “ m ACWTQ} ‘2 5"“ --‘l"£'-6:4‘3 62511-069” .4 x '3 k \ 22‘. O ' ,I;&:1 ,4 4i ; *3: »»u , .i varsLts' L: s , ‘ t "h 4.. ' o l ' ‘ . £ ' V - . r" ,5 ‘ V , “ H“ ~ "V O IVA»; :‘ "A .9 ' 1;: I v V , ..tpqwmi " a . . "- r I '3‘ A: « 1.3““. . - £2 (:é” 68 MI! 45.1.3 ...-4. [£939 ‘c‘ ;_ 'fii'j f'q} $151.? OJ- ' .- \~' -- 0.. .0. - '- 7 "~-. Iv .o 2"» . I I ... _. ‘v . u '0‘ ‘1' F Van 17 pMicting whether or not a high achool ctudont would be cucccacIul in.ccmplcting.n.ccqnoncc o: shorthand courses. The malts indicated that the EM scores should not b: clad for predicting success in.ohorthcnd work. However, the “Language Uaago" toot m not usedycnd mm: march. using all ma facts or. the Microntial Apti‘lmdo coat. might prove mum.” . In a $960496“! study mace by Cheney and Goodioh at Reno Kigh.8chool in Reno, novada, 30 pcr*cont at tho students enrolled in the beginning shorthand onus were mucosa“. The amctc had taken the m; the acorec on this test as well to English grades and general scholcotic atoms“ were correlated to cotemne which variables uuro tho brat predictor of shorthand success. Eh-ztcllouing correlations worn round: English grad“ and Shorthand Achievement :- .695 commas images and Shorthand :- .654- Spd’lmg (M) and Shorthand n .525 Sentences (nu) and Shorthand a. .451 ram). Romaine (on) and Shorthand - .38156 3’fih-Ilno Coillldaickucl. 'lho nittbrunxi-l IIItIIIHIIC:IuIl Inn-lioclllhilityw Eigzgi==lzulm wold: pa. "Pl0410‘GIIM01'UUIOOIO In mmgmcne - m. ad lmi Gucci-h, "Analysis-- m hr 0 and Achimt in Bouncing W,‘ 9 .- .13, XXXVII (h: 1963)! 0 'othuio, University of .1008 ‘w- '1“ 16 on o: tho. mm short-band clans. . mo Tome. Eest an atom as first choioc with the 3.8.9. Stommhio mum cm on second choice. -Th€ Turse Toot would be supplmcntcd with a study of pcrcozml traits 21ch or with Minn grades or English plooononn mots; and/or with 1.0.; and/or with scholastic nvoamgoo.52 - Implica- tiono from he: stuck! for concealing prospective shorthand ntudmtc rm :3 fallout... . . '- 1.3:: roman Ea“ “onwmc voodoo utmrdchoico. or to mph-Int 1'. “mu-mum hug-t comm-clingsgtudcnto wishing to his. 1;- t: W 11 aptitude tootc were not available, Dinona 2mg,“ cotod that m. o: the cumulative folder. utilizing the LQ. initiation; the Mich and aoholcctio background. and parcmclity traits, b- used it; auction ”Goodman.“ - . nomiokwn and tho‘wfcrcntiol Aptitude Test (BM!) in he: atuciy in mane-mafia. , inc purpose m to mm whether: the DAT vac A Valid mom or n ”‘A ’ " ”mam 55m; on: that Mm moon indicate “am“ at W. on! 03- 1mm of o v. in dieting shorthand ”I‘Wt toot in ioh mammals. W. ”5| :‘\ u "N— ”m- . 5.411% .- "1.. 1 \i u , I . o . I n a . ‘ . o u..- I . . .1 Q-' \ . o - . s , .- ..... ..- . ’. v ‘ ’ * I A . , , . L - . ‘ o 1. V... a . I f . a ‘ --I . ‘ I! . -. a .0, . . . A ' _ , x, u .-n" k. 'l 1 ' A --.,-_.- . ° ‘ . Q - h w o v _. ..- . \ - v- . .-, v' ,4 . .A 3 u g . . . ‘ 4 I - l’ ‘ ' . 4 . ,. O‘fi-ol‘. ' -*-D—-1\ Ar... 4‘ I. Engliu' 531133 increa1ad the accuracy of H110 icticn, and it was almost as effective as the use of the five other variables cambL'lcd. Cheney and Goo 1133 eta to d thgt s u.acnts hhouc 300333 wera hiQh in tho five variables 331 who were well motivated wore the 0103 “Lo were most a1cc3saful in.ch1r.ir;sh01t "11. They t2.er.foro r0001ncnicl uiutt a number of variaules be used in 71m, 11c,- tinQ‘ 5:131W‘V11“ 15. success, Lint ILL-.1133 ci‘ "0-" be ugefi in En 1151 and scholastic a¢111nnc, anfi thata 11*fi t of 35 on the BLT 81011 25 Test be used. Cheney an1 0001ish found that no successes were u .5 40‘“ . ad 13 gnxa b (’1’ C eli:‘nag 1~-0.13.y£ lures were 91L 1: ('I rarticular;- 31‘1 .r~~mhen the a‘aavo rccuz1uud"1ens were 33...; fomc‘z that performance- on the ILJ'Qj‘nge Constvuctio: a1utest of Le LanQL Q30 Aptitaae 1111113- 1 33 b C‘" H CI {.3 a S“ Q (:1 I...) c N c?- (t {31 5...- V } Jo c 2 -hly with cherthand aa1iuve1en mhis is an area cgen for ‘3*Lcr study. The problem of a high fa‘ 12% rate in 5113L”“nfl will continue to be one of COHCQLH to 1117.311 educators. The 3act research 8 tu1ias inflicat 93 the need for . effect1"e proQ1ostic measure 01 11111 :3 which COL d be 971111., p. 319. 3 .g-‘xv- J Th v‘p- “1:3“, # “wilm‘n , - sent I: i “J £1110 .1.pr LC} ’ “£1 Ls»- ‘ V. J- .y:' . J... 11-1.0’6'11‘1“ do I Q ‘ ‘ Ia'\ ‘ “I '_ _. \ ‘: ‘ ‘_ . ‘. . 47- c p“ 3:17 ( UtenOGZ-‘aifing ' ...) 01111131. :1- 1 ’..’;.-.." ”314.1537. .13.: l . ‘- I“ t (H i’Ov'GJ‘L-UCZ'I, 1391 . 61.x). uued to 3rofi¢ien+ly 33=Qnost101t - 3.... f- ,2. i- - ‘3 122(1)::‘0 {39111111138 U121!) - ... .1 1 _- -. 1,. -: .1313. _- 71-..»: .11 ,4..q , could achiwvo 5131153 1; 311:.1ahd. L111l 1 33111133 is discovered. txis 3333103 u-ll ycmain u: D 1 ‘J 1 if' .3 .1. con v-wn-v- alt! ' TI VodL-hu‘usuis; ll“ \7 I. '.'It‘—',~.\_.‘.\_.‘ ’r-f) '5 “Wu! o1~g9710t.(-‘ \f‘ Bani-Jacul-‘r'ma’k" “‘“ ‘oAQ-"VJflJJN'Ah-a 1..) 30003192103 of cuij n9- “‘1 v. -‘d.* 5-‘ . -‘vv9~ ‘31 vr‘M-J' H.” "-'\|¢- n\~L 4.4.33 BuOJQC' m3 (if u. .2 £3 {.3 buggy 1.- -333 J.U_.~J.«:'.z-.I.Q C L-i.!.\‘.(_?.; x253 best 8021 L16 3.5588 Of 1'3 £11K} 13 in 331336? ”LG. I aux}. II Cit 13.:evicw 115} Schccl n Sfi. 012*: Shores, iicgigqu. The Lakeview Sch"l 1-0t ict, a squwb 0i 393301 9 in MO ateé in “hubLQ Cvmnty. It is espenuially; o allatod "‘ i ....--3 *H ..-... a L, fwd-z... .9 v'.‘ -.u , by uy fger quggc-clap Lu Lbs. LLLcVLLd uLJL School 'a £0 a co~““cuc*”ive high a chaol uiuh a total enrolchnt of 2,012 for 6L6 1963-1'; 70 yC°£; tlze f~~al+' incluflc” 88 tc achors a, 2 lIb“*vihLu, 7 COLLUQIU'“, 3 aéginistratayz, an& 8 secretaries. The students were diviled into three grou;s: GRQU? I included all 55 stufienta from five of 51:; ShOI'm ‘ dI sec tiona durin' the 1963~1969 school year the two sections were selc caea becaz:se they U030 tau;ht by the writer. Quay di duet t"“e the Eur; e To; CELUP II inc ado d 34 of these same 55 cfiuLOLts w; renained in Shox thand I at she Le Qirfiing of the a cozxd ' '1 ’V ‘ .‘fi 1 " -‘ .7 4' ' v . 1 .‘x‘- 1‘ -‘ Hn-w, .. . a; "E q-c scLeu or; .L-; Btddelufl Lac tuned tne AMQSO Sept in Lay, 0) s". H. ECU? Ill incluéea 26 students enrolled in Shorthona II flaring the 1969-1970 school year: theoo stuflents had taken tho Turse Test in May, 1969, and again.ln.fiarch, 1970. Elaven.of the 26 wore not in.tho writer's Shorthand I clauses but were included because they had taken the Curse in 1959. Ehoy were considered successful 1n.3horthand I. Eose“lntion of ansuros :myloyod 1390an this study involvecl the aetomination' of some predictivn measure or success in.ohorthand, the variables which.wure used were as follows: GROUP I ' - Tonfih grade English grade Tooth grade overall grad~~point average ROB? II ~ Tenth grade English graao Tenth grade overall grade-golnt average Turse Shorthand Aptitude Test with oubteoto of Soelling, Phonetic Association, Symbol Transcription, and Word Diocrimination GROUP III - Tenth grade English grade . Tonto grade overall grade-point average Turse Shorthand Aptitude Test with subtooto of Spelling, Ebonotio . Aaoooiation, Symbol Transcription, and Hard Bisorioinotion Shorthand I final grade fine tenth.grado English fixaao was obtained from th- student's cumulativo or permanent file which was located in fiho high school's main office. Those grades were recorded as letter marks and then sealed in terms of the normal curve by using the standard deviation alotancoo 22 m thl moon or various per canto o! a normal diatri- notion.” nu nmmty and validity o: the: mango and“ are quantionablo as the tenth (and. English course bolt with both W and literaturo: the dam to whioh tho and undo in English measured tho M m 12mm thilitiu or construction ability at mm that no and by :1: mt): ard- W unnu- 4° “W'lommntmum mortar-ammunohmnmhm mu). m m.“ '- mamas-point m m w O I11 tun-man “Moot 14th tho causation of mm. Illa. W “mum, too-l music, driver “in. and mu m apricot. Honor points thf. . - h. 393mm 3. Garrettondn. s. Woodworth, ( «an: roan on 8. p. 457. 'g'rudoooand andfii oh toot: 80:10:01.1ng But-on and I. Hi. Vincent. "Motivation and Proposition “Cumulative grade-point average shows a substantial relatimip to W :- woll u to other «Insects. on" c l a ‘0- ‘O .J an. a 0. 4h.“ '5 ‘ I v - C v .. _ L . , . I . I w. H“‘ ‘4‘” - n J» I . I I ., , i . t _ O .A 23 woro calculatoé on tho following basin: regular Courooo -. Fonor Coorvno . A a 4 points A u 5 yoints B a 3 points 3 u 4 points 0 a 2 points 0 a 3 pointo D u 1 point D a 2 points B a 0 yointo E u 0 points The Turse Shorthan Aptitude East was given to Group II 13.333, 1969, and to Group III in Karon, 1970. All of the students in Group III had previously taken the Turao Toot in 1969 as well. 'Pho Turse Toot purportedly nooonroo the following: 'manuul coxtcrity; ability to write, carry matter in the mind, and listen for new matter simultaneously; ability to learn and combine abstract oymbolo; ability to aosociato the correct literal spelling or a word with its phonetic form; ability to discriminate betwocn noraa having similar or identical shorthand outlines; spelling ability; and.ability to construct entire worfio from the incomglote unorthand outiinea.42 The Purse meat is intondad to eliminate only those who are unfit and is not moant to prodict accurately the relative standing of those who cantinuo ohorthcna.43 Booanoo the objectives 0! tho Puroo Toot are based on shorthand-typo content, 4.. g... 1') 6-" . v _ -. u- ... -. sari” ...-.._, H.-. , 4 Paul a. farce, ”Hanuul of bibeLiUum," EMSVQ . Shorth no totitudo loot (Now'Ycr:a Harcourt, urocc & world, lac., 1} o), p. 1. 45m.. In 4-. I‘ ~ . r , 4 i . —-A—- " ‘ ' ' e c ' v H l - ‘ ) . o ... ‘ ... » '\ . ' I ... n - ~.. . .1. u .. t b . - old; ,v . ’ g X ' . a ‘ 1 ° , . -- ‘ ‘ "d ‘ w .- ‘ pk . ’ v ’ _ ,J , - , .. 0 .8. —. .A. v - —' ' r . A i - o w 9 . ’ g \ ~ .‘ ., ‘Q s. ‘ ‘ *I' " ' v . . ._ . n - -- ‘ h o. . x. -r I I ‘I " ‘ a A ' ' ' '. _. --u . - ‘ ‘ -‘ " , v . n— - . , o. - ‘ ‘ ,‘ T 7 7 ‘H _ . Lt'v .‘J 0-— ..- ‘ c' ' ’ " - . n . I . . “ m. -..; .. .1 . ,F.-a' . ’ ‘ -‘ ‘ . u . . 'L ' ' _ 1 - : ‘ ' ‘ ' ‘ . - ,4, - . h I ‘ ‘ sun . - ‘ ‘ ‘ ‘ --. ‘ - ' I - Q ' _ a .I I '. . ’ .A ._ 1 _. _ i . $‘ ' a I ‘ ‘ _ . . 1 4.. \ - . ‘ . ‘ _ , .- . o ‘ 5. ~ . , ¢ ‘ ‘ -_, ’__ . ‘ g -. ...,” tm-U‘? “3 -r ‘.-...¢».*-v-'UI -.I-3“‘ R) 4:4. tho Turse doc-o moor-J" what it pumor‘co to measure ,. (oltlmugi otuaioo other than those done by 'i‘zrso do not necessarily obiain the same conclusion). The correlation of. the i‘uroo with the Durooou'i‘uroo Correction~rrmooription Toot of Stomgraghic Achieve- moot woo as follows: Str ‘17:; $216. thievgwnt East a .30 Spank-1g and Aomevozaont East I- .54 Phonetic Association and Achiovenon‘a Toot u .57 $3: abol. mmooription and Achievement ‘i‘oot a . .1; word Iiiocrimination and Aoiuovemont Toot :- .50 - Dictation and Ad'iiovommt Too“: ' a .33 Ecrfi Sense and thiovoront East a .57 4 530ml iptifuéo and Achievement Toot :3 .67“; From {Pablo 1, Phone’cic Association, ‘-.-Jo::d 35.331Till7liri;t10?1. Word Sonoo, and Toto-.1 Agati‘mao are filo only correlations t .1 I giQfiqq Jug ...-A l' afi‘“. an.:--L ' , 9‘ ("a v... 4’ ... .L 4...... ‘ i . much show 8. 53.5543 urinal ruimi- wig-“.13: o0 one oiliovomont I} ‘8' may» I \ - - q .3. ' n ‘ ’v' H 1, ... too 9.. Mo row ooorea fro: ohfl opollio , , Paco-Acne __ V _,_ a , , _.\ , _ my - r‘ ‘_ P“ ,. ”a I "-..3. a ‘ in , f, , '_, {q ,. ..r r‘.‘ ‘n T“ Association, Sguool ion-moor .1. ‘ u-iou , told. h or; ,.L&«..r.1,,iino.~ . Q'k“. 4‘ ‘rv m I».fi mfi‘v ‘ ' .i~ fit. .1 ~-g n. 340- tion ow hes vii as well as no i o on}. J.»-.J.‘;3G bi! vi‘u o woo used in this study. I 71'“ r '0 "r 'r‘nr- " -~~ 61 A :Dsar:.pfi.'hqqamn 5bveatn C61 unpaid but“ ...»Uvbuukévu . ' .._.- A- -. 1. .,.a.. , ,‘ n . ‘ 221a pinhooo of tie may Loo to diooovor if there I. is arr; rolotiooolzip egiotizxg between or among certain 44min; Pt 30 . ‘ . . ,, ..-- ~ I ; . . | v‘g ’. \ ..i «- .v-ao-aw y-o ’.Q a o -, ; I‘ -‘p ~'~.~~uo, I LI 25 variables. and Show I mush tho no. or comlotion mflicimto. this design an chem m at m citieimcy withvhioh o who: 01’ variables and their mmuuanmm can bc nomad monocular; It m use aural in that it permitted carrying out o a Floatation otndy.and making in oatimnto of it. probable accuracy.” , “ . ' On. at the proceduaoa no.5 in.thio dials: woo iho Pearson product-nomcnt.corrolation coefficient. The Pearson product—moment correlation. denigrated by g, in a statistical measure of tho degree. at Milan homo tau-o variance. Ibo coco-lotion mum has motoribum: .. mimic (am) and mum. on . gun scar. formula to: calculating correlation cOotrlcionts m balm: m uplands“ ‘_ rm -.._ A ”in up 1X“ 1 A ?: {no - ((202 one - (n)?- m- Pontoon product-moment female. was used for all OED-mum. ‘ ' . uggF—w—n—ufiuuuo~ ' 45wum R. Borg. ~ m " (in-«.3 ' ' o, ’ 1 Pa 2709 L M G. Gothin and Lao S. Goldstein, W m: Vol. 2 (Ne n n . A. a . « . . . _ . u v a ‘ .x I . t . . .. . . . h . . . . . . I J . .. - . . h.. t . O. . A I hp. . . . .7 \3 5d), 9 a x: .3. :I Wk”.-. ‘O‘Ul 0 s7 :5 0.. Letter {$35.33 ware sealed in 1:31sz of the 331-331 curve by using the standard éaviation.cistances fram the mean of'vn31oua per cents cf 3.333331 distrih atlas. 47 weights or numerical values were 33315333 to the3a letter 5233333 these zeiohua u re then ex3reusei 33 a standard deviafiion distanco rum.—5.u 6'( his ten .‘ avoids negative values). By drapping decimals, th3 firat two digits were the» we 53.33bt31333 for letter graéea o£.A, B, C, B, and E. 48 est Selection nothod was ': The Wherry~fioolittl T used in the solution of the 3.3Wt1113 correlation far mp III for the followin5 variaulea: t3nfih 53333 Bn5lish 3 3333, 033 2311 graue-voin 3133353; T3333 total 33323; Spelling, Phonetic Association, STm'ol 533333313- tian, Word Discrimination (subtests of the Qurse); and Shorthand I 53333. By u3' 5 the Hherry—Eoolittle method, those tests hhiCh y1313 3d 3: wfium‘g 3 th the criterion of SI: orthan II final 5:333 (fsta 33:33t3r) were 333d while the rest were dis cag‘nx' the 03139.1331311 of the multiple R after the 33 313103 of 33 ch 333% 333 3%3333d when R no louver inpro33 3; 333 the computation of a multiple regression equation from which 333 :3‘ 33 ‘ 3tion of shorthand 311333....r 3 with tne hiuficfl precision was 3333 poasibleo49‘ . M. 4__... .__ 47Garrett and Loouworth, 133. cit. 481% 8 a ,33., p. 524-23. 49; bide. P0 4260 _, ,‘ l .7 » . , l . a F \ 1“ V v - ~- *7 4 — ..-..- ..I p, -. ' . . I .. V " 1' ' I u I. ~47 .’ 3 , ,. . I -. u‘. ‘ J -. r D ‘ ' 0‘ .— '¢ . U o- _ 7 . ‘ , ' . ‘ 4 - ‘ 7 7, —- 7~ - - - i. I . O , . A ‘. . L ' . ‘ Q \ a7 ‘ ' A I ‘ . 4 - ~c ' w -.- _. ... . _ I A .- - -‘ .. . ‘7 V ' "I I ~ ' I - -~ - v ‘ - .L , - ‘ . ' . :‘ '« , ‘ o . . , .» - -7 l. » .- .- - ' ‘ ‘. _ ~ . n- -v - ._ v. , n .. - .. Q ‘ —v‘ . ' a ,7 fi~—v , 7‘ , -~ v- -a. \- r . . o ‘ - ‘ . _ L1 1. - , - 7‘ d ' {b _‘ , -5 - 3- . . -. . . ~J ."1~ . u r, A o l 1 5 ,. , .— —7 - » m iv .4 Q P O - > t I IA F I- 05» - o ‘ ‘ . .-_. _ ,0 4v - I me ~ - - , . - _ ...- - h n‘ .. v, 0 -<0- ~»U -o 's-r-v- nnxf -- .Ls . . . x \' ‘ . -- . ' A, I C n A . "‘ -~.a -M 1m. 7 ' - V 0‘ fl \ -he coeIL l ient of fgrei‘* fa. . 60;..e2163b111t'j was also and. . r- 3,.,..- ..o 4.1.. -_ no . 3.3 a (idles; 93-754.“;th -C v.1. 9;-0 SCI-401. ob‘°° alienation for mad 3. *HA-L'oa'pmdb-‘J ”I de- ' .L’SO 1," file foamiulal 3.53: .z. =2 1— 4...... A.._4 5 ‘Illi | . 0w 0. Po 177'730 n§;a;yp? +1 It is deri*zel '“Qm L I 1““ . -.-‘ O -1313 c ~‘V ~1C;;J \nr-o-uv-J- “U ' .13., x I ."~ ' \' “cs C;Iiuluncj or 0L I" H. 'W 4Uld.-'~v.~h:l 5"": f')‘ ff ,1 11.11 11:51 I 5’ AULLYSIS OF LAEA ROE? I Fifty-five Btuéente were enrolled in Shorthand I in Septem bar, 1: 63. Because these sfiudutts aid not take the Turse T35 t at that time, their final usade in tench gra-e 1.3113L and th-ir overall gra£3~ycint 3vc.age at h and of thci "*'31or3 ye'“ were used in aetermining Ea degree of relationship 1111 1 success in Snorthand I. This :Wryoue 3331 um. f3 1103133 (33331333: 2' u i 1. what are the 333-51313333 .f carrc12ticn between the 601. 1:11 33.3.33 3-011311 grade 3.1... the cverail 3:3'eukaL't overage ‘30 3103333 in Shortfmd I? - 2. Using the tenth {3 ‘.30 English gre cc and the overall ..uhenuu-.t uvb”‘-U, singularly or in 00Lbination, whiohw dd be most h 1 .‘. ‘ {‘35 +‘ I ~'_ 7‘ krew *Ctive c. on 3333 3n 313333411 I: C rifi‘l’ofi" A". "0 U: A“ t: A “‘0' rp.t\_\\ mg“; ~"I 43m r ’v an I: (I; :\ 1 I! r 1‘ (‘ ‘lflr-s 1 n --’ I a: 1 ‘ hk.‘ _: ‘ " A \1“ ‘4“._v.; 0- 'hv . K ... s. - _- u o“ Lyn- - L . I :- ._ 1.1 . a a». I ~ _ . . sq I _ I, I. s In . - - J1 :'. . 1. * .3. 1‘. ~.. 2n? f... . .- 1",". .. ’3 Ovavnll C 3_3~'31;i 333-1“3. 3.- -1crtg131 1. -3410 . W *- - - 4‘ : -— A - uflvg‘a ' . r. J: - ‘ a J. > A .~ .1 r- J.‘ - .Us ‘- 1 ‘95} '5 a. f- v .’ c 3 y ' ,“_ ' . 5.10118 9110 CO3. U1...0 1 COC— 11151.03 .5 0x. mid 3.1. 1.3-. :1 {45:131. English 3:610 anfl overall graflevpcigfi average $3 3333333 in ShortLfidd I. ~It is niercsting to note that the correlation between Sho:3hun& I 53310 and averall gradu- point avera*e fall a into 3 rogers“: or substantial relationship with an‘;|of 42. This substantiates he on (at) ~n state:zent aw .fie by ralmer and 3a wcr -0 that grade-point average shows madcrata carrelation to Shorthand I 333333; it must be 10.nfiac"c that the ue T33 of Ctrrelation of mc-pcint average to other sahfi t3 is true as : ll. 3:313 2. 0 :33m 3333 03 CORR"* $133 -33 33:21; 2133' .-xwl.-.,z- GRAD... UV). TELL GPAi)..- 302?}? £1JE?.-U1G3, .LID 31.113.11.113... I CRADE FUR FIFTY- FIVE “‘11 3.31.311.) I u_31".l..-.) A: UdZJV-IEJ HIGH. SCIIQPJIJ 31.31""..21311d I (21‘3“ 4.811511 (1:23.30 ...)..qu«311 G'LCLLLG fiverall Gradu—rcint Avercg U4 I‘d-5 A n‘ V A Pm) V I‘" U! ‘ __ at (3). 1 .542 .59} - A - 1.. . ‘ .-. .zgglnre R3+3 933 C ILtuoff 9333;. From the group of u... wwrv; .— v . 55 3 cudenta, 21 were 0333 lered unaucoesaful in th3 first semester or filorthand I. In other 30333, 38 yer cent of the students had either drappod out or received a “D" or “B“ grade (atufients who droyped out after the first two weeks in a course 630p with an “E" according to school policy). In order to predict those etudents who will not be successxul 13.3horthand I, cut-off points for tenth grade Engliah grade and overall 32340—33133 avar3~3 were arbitrarily set 30 that analysis of failures 3:3 333333333 could b0 956022.31118imd. “I . - . 1 u n _ r '_ _ , , .w . I. .. _ , _ . " u 4 .0 .. . . ‘ . - ‘ a v . ‘ __ - _, « , . - o 4... . ' ' . J - o " ' r t . . I - ’ _7 ‘ v .. \ . 1 . . s - ’ u , ‘ \ - . ~ . \ " 7 .. . r | . ... . -. ‘ . 9 . _ . . a .3 ‘ - I , , _ . . l ‘ - -‘~ ' “ l u . I I I ( I ma..- 0 .- u ,‘ 3 I“ ‘7 "' .' " "' fl ‘1 " J . . «I 4.‘ .D- o - hr .... ur-I-v»£-“I-"“‘""‘"‘ “ , w n - -- . . selecting Shorthand I students if no other vr'iables are used becau.r o 45 5 per cent of the failures were eliminatea while only 27.3 per cent of the 81000: gas were eliminated. This cut~off eliminated the loa t L? amount of successes. TABLE 4. ELI} IaAqlgzzu 01? 5383130333153 3: XIuJfi. 1..) U315} CUT-GEE lClLETS 0E cvuuAEL Gl.31~ioi.l AfSiiefl 3 VJ. 3": UUAKJ I Cut-off Humber of % Humber of Q Successes 5:33 Failureo E=22 1.75 ' 9 ”7.3 13 45.5 2.00 11 33.3 15 72.7 2.25 ' 16 43.5 13 $1.8 Io Table 5 the cut~off points for onth grade English grade and overall grade-point average were combined; The :redictivo combination resulting in the most elimination of failures and the least elimination of auccessea was found to be a "B" in H.5113h and a 2. 00 gradeafir oint avera .e. In this category, 7 of tho 22 failures (31.8 per cent) were eliminat d while only 4 of the 33 successes (12.1 per cent) were eliminated. J.- .. . ~vcn‘; «H q 6 - u . _. . » . r -, ‘. 6 . - . , . i q J ‘-’ 4 . TABLE 5. “JIVI‘TLiIn‘IS OF 33.77.337.913BPSPJCTE FRI .UELAS 'CIIIJ CUT-OFF :OILTS CH TLKTH GRADE EJGLIEh CiADB AuD onufiliu G 1211': “I" IL: a! ‘Azl‘LG- PCB GROU? I _.. ...- .. .4...— ——~- g—v: W'— °“t'°“ ' gtggggsgg E233 i§§§§§.§‘ 2:22 W .;3. ~ _ o and 1.75 4 12.1 4 13.2 c and 1.75 c 24.2 9 40.9 n and 2.00 4 12.1 7 31.3 c and 2.00 . a. 24.2 13 59. D ago 2.25 _ _ 5.. 15.2 7 31.3 c and 2.25 12 . 36.4 13 53.1 Gaoue'II Thirty-four of the ori; inal 55 stuo.en'o in Séxorthand I were eni olle ed at the start of the second semester. These students were given tbe Turse Test in flay, 1969. The purpose in using this g roup was to determine the degree of relationship of a student's scores on a battery of four of the seven 3 ibteoto in the Turse Test, the tenth grade nglish grade, and the overall grade-point average, singularly and in combina- tion, to the stuaent'a success in Shorthand I. In order to achieve this par: 80, he following questions must be answered: 1. What are the coefficients of correlation between the tenth graae English graae, the overall grade-point average. and the Turse a I o - I; I ' . u- u .- J’. — H. l I I - an n . o .u - II thud-II 0-.- I-Oi- - --~ “at...“ D .- y - ... o -t-- n O a o . l-- a u o— . O a- D... C I. ‘uol -... In..- "-0. v“~‘-‘ O“ I '3 g. . O I I - ‘- Q ....- ..I‘ ' a. . . .J .' .-Ip--.l\. no. on... .... . 0 III u...- I... on I I-‘flunmm-lmflm-. I o '- u o . . . . or I . . ‘ " ‘5 ..r .'I IJ * o - O . - ' . ‘ a! I‘... ~‘ -‘ .t ‘0: , U . ‘- i I 0 | -. ' . I, ..I\ 'I 30-! +' .01.... I. 03'- ‘ . o . n I I. . ‘ ' ‘ . . ' . U 0. ~- 80 .-| u. , ‘. . . - 'O -I I I a . .l 1 a ‘. . .. J v d -- I -. - 9 f . I ...I. 3 - u -' a '- Ills-‘ -0 I no. nan. at. - ------ I‘- -l - ‘fiaml ...-Chl— an.m--—.o--m—-—-. I: "cl-fill- 3"" “I . ”ft! We at: u iii-m Mm' 'hmawnbaummxbma 13": am, no! and! ed: nous new ”We end! cut-me WW)¢/‘ _, d “M CM: gains at am on! .939? «final 5"" eta qmumumww '11. amides new" mics»! to Madam u'uooo ' {7.3. )1. .1 in: «has (and am am an Joni «m w r- "-' ”3" ' " >-m :11 m cum. 0‘ e! ...» a?!» :U,'-. 1“ anyone! fiflnomq am: mm 03 um I! I - , f. - O ‘1 a : -5 J 3 fl .- 1. U . ' \ ‘. I. . .fi. J ' O J ‘I-fi - ' t, Toe. Witt: t .0 fair selected subtceto of Spelling, Ihonetio Asoocie.ticn, Symbol Trans-c cri3tion, e:.d Hora I; or.-ir't or to success in Shorthand l? O 2. that are the coefficients of correlation between the four selected o'btect: ' the Tore e Test and success in SL rthendc I? 3. sing the tenth grace Engliahg ove~all graoe— }>oint avere e, an” t..o Turse Test with the four selected sub tests, L--3L wotld be most prco ictite of socoo.s in Shorthand I? gorreletion of Shortheee_1 Success to_§eleoted .Egggggg. The intercorrelation coefficients of the_w seven variables and Shorthand I can be found in Table 6. The correlation coefficient between Shorthand I and the Turse total score was .265; between Shorthand I and tenth grade English grade, .234: and between Shorthand I and overall grade-point average, .569. The correlations between Shor*“““d I one Turse as well as Shorthand I and tenth grade English grade are low; here is little relationship here. The correlation beM.cen Sher t- and I and overall grace-point evora c is substantial; it is interesting to note that his a so some relationship obtainefi from Group I. inly one Turse eubtert, Thematic Association, shoved a sob ctantial relationship to Shortk “1‘ I. It wish grove fruitful to use this subtest in selection orocedures for e::1rollin students into Shorthand I. \ ‘ ~ “ f‘ _ . . - c w. V .c ‘ ' . . - . t . .‘ , 2" _.‘ 1 _ -< '- - ' ‘ _ . v . -1 . . .. _,. . ' t . .. I , u .- . . . . A n A» l' ‘ 'l I . o . , ’ . ' J. o . . , l . ‘ Q . a - ‘ ‘ a . , . . , . ‘. . fly a ‘ . . A . ‘ I l I - l u - . 3 v a a , , ‘ l * -- Q .“9- - —I- 0-— - ‘33? 6. ‘T"”"*“”"’WHI 3 “T T'“5“I"““““3 “”’<”3 T 133 I) 1 1T? . 3 T 7| .‘ ‘ A1 ”'" I‘ GAU31-F4-~UJ_.I:1 Gil “z.“ i‘::’ (4 int-Igi ‘u abo‘tut‘r- ..J- IL‘CL:'T ILIj «Jay-nab: .3’333133 rhvoo-‘u ('I1VF" '6' “ SI rapt-n \'.|l—Ifi (‘0‘ .-, v' ... .’ r -l-‘:- ’s 4-1:}. ~. . .‘.n. Tn . r- cm ”T ' m gage .L\k.t. e ..:J.'.‘~.,;.-.- .1 1.-.. .u.-_r. I.-. 21.. ...u... \. . ...- ;.....£..v .‘éu~.‘v...ni.J.\.i£’ C" T mm A w 2 m 1 1‘ ' ‘1‘! 4:30“ *A‘A‘dvALIA II” vi; ' £4.31- I'd-I :35 Vii—'11} 1.1:: (1.0.1: lid‘GL&lUcn T Qi,U“bI‘h‘L—L U I Hui-ru- a 9-. fl'lf‘V.‘ ¢JLJrnJ ...;J:b vaLV's..s: II (‘3‘ 1W ‘3. flfi-gfign LuavJ. DALlw~LVl£ I \ . «ad... to. (.1 inlee Total coore vernll Ci ads—-01 Ave:;:‘ S; L 1-1.1:”; }honetie Association (,"wyw .‘v 1 man. u'- 4' r .22-20 ..-2222221...i.4; V 2} $222; 22222 22 1121 22222 g were Iiicriii-&t10n (I) ~J G\ U] 4- WM (1} #3 (2) (3) (4) (5) (6) (7) (8) (3) .23 -.006 - - - - - - (4) .569 .163 .525 - - - - - (5) .296 , .656 -.535 .025 - - - - (6) .560 .627 .374 .21: .351 - - - (7) ‘0135 0538 -0142~OSCS .332 .2: “ 0 (8) .557 .437 «.126 .325 .263 .423 .252 - Forecasting efficiency provides a quick eotinote of the predictive efficiency of an obtained‘gg it is celled the ooetfioient of forecasting efficiency or the coeffi- cient of dependability. Table 7 shows the forecasting efficiency for each of the seven variables. Overall grade-point average shown 17.8 per cent efficiency in preoicting succeee in £flhort.end I. The eubt at of Phonetic Association ranks second with 17.2 per cent. .-~. nu. -o-o A ‘1. . ‘ 9-..! , . ~ . , - , ' 1 N . . , . - ~ \ 0 V . '. . . I C . o 2 2. .0 - 1.0 4" N - . ~0~~O~vu w n.9,‘o v 2-- a - \- . ‘ 2 ,1 w . ’ . . a ~ t . a . o . . . . , . d V .- Bone of the factors appear to be useful in preéicting Shorthand I success. TABLE 70 FORECASTIKG EFF C EECY FDR THESE TOTAL SCORE, TELEH GRADE fihGLISM Gfififlfl, OVLKAKL GJfiBJ-lCIJT AVERACE, AHD FOUR SELECTED SUBELSTJ OF SBELLIBG. PhOLBEIC ASSO- CIATION. SYABOL TRABSQRIPTIDR, A33 WORD DlsCfiIfiififiTlUfi FOR GROUP II Variable . f Percentage Turse flotal Score ' 3.6 Tenth Graée English Grade 2.8 Overall Grade-Point Average 17.8 Spelling = 4.5 Phonetic Association 17.2 Seabol Transcriytion 1.9 were Discrimination 7.3 .l ., allure Rate an: Cutwoff agere. From the group of 34 students who entered the oeoond semester of Shorthand I, five were not eucoeesful. In other words, 14.7 per cent tailed the course. _ Table 8 shove the eliminatione of successes ana failures using out-off levels for tenth grade English grade. When ueiag English as the only predictor of Shorthand I success, the cut-off of "E" in Eaglieh eliminated 2 of the 5 shorthand failures (40.0 per cent) while only eliminating 4 of the 29 shorthand successes (13.8 per cent). This outwoff point again elimiuatee > I ." . y o ‘ I . a ‘ . A.‘ . . . i ( J . at y ' '- 9 .v- c . o " —‘ ‘W. ‘- '7‘ ‘r' .v.‘-..-.,‘_.r..v- ‘0‘. . A ‘1‘ 1.. A u _ — . . i- ’ l L A W ,. u - . . -. . U o - ‘ - . 9. .- ' ‘ n . (W'-l- O -\ .' fill» L-~~"D’."m“ .- . nu l 'va“. I " . . r ' I Q \. t l k, .7 . . x _ .. . .' 7,. V f . .o ‘. 5 , . 7- .J ’ -«r 4v , - ‘ 4 , ‘_ l . l . 7 . . ‘ , . - f . o . ,. 0‘ . A . . - . . ....-- v . ‘0 ‘ I _ I . a v 1 8 the least number of successes. Stueer ts should have at least a ”D" in tenth grade English in order to succeed in Shorthand I. TABLE 8. ELL-llu’xl‘lclés 02‘ SUCC"'3$"IS A33) 3::‘.....u.. S UCIZCU CUE-0135‘ JLJJth...‘ Us" i.....u.-i (i UH}... gulls... (31%;): l‘vaL Culu UJL.‘ IT Ti.’ v - 'c— if, ' n .‘.- -'-" .3. “1.413.331? Of ‘ J Leader 04‘. ' C 1' . ..-”n ... . , V" ut-o f Successes hmeg raiiures n=5 D 4 13.8 2 43.0 14 43.5 3 63.0 Table 9 shows the eliux' ins ions of su ccessee .nd fail urea usi.g cat-off leV'l sfor overall grefie-poin average for Group II. When using overall grade-point average as tb -e only; :redioto or ofb W‘ he; tlxsnd I »u sees, it was foune that at a cut-off of 1.75. 3 of the 5 shorthand failures, or 60.0 Ler cont, we: e eliminated while 6 of the 29 successes, 20.7 per cent, were eliminated. .ihis cut-OI'f level eliminates the less somber of successes and also coinciées with the results from Group I as to the cut-off point which sho old be used. n .1 . . . 4 . ‘ . 7 ~ .. ‘ " ' _ » v «4 . , . . . . ' l l V I ;.-. , b '7. A.» a v ‘ ~, . ’1. . ~- 1 . , 4 .. \ . . i - . u . _ '_ . y I n . - - J I» .. I -. -- O -.H<. I - . ... . to 0‘ .' I: .x. - . O ' ‘ 1 - v , . , . _ , 4 ‘ n -,,._ J . . - “ ' ‘ I ‘ c a Al ..I n' i l _ w ' r . i J . I- t ' O ' . - ' - M \J D . .... ' '. (.31' ,~.'w--“*Mu‘ MIC-l -- -.,~- -‘.'M . “...-bfi-firn" .‘.-7. . 0.. v _ .‘ r ' l‘ .. .. ‘ . ' ‘0 I ~W v‘rmr‘. - b. A“ 0‘ '1-0’ 0‘ lb. . A I V. ' l t‘ ; ‘- u .o “......M. gar-.2 ..- -u /| .-. p—o. Q .O"-l,~ 3.. _ . ‘ . . . ‘ .~ .. - - . - l' - ‘ o , .. ' n l - -.,., . o - « ' ‘ v. ‘ ‘ . o .a . . ’ ' 7 ' _ ‘. . t - 1- _ ' L4 . » i . .7 ‘ i . - . , u ... ., ‘ I ' I \ n - er‘ °‘. x (w ' . . , . . . . a h I: J w J o. do 0 v '. . - - i . L . . 1' , ‘ . " = F. ’ ' .. . ‘4' '.l .1 . ‘ . ' . t' . — " .- ‘ . n '4‘ 5‘ I. J .‘g .° . OJ , .J 57 masts 9. ELIJIEATIOBS or assessors Arr Rilbvfiflfi US$33 cur-or? relies on avenge; GRALL-EUILE Avslisn FOR GAQUP II .- .4 A A_. _. i . . Eumber of‘ s Humber of.. g Cut-eff Successes ‘ n o‘ 5:}: .— leilurec “=3 t“ i A - 7.. is .._. A . CC. 3 63. " 2.25 13 44.8 4 80.0 ...s Q .4 U1 cm PSI O O .3. \H m 0 0 O \o w ... O 0 Table 10 Shows the eliminatiane of successes and failures using cut-off points for the total score on the Turse Test. Because the arbitrary cutuoff points which were set proviso the same results, the Turse Test used indepenfien+ly is not a reliable indicator of success in Shorthand I in this particular gr my. There was hot 3 sufficient fluctuation in scores from the group tested. '~ r‘ :- “.m -..... '- CT?~""‘“".‘“'.‘T'.‘::‘ at“. 1'” ”row-e '. q. TABLA. 1d. EIJIL;.Ili.£L.LI\/uu Ll udvkls.:u£..n.:u Ital; JLXI_..'(J.‘L..IO DSIHU 1 "1 {‘17 1'3". ‘?‘I."\(.“ ".3, "."t" 1 1 rnr.:',1,\' t-re’rjn Gui-0L): P ..Ll.x.‘...: VJ l-J.~Li:f.. i-J..-1..L gobs“ TV’-~?I,‘ nor-7"» '7' Aids; h‘l'nU'VlJ .LI A- - A A . A. A ‘ "f -. . '.,-J 1"“ one“. " 5‘" Cut-of: . “113.1391: 0f ['3 1‘! 4.1.“. yer Of It: Successes £329 Es lures 5:5 320 2 6.9 2 3.0 330 . s 2 6.9 2 43.0 A (‘0 40.0 Table 11 shows the combination of cut-off levels for tenth.grade English grade, overall graee-pcint average, and Turse total score. then cousining their English .. I0- I.‘ an '\ ~ V-A><‘ "b- no or..- o. ' .. v-ra'fiov “ . fl . g . t . ‘x . . A _ .- .‘ . A . * \ ’ - ~ - - v- ' s c . "uI ‘-’ \v-VC; ', a . 7" ' 3 ‘ r . v ... - 4. l . I . . . _ u . V. o u . . \ ‘..- I I n ' n . l » .- . ,. . a . - , g _ . -u- 1 1 ~ . ‘ Q' o - ' V4 '4 i - ' - § ‘-5 . _. ' , - I t- I t - u 't'- . - - nt‘ \‘ 3 .I— u " - . \ ‘ . l » » a I '. q . {b-flf'. n.‘ O - ‘4‘. 4‘...‘- -n .' . . . ‘ ‘ o . K ‘ . ‘ .4 v v c ‘ .-.- . '4‘ par C'kn." - . —.-—-' in, ‘ -. .',_ , . § 1"- . \ ‘ , . . . n o.- . . 1 , ~ a . . ,.‘ . ‘ >.- - :_ _ - - - — —- \.—- grade, overall grade-point average, and Turse total eoore, the best combination resulting in the elimination of the most failures and the elimination of the least successes in shorthand was “D“ in English; 1.75 for overall grade-point average; and 323 for Turse total score. This eliminated 2 of the 5 failures (20.0 per cent) and none of the successes. However, it should be 1 mentioned thet the small $120 of the eagyle nae also affected this distribution in scores. fiffi" 1 fr 313 if! fiffx-In-(Q o’cnfiqvwflfivjfi ‘\-v #1, TT fun-rap Yr: \Tfl T£L_JAAE 1 1. 12.341. .I-’u‘h.fi..Ll..'AhJ O? U U‘vvi19d.n) BID £5¢L¢Lu ..qu 9:.ch (In 7““ 1r: ,;l-m(‘ '.-_ r M'T‘19m'y .n IT? fi\‘--(‘ 7 'r‘w-v ir‘ A fir "V v“ --- UL~O J IUIJJ 4...) Cu i.....a..._i Gi-J; ...! i_.isu-:iu.li G-..1L.yz;., UV'-.ALAL.LJ rag-Fan 13.12?!» €"1fifit‘f‘ p". m7773n73 mzm‘zgr (3‘11 r1311 ' ‘d-Cé-At- ¥’~-JLU...’ Iii-'3 d.u'--~U.u ¢V+.“..LL ‘ " FUR CEBU? II '4.ulh......¢ HUM-nhni M ‘Q—‘ww _ _ .._ C t if Humber of % finmber or % u ‘0 Onwdrufifi Miof “new. e. um QL-Lbk3 I)u‘ug ov“u) 4.“...1AI‘LS sin-'5 .4. - A 5.. .._. _- .4. ._.... A 20.0 'o.o 20.0 40.0 20.0 -o.o 23.0 g p; ..a. O --J U1 E: U3 *3 N 0 an 1.75 and 5» and 1.75 and 350 and 1.75 and 530 and ‘ and 1.75 and 340 - . (.1 "i 0‘ . .4 U1 :2. W .5 U OOCOOOOC’ O and 2.0 -fid 520 and 2.00 and 530 and 2.00 and 350 and 2.00 and 540 and 2.00 and 540 and 2.25 and 320 and 2.25 an& 520 O O O O O O 0 C C) 45' h) 45 [0 C.) O O C.) o o o o a U C) O O C P.) OUOUOUOUOUQUOU N ‘8 ‘1 U! {C4 O 4:. (DC) L) NOOOO Némamdmdmémamu 4‘. U 0 O 0 0 k9 u . - u . .7 . - a Q . - ‘ ‘ ‘ O . i . _ G. ‘o‘ v . ' ‘ C . A . \ \ y 4‘ \'I . o - i _. . x .4 - l . ‘ .v‘ r r . - ’ n n 0 Q . --. “ I . \ 4- ~ r o v 39 2. L3 11. (continued) +_ A; -__ _—-._-_ .- ,_._- A —b “ .._.AA-ié— AA ‘4 ‘4‘ h..- ‘__. __i_. outwfi - 33:22:33: 3:29 $31.33;? NEE n and 2.25 and 550 0 0 1 20.0 c and 2.25 and 550 2 6.9 ‘ 2 40.0 n and 2.25 and 340 0 ' 0 1 20.0 c and 2.25 and 340' 2 6.3 2 40.0 W _‘ r :3.‘ “ LMC‘WW :31w‘w — w: M GROU? III Twenty-six students who our. onrollcd in Shorthand II in 1969~197O were the conjecte a: this group. These students had takenttho Turse Tint in.m&y. 1969. and egein in mach, 1970. Their tenth and. English m. avcrtll scene-noint nearest. the Turse Test with a hottdmy alftcur selected subtests, and their final grade invehcujh-nc I IN the end or the second semester voles used to determine the degree of relationship with the dependent variable, success in Shorthand II. This pureoee posed the following questions: 1.” What are the coefficients of correlation «.botvocn thn tenth grade English grade, overall grade—point average. the Turse Test with tour selected subteste of Spelling, Phonetic Association, Symbol Trnnnori ticn, and Word Discrimination, and Sher d I grade to success in ,Shorthand II? 2. Us a combination of the tenth grade 'Engl ah grade. overall gredc—yoint storage. the Turse Test. the four "891ectod subtests, and Shorthand I grade. which would be most yredictive of success in Shorthand II? .o\ v ‘- ‘. ‘7 . _ I «L- A x 0-0 F‘ ‘ I‘ , . n . ‘ i . ' ‘ r I v ‘ . 4 . ‘ . O ‘- . . . la. a...“ ...“..‘. u ‘ .l '. . u L . > _ n .. . a 'l .~ 1 I k n t o . V . ‘ . d . . 4O .5. What is the reliability coefficient of the Turse Test when given in rc=y, 1;6,, so a pretest, and in Anroh, 1370, as a post test? Tim“ a q I“ f‘ I.“ I”, {-‘d a ‘k 0 --~ s J. A :’ o- cla+ior 9 v ortqe;- I ~ 009: s I_.2 coleo . Table 12 shows the lntaroorrolations obtained for Shorthand II witix the variables of ten h grade English grade, overall grade-point average, “1r 9 Test and four selected emote; ate, and the shortLAAC I grade. TABLE IZICRCCZATIAI’CES CF TLLTZH AABZ ILCZISH GRADE, OVCPAIT 263A? ._aPOI;’iT AVA. FAAQF, IUDII Iowa 3 oz“, AID FUUR '1"‘**‘~rw' .‘Y\ (:TH" fi' ”1!“ (\13 (, ' “I s".‘ ”‘7 * ’3 r ‘1 a 1 n r’ltfi rr.t7 rvITfile mg». V‘L‘J mUu¢uu*u v- »-uu- ;&.J’ ..uJM.A--v fiJ-uu-d-$vu’ S “MU“ TYMISCRIL 110:1, *IURD IIN)\IJL.L IL;IIL...LJL§, ILZ‘J.’ lekllLd .L:.f‘i-.:‘:1J I GIMBE A...) S»\J-L.L-M$)ID II C~4~-J -U.\ LTALVUJ. III oh-ltr“‘” II Grud.e 26 Phonetic Associc .tion Tenth Grade £23113 3h Grade 7 SJIbol Tr JIccri: tion fiveroll Gra<1e~Iolnt AverA3e ES Lord Iii: 0_ILLAAIion Turse Total Score 3 Sh0r+h ~1d I Grm Sgelling maven)... 3(1) (3) (3) (4i (5) (5) <73 <2)“ cm" (2) .323 '- - ~ - _ - - - - (3) .488 .620 - - - - _ _ - (4)” .524 .17é .159 ~ - - - - - .(5) ..306 .110 -.024 .534 - - - - - (6). .575" .105“..118 . cs (7) .358 .437 .347 .703 . K) Us KI} ‘ I I I o ..a \D C\ 9 U: ..Q .4 I I I (a) .405 .005 .372 .439 .ocr .392 .233 - - (9) .619 .147 .452 .640 .242 .73. .327 .507 - N‘ ~00- I. ‘.v any J . , . . A . . . . l , r . I o I . . . . .— . .mv.’ . .—. ..‘p. 7: v . . .- I. . ‘ u >'_-‘;‘.‘q-~ .. n ‘ Q ' r . » u I .. I“ D ‘1‘" '0- v>~ * ‘ In A . r. - u n 4 t l - . a , a ‘ , r v _ Q m I V'". - .. A . - . - . ‘ r . o a‘ ' . . - I ‘ . .._ .' ' __ 0 fi .. s ., v'vv ...:a-u— * r " i f \*‘.‘ .4. -P1-- 1 H IF. '\ fl — O . p . a. . u N ' ‘D . . I G . ‘ r . ‘ ‘7 0" ‘+ .0. _ '- Q A o -‘ .¢ I v u L. O O gals . ‘ . i L C I I I .. .~ v . . J ' L. J ‘ - -lo- "0 u w .-_. I p ‘ \ ~ ’ o J ‘Q A..- A. - -. c .. _ '. a 4 s ‘ A . I I d - . O n A . . ‘ ¢ . u a ’ -. ... . £5 . § . ; C o - O -04 0 .v"‘. A § , D h ..‘ A. . . _ , k . . z. A r. .-- V . . . . fl -1 . i" x P -J s \..V 41 fine h1"hest correlations obtained from this aata were BB Iollcwe: Shorthand II Grade . a gal Shorthanfl I Grade ‘“'” Shorthand II Grcie a a“, T" so fatal Score ’ "‘” Shorthand II Credo a 4i” Overall Grade—Point Average ‘ ”“ Shorthand IE Grade E .495 . by: hard Discrimination These correlations fall within the moderate category; therefore, substantial relationships exist within these areas. The forecasting efficiency shown in Table 13 points out that Shorthand I grade. Turoe total score, and overall grade-point average have the highest predictive value of the variables given.” However, none of the factors have a high enough forecasting efficiency to be useful or practical. TABLE 130 FCRECASEIEG EFFICIEHCY FOR TEXT} GRAEE EEGL‘SI -RAEL, 'VEHAL; 'RALB-EOIBT AY3$AGE, URQB Tfiffib SCQAJ SPELLIKG, PHONETIC ASJOCIATIUL, SYLBQL TRAESCRIPTIOK, MURD r. A. '1 r‘rq' A "rt-WT? A: '"zzmrxv-t ”I'm 1‘: .1??- "‘ A WA V”- Hr???) MI £$Qy¢ichldJ$ifigUlj ’ (“u-4L} Uih'sa‘hdgidfoa3ia’ cL U:~“"3.;J+J l sl‘n'i ciuaa U4. .L I ~~ »- Variable ~ w. Percentage MP -7 _ __ ____ Tenth Grade English Grade 5.6 Overall GradowPoint Averag 12.7 Turse Total Score 14.9 396211113; '_ ' ' ' 3 Phonetic Association 7.3 Swabol Transcription 6.6 Word Discrimination 8.6 21.5 Shorthand I Grade t.‘—'.*-J—— :- .. . \ ~ _, - . . . , -. , .... o- - l . «...... ... 7,.— ..~ . r . n .o - ‘ - ~- - ‘ V . l - a. - . . . _. - .—. x ,. '1 , - . . -. \ ’ r §- -' I - . 5 o y , . O a - v - -~rn "IC— 0‘ ‘u—fiOA. ..c urn In- John: 4 A~l , .- O A .. -. v- I . ., no I t I 42 Val tijl.e Corrolation.- The tl1orry-Loolittle Test Selection method was used in order to select the boot battery of tests from tenth grade English grace, overall grade—point average, Turse Test and the four celected oubtooto of stalling, rhonetic Association, Symbol Transcription, and word Discrimination, and Shorthand I grade to predict the criterion, Shorthand II grade. From Table 14, the Variables of Shorthand I grade and tenth grade English grcéo‘wero selected for the toot battery. The Turse total score was not selected, because the addition of this variable did not increase the multiple 3, The variables of Shorthand I grace and tenth grade English grade constituted a bat cry which had the hi ghost correla- tion (.646) of any combination of the eigit variables. The multiple §.between Shorthand II and all eight variablos would be somewhat lower (.644). when corrected for chance errors, than the'fi'for the battery of two variables. -.“fl-L-W‘ ~-*"l:§l~— '$“3 S'fifiqw E3 II CHInnfiT '” ['1 .. uln- J.‘~\- V/*’ 'd" ' "'\ r‘l. \.'\ "I1 '1" (‘41. 1‘"? P‘Wfi'f L5 143:0 ‘H;.¢ul1-J\’O ....aLJAJ LJJQJ. 4...“:li vii I... J..L'.C'.'J ....— ” .._—A.“ . - A A - - L__-_ >+ J - ‘w Variable F Shorthazld I Grace .619 Shorthcn.d I Grade and Tenth Grade English rccc .645 Shorthand I Grade, Tenth Grade English Grade, and force Total Score .644 “Sea Appendix.J-£cr com} utationol worksheets. l _. -9. *9 . a a... flc‘ .5 i .. . a .2’. A - —— ’ . ‘ D - ' (4 - v - j . 1 ‘ . . I Q ‘ . ‘. I ‘, 4 . - ~ ' ‘ - "' w} ‘ . . u . V ”‘ j ~ I ~ .... - as. 5 -~ .' ' - ‘ - _ "n _' I .. t _ _ I o'- " r .. .4 , <- - ‘ ‘ V “ - I ‘ '| , . _ ‘. , Q ‘l I . a - ' . , V . ~ - .F. t L I ‘ - J. ‘ , . v . . .o . -4 , . ‘ “.v ._ *n'p‘a _; — _V.: a ' “'V-' ' 7 a -. “‘ ‘-" ‘- ' '. v-' ’ . .. o _ ..J‘ r .. . . , .. ;',', a. — .- 4h \31 The corrected nultip lo co rrolation bothen the criterion, Shorthand II, and the selected V“*inblee of S}: rthnnd I grade cnl tenth "rnne nn511nd grade was found to be .622. It is interesting to note that the core-order correlation between Sn orthm 2d II and Shorthand I was mocerote, .619 , while the correlation between Shorthand II and tenth grm o Englion LIJAO 1&3 low, .329. It was found that three other vnric’: loo 5210 rod cube tontial relationship a with Shcr'hnnd II yet were not included in the multiple oorrcla Mi n calculaw tion unin5 the finer: Doolittle Toot Selection method. Shorthand 11 grade ”,4 Turse Total Score Shorthand II grade 5 ..n Overnll Gradcuioint Avcrn5c "QU Shorthand II Lrnde 45" u o‘r‘JD word Licori.1nntioa From Table 12, it is also intercet1n5 to note tnat the correlations obtained froze this groua of students for Shorthazld I LreLZe and lhonetic no soc intior showed a marl :ed rel ationnhip eith a co rrcla’t ion of .734. is also a substantial roletionch.o between Shorthand I grade with word 11% l ination, .bo7; .33 with ruroe fetal Score, .643. Sgclling showed a low correlation, .242, no d d Sy‘z2bol .rnno oripti n, .327. Tcn*31 I”. e Bnglichb rode allowed a one 1 rclationshin to Shorthand I, , o , ’ '- " . o . u '- ' l « - ~ ‘ - .. , .. .. . _ , . L .‘ , - - I . . - ‘41 v . , 'I "‘ , . 1 , .— v - 1 . 4 ~ _ . ‘ c A ,, l _ .. , r . . . ..,» .2 ' u ‘ ‘ . - . ; ' r I . v - l \ .. _ ‘ . -n ..A _ - . - . -d'r ... 1 . .- - o ..~‘ _' u .' . .rr' .. o . w t . - g , .- ... u '- . . _ . _. . 1'- ..." 7‘." ... u . v 0' a. La ‘1 .. ‘ - ~_ L C .5 -‘ , . - . _—. 3. .‘r‘ ... “i v r - ‘ .141. 15: subtczto of 113$-tio ALC-c13tiLn CLC Lord ~“A —‘ ‘10-“ o. u ‘g‘ 0p: u‘ -- ' '-q~9 LLLCJLLLLL ion L33 be a 50L co of LILCiotLoL. Lo..L.or, 'Q a. r \1. O1 1.“ ‘1 ‘ etc -‘or 5t"o3 LhoLlC co mo.Ce in czlor to Cémt r111Le t’w" tWLS awn: ”,‘ti—En “n to*r»31 ---+1;r, ELL 1": wa *‘s-ioo V‘— ‘ _‘ r A A . ‘ - _ A'- .- U... U ‘v’ II— ,. v . - n. \ . . .l- .‘ ------ 94' r r eudatiud Ln score LoLo woo: . A 3 3" 054:4‘3 + .22:C (A a Shorthand II G1 LaCe; B a uhth-CLL I Graic: In T311131 GTLLCe 373.153.1521 Clu'L) 1‘1;,;.«~{.1“.-..'.i;3: L. is 21.13: 011.313513 of actual SFo rthond II graaos and ti;o pro; Let; a shortaand :1 graéoo, which were 3 0510 tea from the moltiyle rears sion ‘ BH‘QtLLL. Elo zooCl Ito iuCiLLLLC that the izodictiono were oyfiy SO 3or coCt acoulatL. Thirtoun of the 26 otuaanto eLt Lolly received tho grade predictai. Lgcauoe only half the pr Ciotiona wage o ourCLa, this 9 CLLion coClfi be causing rod 9. C 1:21:08 LLLCIIB ailC. M04341 not be worth the time involved in its calLCLLLLoLL. forge Protost oxd Loot Soot LLLCI Because th Turse Toot woo aminiotored to Grrup III tLice, it wen no: oooury to find the LoL‘ aoility coeffi» ciont or this test. The reliability cooffi Lent for tLe Turse Test was comp; qu by th flootmuoto't Lotaod and was found to be .304. In Table 15, the scores on the .rotoot tho poatCtoot u*o Liven. It is LLtCLLLL_u. to note that each stu.de”1 t 1? creased hm total score from too pretest to tL e post toot. IABIE ‘ 5 o GROUP III SCORES ."1 " -<'I 19 b v: F‘ 45 FOR THE TURSE F'Tf"... H OLLURJ. 1mm LPTITUDE TEST OH ”HE >LL L T GIVEE I; MAY. 1969: Part A 1 Stroking 6 -iotation 2 Spelling '7 Lord Sense 5 Phonetic Association L Total Score 4 Symbol Transcription 9 Percentile 5 word Discrimination 3 student 3 3: Age Am (2) (3) <4) (5). (6) (7) (a) ”L A 17 '46 64 59 60 42 66 30 347 68 B 17 52 72 48 92 36 7O 33 405 91 C 16 47 76 37 52 42 7C 40 364 75 D 17 45 80 54 76 36 6O 34 385 86 E 16 69 62 55 78 24 56 31 555 73 P 16 40 72 4O 52 34 56 33 353 60 ‘ G 17 40 64 4O 66 42 55 25 552 60 H 16 43 62 56 66 34 62 54 342 65 I 17 52 82 51 76 50 60 26 357 73 J 16 56 66 43 76 36 72 30 579 83 I 16 52 4O 50 58 32 7O 30 312 49 L 17 47 76 4O 54 50 67 23 342 65 H 17 49 73 45 82 34 62 L9 379 83 B 16 56 72 45 63 34 67 40 332 84 O 16 70 68 36 74 16 66 30 360 75 P 16 5 56 33 42 26 66 21 299 O Q 16 65 68 38 42 24 ~8 25 330 60 B 17 60 80 58 58 58 69 53 376 83 3 17 54 80 53 68 54 60 39 593 88 I 17 46 72 32 54 28 73 45 550 70 U 16 44 68 55 66 43 73 48 402 91 V 16 54 6O 46 64 34 63 57 358 73 U 17 46 72 32 54 28 73 45 550 7D I 16 56 68 38 74 46 77 32 391 83 I 16 57 7O 59 56 28 68 33 251 70 2 16 50 72 41 SO 20 58 52 323 54 -5 -~. ‘ac \ ' V . ‘7 C ‘ v . ~ ~ 3 I - b ‘ f I ' ‘ . ,. ‘ t ' ' r - ' J rv Us I . an “ .0 l . J 2’ \ l 4‘ —» Na _ .1; 9, ~ I O '1 ¢ . r l ' ' u I J ‘ w ‘ - - _ J o 5 - § . . l - ‘ . ‘ J ‘ I l. ‘ . ' 1" . ~ ‘ .' ' C ' . n. ‘7, I I I F . . ' i f 9 9 t . 'v . a ‘ o. . , . Ron. 6.. uu'lv-.. v0 46 TAZLE 15. GJCUE III fiCOR;3 I25 TL? TCKJ" Sikfiiifr’ A—LZIIUJ/J 17.1314} U51 .1.qu AWL); .1“:de Cal-VA.“ 1a.: InglVa.’ 1J7v: Fart 3 1 Stromng ’0 mac 32.3.1011 2 =3elling. 7‘ Word Sense 5 EIUIL.1" AS scciafiian 3) Total Scare 4 Symbol Eranzcriptiun 9) ?elce ntile 5) hard Liscrimination 3 Student 3 ' A58 ‘(13 (2) (3) {3.) (5) (6) (7) (3) (‘3) A 17 ’ 53 74 45 92' 43 67 42 421 96‘ B 18 63 74 51 S4 42 72 4; 456 93 C 17 65 74 55 54 34 65 33 535 86 n 18 50' as 56 66 4a 63 41 4:4 91 E 17 53 74 47 74 21 C3 32 374 33 F 17_ 43 74 44 52 53 56 G 545 63 G 13 , 41 76 45 76 36 57 27 553 73 H 17 50 66 37 66 36 64 34 353 70 I 18 55 82 33 54 36 63 25 336 93 J 17 57 80 47 Q4 30 72 23 439 92 K 17 53 42 55 60 33 71 36 555 63 L 18 44 84 45 “O 23 66 23 376 33 K 13 49 ”O 51 S4 34 62 33 433 31 fi 17 62 73 51 dd 23 59 52 333 90 0 17 73 70 35 SJ 24 ‘3 33 372 83 P 17 C1 63 37 43 SJ 63 25 326 57 Q 17 63 72 33 35 23 74 33 344 65 R 18 69 75 44 75 41 75 45 489 97 S 17 65 64 57 94 43 67 45 452 93 T 18 45 63 43 90 23 71 41 :37 as U 17 41 74 57 94 43 75 4“ fiE? 33 V 17 60 2 43 90 2 70 3 350 64 w 18 52 63 44 64 32 73 35 336 7? X 17 61 74 43 94 53 C1 27 435 93 Y 17 55 72 52 73 I 49 40 384 84 Z 17 57 63 56 7O 33 57 35 553 70 4 ”A3..- . ‘- . . , 'V II ‘ a . l. _ -- .- . ‘1 I- ‘ Q I‘ ‘ -' s ‘ g _ . ‘ . , ~ ‘~ . . 4 ‘ I ‘ 1 ‘ l ’ . . O A ‘ z . \ ’ .. A . o 3‘ ‘ . , ‘ . ‘ . . . u ‘ . _ ‘ _, .4 g ‘- I » H .- a. ‘ 4 . . - r~r. -— . . - -. 7; _ x v . _ ‘ . __, . ‘ . l I . - - . ~u .- - v. s . w 1 arm “Vvv— - .co- ~n4af~£ m in». . . '§ l I “ I i I , _- . -_ ... x “ . - ‘. é , ‘ f - ‘t ‘ . -.. I V . ‘ ‘1‘ C ‘ $ -v k - a . ‘ s, s I ‘ ~ -. - I I. ; . u 5 V 0 ‘ ‘ _ g y A - , . . id { u ‘ .I g f o a ‘1 ~ \ w 1 1 ‘- V ..v. " ‘ I : \.’ $ ‘ i' ‘. . ‘ \l . v ' ‘ ~ 5 a ' N 5. I .. ‘ . ". . . . y ‘ -. -.‘ '. fl _ ' l \ ‘ I . t . 1 r. o. . - v' ‘ I ‘ ’ ‘ A 1 I 0 . v ,‘ ‘ 1 5‘ § 5 d h a a ‘ 'h C - 1 3. ;‘ . - ‘ .. , J». ., 7 ,0 ° *\ ‘ 1’ « ‘ ; , 1 - o \ ~‘ '.- l ‘ . ‘ ‘ fi ”k . l ; ~ "’ 's ' ‘ ' " L ~ 2“! - 1‘ ‘1- ‘ w- ; f ‘ i' g ‘\ . _ u ? | 3 \u' f ‘. \ ' ‘. .. ‘<_ ., \' c 3 h ' . — T . . . - ..1 § ‘ t a" - - l ’ 5‘ K v I . ‘ ' J - ‘ ‘i 3 9 l I - u . ‘ . ‘. " 'v '. <. '. N ' , I. l ‘ . I. ov— Dw~‘~‘- 5M FMQ-H ”0.- :k) 0 O W~Q4¢ .- - 47 ‘9‘ erence netted“ was used to fiiscsver the significance of the difference between the means.51 (See A13; *nciix M for data.) The mean uificrence be m 9011 the latest and post test was 29. The‘g see: c of 9.676 was far greater than the 2.06 ena 2.’29* at the .05 and .01 levels of confidence re: pectively. Because the‘g score of 9.676 was greater than the 2.79. the difference in pretest and poet test scores can be Said to be significant. The difference in the yretcst and goat test scores evidently 1rd icates the Turse Rs t was mmesur n3 aclu 'eveL;cnt rather than 0;: er: ing only as a predicfivc device. E; , «1Ibaa., h 996-?9. ChAI‘TSR V 53 «4 MD C'IECLUSIQLES Statement of Purpose Beceuee the iailure/crc>out rate in Si Wort md I (first year) clacece at Lakeview nigh School is extremely hl3h, the p v ace of this etc cy we 5 to determine whether axle and/or a 00316111ation of variables (the student's tenth 3rc.dc 3n3lich grade, 0? M1 wade- polnt avera3c, Turse Shortlzcnd Agtitud e Tce‘ b with four selected cubtecte of Spelling, ET1onetic ASSOCiPt101l, Symbol Transcrigticn, end word £151 Hr11lnetion) cenl' be used as a means of prec dieting shorthand success (giades of “C" or higher in Shorthand I). The study was fiividcd into three grougc. Group I cont aimed 55 coccext enrolled in Shorthanfi who did not take the Turse Tent; tenth grade En3lich are dc a and overall gradcapcin arcr*":.c «ere available. These tuc Va iaclcu were uccm to do not one or both could nerve a predictors for success in Shorthand I. Group iI conteinofi 54 of tn so 55 c Jaextc who were enrolled in Shorthand I at the sfinrt of the second semester. These studoxmt had taken the Turse 1ce t; their 48 49 tenth grade English graeee end eve-1all grade-noi1t averages were also available. It was necessary to determine whether any or all of these v1r‘oo1ue coula be used in predictizan Shor+hend I success. Group III contained Zo etu1eute who vex e enrolled in Shorthand II (second year). lheae 8t udents 1&3 taken the Turse Test during the second eemeoter of Shorthaad I and durin3 the BQCOEQ semester of Shorthand II. Eleven of t1eee 26 et1éeete we; e not in E16 writer’s Shorth31d I eleeeo a, but they were 11o1uiel because they had telen 1:11—11 ” are 'I.‘ out in 1 ‘6‘. Their tee-111211 grace English 3raee, overall 3r ace-30int evcre3e. the Turse Test with fear eeleoued euatt eta OI o>e1liu3, Phonetic Aeaooletion, S31bol 1re‘w11tion, 11a Jere Discrimination, an& the Short1"re I 3rafle were the variables used. It was necessary to Ceternine v:- any or $11 of these veriebl as could be reed as 3~eaictore or Shorthand 11 success. A1elye ea a1d oon111uion --§rou2 ;.. From the group of 55 stuéents in Shorthand I, the coefficients of correlation between “HOTEL’E end tenth grade English grade was . 29 are betaeen Sher theme I and overall grade-point average, .642. Therefore, overall grade-point average showed a sub eta1tial Ie1aulo1uhip V th Shorthand I eneeeee. I ‘ ... . I I I 1 § ‘- ' n . 5 .I- ‘ a t ‘. ‘ a. . . ' . ' u f 4 0" ' v . I. ' ‘ I . . ‘ - .g I V -. . . . u . \J « . . ’F ' . i . ~ . 5 1 . war . ... . . .w ’ f - ~ , , h U! y“. Eliminufiicnc of cuccecceu‘and failures were also mace using arbitrarily set cut-off 30 fits for these two variablec. The cut~cf£ point of ”2" in tenth grace English grade was obtcicca; a 3rade o; ‘L“ in English does not seem to be very Giscriminating as a meana of selection. The cut-off goint far cvcrall ”"ace— cint -vcrc3e was found to be 1.75. These cut~off points were set because they eliminated the greatcct nuJber of fa11L wec and the least zzumber of successes in the sample. In cambining these two variables. both cut-off points rcmaiged the same. ercvw II. From the coefficients of cc-r ation befiweeu Shorthand I and the variables of tanth 31cce English grade, overall grade~pcint avera3c, Turse Test with the four selected aubtectc of S ellin3, I} cnetio q kssociati 0n, 5y: bol TIC z‘cxigticu, mac 30rd 313: Ii:; mi Iicn, ;‘.; the correlations which chcwei salutar. 131 relaticncaips were thoae of overall gra 69-point avera3e c.d Ihcnetic Association. The correlation of Shorthand I success with overall grade~point average was C3ain moderate with an‘;_or .569. Phonetic Association had a correlation of .560 with Shorthand I success. Ina cutwoff points for this 3roup were the same as for Group I:. "D“ in tenth grade Englich 3rcdec and 1.75 for overall glade~point averc3e s. It was fczc;d that the Turse Test did not discriminate successes from failures _ . v i - ’ . 7 . Q - b a . i . . ’ , ~ . a ,' ' » . 1 p , ‘ . - , . v _ I ,- . - - " n J . u 7 . . . . . - § . J _. - , 4 ' . , o..- a . Q . - on. I ‘ ‘V O . v . . u .. v . ~ ' ' ' . > | . , -. . I 7 - . V .. . .. J , . u _ . . . , . . n i V Y - 1‘. . - I . _. ‘ .. _ . - . - -. v ' . , _ w . _ _, . ‘, . v.‘ l . ‘ | O \ 1 ‘ ~_ , Q - _ 7 L - ‘.~ . r f . a ‘ “ ' .u > . 1 ‘ r 'l D ‘ I . ““ Q Q t) , w.- . . ‘ . - 9 '\ . ~. . . .. ., - l . A .. . .- - ~ * . , . . ' C ‘ Al ‘ - 0 ' c. . v- ,~ I? ’ ~ 4 » A~ 1 l 51 as accurately as was haped. If a cut~off goint must be set, it would be 320 for the Turse total score. If the tenth grade English grace, overall grade-point average, and Turse Test were available to be mood in selecting proojectivo Sher thaud I students, the roopectivo cut- of: points would be "3:"; 1.75. and 320. Grou: III. iron the 633310 of 26 81 Mt} ma II 3 students, the coefficients of correlation which showed moderate roletionob lip 5 ii on anon: the voric blca of tenth grade 3231131 grade, mall ”rode-point avers 4e. Turse Test w to four selected cubtostc of Spelling, Phonetic Acacciatiofi, S"mool Transcription, and Herd Discrimination, ana Shorthand I groac, to the criterion, Shorthand II, were those of Shorthand I. .013; Bursa Test, .524; overall grade-point avcxa“c, .456; and Word Discrimination, .435. A multiylo 0013 fiction a.“ldcld was node uoin3 the 'u'hcrl‘y-Boollttle Luo'thud. Sllcr'tlzwzd I 34...“: and tenth grade Enoliuh 3rade were the only variabloo uocl in this correlation. inc woo founo to be .622, corrected P” (V for chance errors. A multiple retrcoulou equation wag the: cot up. The rooulto of this equation were not batlclact031 as 0 pa: cent of Sue plcdic tcd’ grades fa; buorthand 11 k". only were actually obtained by the students in the course. \ 1': [\‘3 I". ’ ;CO.LI‘:: L¢.~uoct101-8 1. It is recon23cndod that ti 3 study to reyeatcd. Because the ca31le was small, the rconltc are not 813nificant. The Eurco Test should be given at the be innlnr of the acnool year in oraor to La_e infofencoo from it as a protest. 2. It is recommcncod that the variables of tenth grade En3lish grade, overall 3ladc~poir t a? c-ragc, and the T "to Shorthand Aptituoc Taro t in its entirety should be used in the next stuéy. Dec 339 Lalzcvicw has in: titooed a no w'3ra cWi 3 system which began this year for sophomores, it hoged that this system will prove more reliable. In the past, a "Cu" and a "0+" were counted no "C's“. In the future, the minuoeo and the placer will remain and may help oring cons 333073 “elicbility to mtzaio as of this nature. The En3lifih curriculum has also ween uufior A” 3,. ‘ -:- -+ c 4 4 r. . ,. ‘-!.- O ,r *~ .1, -. ‘ ‘.'!"' 30 " . revision‘ tnis.3ar 13,-hclcc » .3 lolauxcuauit between I J . a! ,‘ q ‘5‘ “‘9 “IA '13 ‘1 f‘ ‘Ft‘f . Ia- tcnth grade I;a311cn an“ ancr.na;;. ...“: n '2 4. ml 1 ,~-.c‘ “kw“f .p 3. It is rc cc':'nnculaa twat t“: CLUflSgllLJ 3.“; cl - 2,. r: 2 "l - “t" fro. .,. W’L'it m3ceView 1115‘. 001202; 1.4.5:.lrwcllrl .3 rallcs.ln.3 pyggrgqggw as v 1?. "- "J =r '11:? i-‘I-~Q C: ‘- 1n.th .e enrol Lficnt of uLbrbhdnu I 3333 233: m 4-‘ -~ '1 *2» '1 .- 4— ‘1 +.. , 133,3! ’ " "‘ ‘ f." 1 ‘ ~ -. ‘- b) crall 33ao.e -1cxrt 333:3;0 not 10 or txan 1.79 0) Turbo total acorc not lower than 33o a) ...L ‘1': a ...... ‘1 fl.” ..‘-" 3 v3;i¢a; Lg. H -lon' 1 than . .1.-.-o~". 6 ...k ‘ ...- ‘l he . o ..8 .3. film:- I‘ of ‘t .I\ m r-. - . “Io-U One 0 & ulile J . .L o: -u r -.' '0. a Ukk U43: 1 _ -' _‘ ILLWLL-u 372’ d ~ '0 ' W an +3 (n U»- Q "' V1 3". Us.“ ‘ ....V g :t 53.5.; " ‘ '5 1- . oM-L4L‘-. _ :- U-AL. . 4 1 95$? t‘ l ‘- *1 2r I .- 5» “-J 311 .0; rd liq. b ‘ ~- .r. I 3. $73 v.0 Lay. a. a. .9 SE". .""-" u 4; +n-3 S uuLb -crecvcr, 3 L' “1 c.-g'-‘3A‘.1\M i ('9. uni-th‘vds'a“c Bu, 6 f. 3 q n .v.» L ‘. m“ r . n AA .'_ n-nt AfiUdI 01 I) enroll in . _-. .3“. Cr".’l' " . 7. v;.L~-.v.&.\~v.b h t} a: .._. at ' t" *‘LU ‘! 'Y‘Ifm l L g. L “v... 9 .. '0’ q foot-U! £140 ‘us¢lors ‘ 9‘. craze, cc APPEREIX A AEALYSIS OF GROUP I STUDENTS ON AGE, TENTH GRADE ENGLISH GRADE, OVERALL GRADE-POIKT AVERAGE, AND SHORIHAKD I FIRST “1.32.10 r'n'r‘n «3 I -3? £4; LL") 4"qu GIULl/JJ 54 55 APDEHDIX A. ANALYSIS OF GROUP I STUDENTS ON AGE, TENTH GRADE ENGLISH GRADE, OVERALL GRADE-POINT AVERAGE, AND SHORTHAWD I FIRST SEMESTER GRADE Student (4) Overall Grade—Point Afie Aversfie Tonth Grade English Grade (5) Shorthand I First Semester Grade (1) (f2) (3) (4) (5) .A. 17 D 1.63 0 B 17 _ A 3.90 A 0 17 0 2.20 A D 16 B 2.13 B B 17 0 2.30 D F 18 0 ' 2.25 B 0 17 D 1.38 E B 16 B 3.40 A it 17 0 2.38 B J 17 c 1.50 B K 16 B. 2.60 0 I 17 D 9.30 C “E 17 I) f?.13 C 11 17 0 2..3B 0 0 18 R 7.00 D P 17 0 1.63 B Q 17 0 1.63 D B 16 B 2.00 0 s 16 B 2.50 B T 17 C 1.75 A U 16 D 1.BB B v 16 B 1.75 0 '21 17 0 2.50 .1. x 17 B 1.67 B Y 17 A 2.13 0 2. 16 c 1.BB T.) APPENDIX A. 56 (continued) 17> (2) (’5) (4) (5) AA 17 R 1.75 B DR 16 D 1.75 C CC 17 R 5.58 B DD 16 C 1.75 B ED 17 R 1.95 E 2: 17 3 3.40 B 00 17 D 9.80 B PH 17 A 5.10 A II 16 B 9.50 A JJ 17 R 5.00 B KK 17 C 1.58 D LB 17 D 2.40 C NM 16 R 9.15 D EN 17 F ?.56 D 00 17 C 9.94 C PD 17 a 3.11 D TC 18 C 9.0% 5 F01 15 A ".60 S SS 16 C 1.75 C T1 19 L ?.C0 E UU 16 D 1.75 B VV 17 B 1.78 D 1%! 16 C 1.75 C XX 17 D 2.00 E ’YY 16 D 1.80 C 22 17 C 1.50 D AZ 17 D 1.95 E “Z 17 D 3.60 D CZ 16 D 1.50 E “‘5 I . - ,‘ ~_-_ “3"», 0"}4. 4. .L.-¢I.bf&-. a, A fill 073 G") U") I '31; ') 1.; 7r: .1: (" run -‘ y. 911' 7 '11: ('1. 1.3;. 1?: Wm (mun-.111." 1 ‘ ~ :. 7.. -.'.1 ~ .20 ~ ,. ". . "" ‘0’ L --(~) 0.}: .- dot Lt- U4 4 (JV-On “"V‘sr‘é wa“) ’ .0) UJ. -‘ t.” U ‘-‘.(§v-.o IA/ .4 \J bin-.043 . I a ‘5‘ 01.77. ..vs- a vi 1-, ..v-. 'P-A‘. .75.. .... ..., Q... 9‘ _.‘ . :. 1“ ....) 7‘1.\._‘ 1 us.;..;.~-.~u 1.2.”...1 {...-.11 t J.-~.‘..L.v.¢ a...“ ...2-1- 2...: V3.“ .- l .2 51-..... . ....ALJ- H (’1 wr ~s“ 1| l.- I. 13-1.1.) .. - ‘.‘ a 5.54“" U U \JlJ-Lg. APPENDIX D. ATA 0? CROW? I FOR SUN 0? SCORES, SUM OF N n SQUARED SCORES, MEAN SCORE, AND STANDARD DEVIATIOU I AAM -¥> \N {0 --3 B55 50025 FORM _) Sum of Scoton ' Tenth Grade Enqlish Grade Overall Grade-Point Average Shorthand I First Semester Stanflnrfi Deviation Grade Snm 0f Snnarefi Scores Tfiear1 Scmrbe AA/\ 0 J " VV‘V I‘\ 2\) v (1) (A) (B) (C) 1,662.00 55,020.00 28.00 9.34 118.98 701.07 2.16 .78 I). f 7 n l \J'l .00 . 31.00 9.?9 u~~-~vn\~°~—\-u-’- .fi -' . . . . .. ~ ‘hahag-bIJ—J-A U ~ ~- _I '1' IIIG 0:3 Twufirnjsn GE" . 1\'\ 1 "1 91-13 1177' "17178 A, 1777-0-fo 13"“. firtfivrfizy 3‘3"-“ ...0. od.._.... Lad Jo-o‘ua Jiv- ,. oh--~J 5A bLJ' ‘- ‘~.l-b J.---I.'-.-L 1 v 7“” ' I G 7‘ " «‘7 -1 ‘ ‘ 7' ."‘, 1" *7 .-" =1 1'7”? T ‘JH—I-IJ mle.hJ-: ..qu “all “M;-~:¢“b&tdl 0L d.‘Léb-Ilv"l lid d- J‘L Logo-Jud- ¢ \.'1 \L) APPENDIX C. FOR TENTH GRA ‘. .1“. GROUP T LEE GRADES iNTO NUMERIC VALUES BS AND SNORTUAND I GRADES FOR .A A Letter Grade E Letter Grade B Letter Grade (1) % Having C Letter Grafie (2) Revivalent 6' Values D Letter Grade (3) Weidht A B 0 D B (1) (2) (3)1L . -1 ""—‘ . .! 7. 1.92 49.00 (1) (2) (5') ...-no a- Shorthand 24. K)! .8 58.00 I Grades .09 ~ .50 — 1.55 31.00 95.00 17.00 w x-- .-—.-..—~- _-o-... o-.-...- “u. :- w$§¥'&-fi‘v :3 M". ’1') "‘1 G!- I‘I‘STVQi‘r‘!‘ "'1 ‘ 1‘ "Y C‘ ‘3‘" P11 "".""' f! x t ~W-“ 9"u‘.." 4"? 1'0 , - .) - 1- 1 ' . 1 - .. . . '1 A45; 11:.).~53(-).? 5x). IDs-.11.. 4.. .LI. 1..) .. .-.--‘. ......) H‘: ;'£=4:-9 ...-1.-.:...-.. ‘.‘.-15" .7.) Amt...) 0J1 _ . - - --..... . .. ‘ .2 I- . ~‘.. 2 r... ...... I 4 , I ....0 {I 5 0:55 bl‘hyv 1’ {JV;-~L‘-1v‘--l (.5- “‘.‘-m “... \w'u-oAQo- 0L? -'J~Ht“d‘, ..‘Jabc-"J ‘.HHJ- E'-'.'- ‘ Fuji? .\ ‘r n ,l.. a ‘.‘-1 Un“J&;n-mA-L“‘.H & \‘cu’fiyt.’ 62 . '3 "7 ' 61—. k r a mp rem rm fie w¢ o madmc :mchzm mpcmu agzae .ac< so {-5- 1!. 1-3.- I wac#£:v Coflywvocum< ow¢occgn #uQPLcm tgwfircpm pacpxzw tcwxcapm otcpc>¢ Pcflofilcwahc Hawp¢>o owmao :mfifiucm mwmpc :#:¢e G..c_.<, PCQ.©.¢..P\U._ mmse .mcgmm>< enHomnam4>vuv-A AAA/\AA :Esufitdtjo vvvvvlv VVVVVV (1) . (2) (3) (4) (A) 1,063.00 36,011.00 31.20 9.04 (B) 82.76 216.93 2.43 .67 (0) 12,409.00 4,559,359.00 364.87 29.92 (D) 2,348.00 164,136.00 69.10 7.64 (E) 1,344.00 55,402.00 39.50 8.17 ‘ (F) 2,320.00 164,688.00 68.20 13.70 (G) 1,132.00 39,648.00 33.33 7.59 H) 1,029.00 3A,129.00 30.20 9.37 I “ ““.‘."‘-" *1 in". _ - Ah.:~l-uva..fi '1; "flat? 5-!" In" thrq-v'mI-fi‘ '3‘— ; m ." 5.9- :4) §-"? 1‘1-n':‘ ‘ ‘r‘vovf-sm‘ fix!‘ M“""‘° . ‘ r I A ' .. . ' . ' I _. ‘ - QVM 1“” ‘.n‘ JolvA .I. é u ‘I L 9 5-: ...; 15.) *n I .. '~ 6" U \ . I 'uk—U ‘ AHU 11‘.) L 'J‘L ‘.‘-J"! Li ' .‘"| ' \ ‘r ‘:“ 'I’ I1 :.'~. ' no N : Y 1"":. ‘4 ' ‘ .I"I ' " “" {‘1 ' f ' _‘ j;'1‘~' a 'l ,‘D I '- ." A. : -_-"-‘ ' 1'1- "'1 #1319? I” I ..- ' ‘\)A‘ .LKKIU: .L 66 67 APPENDIX E. SCALING OF IF TTER GR.ADES INTO NUVERIC VALUES FOR TEII'DH GRAD; “ICIISI GRADES AND S”ORTEAND I GRI ES II).?I GRCNI'P II A Letter Grade E Letter Grade B Letter Crefie (1) % Waving C Letter Grefie (2) Eeuivalent 0' Values D Letter Grqae (3) Weight A B C D E Tenth Grede English Grades (1) 4. 13. 11. 6. 0. (2 1.67 .5? O. -1.46 (3) 47.00 33.00 30.00 13.00 Shorthand I Grades (1) 5' 1O. 140 50 O. (3) $3.00 36.0r1 26.051 13.00 n 'I‘," -."."‘F“'*-"VVP c 1;“... ,..-y._._~.-',. ’ ‘.‘-'.‘ {gun-TS C” G \f'\'_rr-_J IZI .....1......_.,.,,-., "~."' fl,.,....,..,._.? fig-znw .1 .....- ,.,.‘,.,! ‘.'L:_0'Au-d 0- utUU—n h‘l-J-aJLdnCQ-QP v4.1. ...-,-.i...,,..z 1’. ~-§-.-. 9 ...qu. «4-3-1; .r" O .- --. -u’-'1 ’ {‘.‘-'-‘ b_.‘o~g. \- v:.‘-C'\'3“- "Aw. 9'4 .‘.A- O."\ ' ‘ J. (J'—_;.1...az:’ , \U¢c’o-‘-‘.h¢utb¢~iad G" ‘ t 0". I -. I - ' . - 4U.—JQJ. . fikdw .141."— S’s-£0” ..4‘ .' ‘u h-a\.t . 5 '3 ~ "_ 1‘ .~: . .l 14' L;:} bmavpuu¢~-~3.J *I —‘~«——-—d C3. C3 APPENDIX C. 3% Student OVERALL 69 ANATYSIS OF GROUP GRADE ENGLISH GRADE, SHORTUAND I GRADE, AND Tenth Grade Enqlish Grade Ovenall Grade-Point Average TII STUPTNTS ON TEVTH GRADE—POINT AVERAGE, SWORTHAND II GRADE i 4 5 3 Shorthand I Grade Shorthand II Grade (1) (2) (5) (4.) ( ) deOuji=> 5""? }-I III tamme‘dO w ww>ww OO LII Uj O AU ?> [:1 O ‘31 waxy»: Q LU 3.58 3.90 2.88 5.00 2.50 2.20 2.88 _.88 3.11 2.25 2.75 2.13 \D 0 A0 ._g' - \J I] '34... ‘0 D (IN ’1 {‘0 C) CD .4 —s.o —s\» —s\x 04 o O O O O O O O O r -q an U1-> ~J c>-e (o U1<3 C> 31*fi C) O b D CDOLfitIJ>§I>LI5 OQOtdLfi3>3> 111sz not: O. Ld {:10 dOOtfiII> 1 mmm a , Mo OF GROUP In ma arm or SCORES. sun or 5.10m sums . Hm: SCORE, m SW 133mm: In my , , scam. FOR}! 70 71 APPENDIX W. DATA OF GROUP III FOR SUM OF SCORES, SUM OF SQUARED SCORES, MEAN SCORE, AND STANDARD DEVIRTIOH IN RAW SCORE FORM 1% Sum of Scores ED) Spelling Score 2 Sum of Squared Scorcs E) Phonetic Association 3 Moan Score Score 4) Standard Doviation (F) Symbol Transcription A Tonth Grddo Enrlish Grade Score Bi Overall Grado-Point Average (G) Word Discrimination (C Turse Total Score Score (H) Shorthand I Grade (I) Shorthand II Grade (A) 784.00 25,826.00 30.00 9.17 (B) 65.67 175.75 2.53 .62 (0) 9,295.00 3,341,600.00 367.50 26.71 (D) 1,800.00 126,632.00 69.23 8.81 (E 1,049.00 13,663.00 40.34 7.18 (F) 1,658.00 100,612.00 63.76 12.22 (0) 866.00 29,640.00 32.02 7.48 (H) 710.00 23,080.00 28.00 8.81 (I) 842.00 20,062.00 32.00 8.28 v, «an-ft .79.! ~4- u .- on 51.3.15 1nyrsm7n Vsrzwa3 Emu sums OF mm fiM C:J‘)-B;:J $‘Lr‘L-1u-‘Lma‘b‘h’ («Ji 7 bait rq7:,-:“f1v‘I-s‘a) TO\'IIP1‘~ I n-v'r 1~0-r 'r w‘rq‘? 1”, I -f-c I“ LAdA‘fd GPJLELI iulL'.-J.LL).L- GLLILJJ‘JJITE, LII- K \.".‘J'—.na J. .' 2-..; I-J. 'v-n' . '.’ A113 UsiU$fiL:1;‘-.;;:J II \IIULJ A) l‘vi’. G:‘.-UU£ III ‘1 Ix.) 73 APPENDIX I. SCALING 0F LETTER GRADES INTO NUMERIC VALUES FOR TENTH GRADE ENGLISH GRADES, SHORTTTAND I GRADES, AND SHORTHAUD II GRADES FOR GROUP III Letter Grafio E Letter Grade Letter Grade 1 % Wavirfi Letter Grade 2 EquivalCnt 6‘ Values L0tt0r Gr130 3 A UOUJ> Weifiht .A B C D E T0nth Grnfle Enfilisr Grades (1) 1’1. 58. Q7. 4‘. O (2 1.71 .?9 — .90 —?.16 (3) 47,00 33.00 20.00 8.00 O Shorthand I Grades (1) 19. 39. 4-2. 0. n (2 1.43 00 - .03 . .. fl —- - V.., 74 1 UL>KNRLA E. 75 1. CORRERATION COEFFICIENTS Tenth Grafie Enclish Grade Overall Grafle—Pnint Averdne Turre Tdtdl Score Srcllirr Pronctic A¢nnciaticn Symbol Transcribtion WITTT S ICES REVERSED 7 Word Discrimination 8 Shorthand I Grade V1 Shorthand I Selection V Tenth Graflo Envlish Grade 2 . \J Selection V2 Turse Total Score Selectiofi / (1) (9) - 329 -.488 - 5?4 - 306 | '0 \N I 709 —.170 - 196 1 O —.074 -.100 — in _.375 -.35i. —,405 -.519 +.079 -.061 -.108 m ’— AAW n '5 \N N —.X .m‘ ‘ ‘Vn «JVM 2. COI‘WUTATIOF‘T 0F TUE Z FIGURE Tenth Grade Enclish Grade ( Ovcrall Graflw—fioirt Averaro ( Turse Tétal Score J 9fihllihf TIA“? “+1h ‘0‘. '.‘.rjnn'ify-f-{Awfl r‘ 1 . a n 0 "~“"‘"-"."; ‘1 mn‘lr“ 1". r‘vh’flj Y‘T‘ (‘.‘,fi . -.. ,. .._ ,. ,_ . .- __..- . -A. ,. - Wnrfi Discrimination Shorthdnfi I Grnfie Shorthand I Selectior - .. N Din-Q :0 _x\/\/ 'T‘nh'tl‘w nfl'fifin TWA r751 ‘1 (“A .‘nfi r70 -.. \,-., __ Ki",\.,l~_/ 41..‘..‘_1.-..k.... \I._~‘-v--.- 0 .71 ’54-: m. mflwfifl mfi+fi1 Shhmh gnjnn*4bw _.,. . __._ u_ _ .._ -. _ ',/ ~,/ .._. n. 5 _. I _ - -',. _/ .--- --- (1) (2) (3) -.." w (5) (6) (7) (8) 1.000 1.000 1.000 1.000 .978 .795 .500 .941 493 594 0933 1.000 1.000 1.000 1.000 v I 461 993 .743 \1 \JJ k 0 STEP 3. COMPUTATION OF THE vm2 / 2m V1 and Z1 V2 and Z2 V and Z \N 3 76 2 QUANTITY AN NEGATIVE REFIPROCAL Shorthand I Selection Tenth Grade English Grade Selection Turse Total Score Selection (-.619)2 :-..- = .383 V1.ooo O (-0 238)“ : Z .0158 .978 0.109)"2 1| —1.oec 77 STEP 4. APPLICATION OF THE WHERRY SHRINKAGE FORMULA m = Number of Variables m Measure of Ame“nt Which Sole ected Vorieble Contributes 7 2 _ to Squared In ltinle Correlation Coefficient in N = Harbor in Semnle 9 K’ = Constant ....9 K" : Corrected for Inflated Multiele R -9 R“ = ‘hanVTn Vultinlo CCTTPJEt30“ Geoff ent WI ll Multiple Correlation Coefficient D I _ Shorthand I Grade — a .... I P ’31 11 Tenth Grefio En"l‘"h Grade ...-1... 0 II Turse Total Score 3 13 ‘< 1 :1! ml 21 1< 1 .383 .617 1.000 .617 .383 .610 A m 0 \m I.) O Ul \fi 1.) ..x O O .3 ..x .582 .418 .646 B 3 .020 .554 1.087 .586 .415 .644 C \J p are 00 exp M on u Arev Acwv mmv Amv Apv HH egg poorm xvi: HH cmmgphonm spa: Ii {I'I‘7i‘l 1'. i n E. A mv AII I ~. **Hosupu aficrwohh< o 1P-n3 W¥CQMOHWMCCC r0 *Sctcic eficnpomr< mp ppm -Hn Hflmm In moo rpflmflxwwflom we :Camm we -ope:z arpcflsc> Arrv QCWEHE ZQHecmflw .m Emma Ill- ]-.. DI: I," eh ercae>< Pcflomlcmchc ... 95m Mocko - C:r+cr(§. U.. 0mmmms mom BC in. SEQ... mflpmflnmb cepomfiom nrcotyflcch ebwpcecp 0*» AQHLc:-U> ©m4c cfleu mucoouv rc : mefipmwmc> Cobwnv rp + we n mp$ r mmw.rn m¢m.+ ceo.+ mmmxux:Anpwrms:mwaqusnnwwwnunyamm. occ.¢- owl mop.r mmm. sec. mmm. mac.-11 Inc. are. mm. meo. .p 5mm.m mmm. per. mcc. ewe. men. ,: arr. mMH. Cog. ccc F em: m om¢.mu arm.+ mmmufluzzwamq.121MMMQHTIIWMqu1;;MVMuw came: am<.- Hmflyug:uwu It, one.m are. - oco.r New. ewm. :1 Immev.ixmwm. ovw. mme. we? vol {I u - .1.. -,n. .. aszzuizsacwt n u - “a N‘\ ‘4‘ LL'KKLJ 1’.“ Cf Ci - C.‘ V M, WVVV ‘.- "W AN ~ flM/‘x A x— 0.‘ .m mmflm f *w \1 “MT-tr -“-mi-U TEE PETITE-TE PIE. utJI‘IC‘J 79 ...AK ”a ant a-Jf‘b‘ uncut-Vi.- I TEP 1. FINDING T? E BE ETA WEIGHTS Shorthand I Grade Tenth Grade Ennlieh Grade Srorthdnd II Grade Shorthand I Selection OOJ‘JI> U) ll A B C c —1.000 - .147 +.619 - -1.000 +.243 9 found bv multinlvino each bm entr: by the negative cinrocal of the 13m entry for the m selected STEP 2. EQUATIONS EOR BETA WEIGHTS Shorthand I Grade 4.000138%. - .1117/3F . + .619 = 0 English Grade II ’10000/11‘Lnr“ + 024,5 1': O Shorthand I Gra de (Beta ’oioht) .585 Tenth (Trade FH‘IICP n-l‘fiflf? (-. *n'fiq I'l‘rn'ifl‘h! STEP 3. TRANSFORNING BETA WEIGHTS INTO Q's Formula: b = Sht. II “Sht.I (Shorthand I) = .548 . 6 U Sht.I (Tenth Grelo Envlieh redo) 6gh+ TT’nan 900 81 STEP 4. FINAL MULTIPLE REG-ESSION EQUATION Shorthand II Grade Shorthand I Grade Tenth Grade Enfilieh Grade ow> ll 1! A = .5483 + .220C STEP 5. FORMULA 30“ CHECKING THE BETA WEIGHTS R :flS‘nt. I X Int. T F 9%. II "’ ”Eng. X I‘Eng. x» 9m. II 9 R‘ = .619 X .548 4 .220 X .290 O R” : .flIr) STEP 6. CAICUIATED R CORRECTED FOR CHANGE ERRORS ’) ~2 _ (H - 1)?” — (m - 1) (TI-m) a? 25 x .4116 — 1 IL I: 9/! —-.9 ‘r‘f-x v“ r—n er 2;- ;‘n- A ionia— “6‘ L AGE“ .uSY IS 01" ACTUIL 8172:7321" II Uri-:1“ AI 3 ”TEST ED 81189329..» ID II C? 5.32....2‘” RQL‘I 5313.} 73.221223 RECL‘SEJC-CII 23.323132 1: Sb. (Lu/b4 III APPFITDIX I). ANALYSIS OF ACTUAL SIIORTTIAND II GRADES AND PREDICTED SFIORTI—LM‘ID II GRADES FROM THE MULTIPLE REGRESSION EQUATIOI‘I FOR GROUP III 1 Student 3\ Predicted Shorthand II Grafle 2 Actual Shorthand II Grade 4 Assessment (- No Correlation) (+ Is Correlation) <1) ( ."Q ) (3) (4) A A B - B A A + C B B + D B A - E C C + F C C + G C B - H C B - ' I B C .- J B B + K D C - L C C + IVE C B - N C C + O C C + P C C + Q C B — R C B - S B A. - T C B — U B B + V A A + w B B + X C B Y C C + Z D C - 12;- 22212; 21 h---.' ?-§'fiT~‘h “--fi-l—a “11‘, ‘.‘—u? Per-r: gar: Q u‘fi 3i *zzr’Iciu‘; BCL‘ Turin—J ckal ~JKa -“‘V-LJ LIA-JJ- .JJJH '& ‘t-‘h— ‘- ‘ Ju’g m .r1 muse-1P1? 1:191 mr-wm av tztm my :1 2.7m”? ‘.‘-:4" IRE:v:-:fi-JL I“: J-v. \ .‘J J; '«JJL. A. Q .. Iv C- “I fiL—Mg pf‘fir2m7.9§ §\,'1T"‘"“".‘\‘ :‘ "1"IR1 q' OJlVdIrJ-‘UEJYD It. ’ $4.14.? 44.24 ‘-tu‘L FQ;{‘L GRC‘UI’ “III (I) \ v.1 APPENDIX M. TUE SIGNIFICAVOE OF THE DIFFERENCE BETWEEN THE MEANS OF TUE PRESTEST AND THE POST TVST ON THE TURSE I M SHORTUAND APTITUDE TEST FOR GROUP 1970 Pcwt Tost Scores Difference (1970-1969) 1Q€Q Protc~t Snorés (4) Column 3 (5) Column l ‘.NiO—5 II Snuarod I1) A r\) v A VJ v (A) II (5) 5A7 1‘21 74 45 403 436 33 4 364 395 21 - 8 385 401 19 -10 355 374 19 ~10 555 345 12 —17 532 558 ?6 ~ 3 34? 353 11 -18 357 596 39 10 379 409 30 1 312 235 9% — 6 34? 276 3” 5 370 ”O? ?4 — R fig? 20? 1“ -13 560 27? 12 -12 999 326 22 — 2 230 344 14 —15 376 429 53 21 393 45? 59 3O “50 387 37 9 A02 ° 437 55 6 55v 380 22 — 7 350 366 16 -13 391 435 44 15 551 584 33 fl 29‘ 3:3 2in“ 1 9295 1r§;;§ 26/}c~ {\3 KC) 2025 16 R927 APPENDIX M. 86 .(Continued) Mean Difference Stfinflnwfl Davintion 4‘ ' (‘j OI leforéncn (UDD) Standard Error of Mean Difference ID) (SEL H :v o H 'ro 29 ~ 0 H 2.997 5837 T 12 do 15.28 = 2.997 26 90676 ‘.')‘1"”\ '.' T5 '1.“ "I A *j' 1? J—‘J—J . A... JJJ- H1.-..5._". BJOZU I " 7‘ p q ‘ ' ‘.‘ -..“ '.’ 7‘ .' nfi-Lv : fi‘in-‘L '.'-F J '1‘ an ...-an ‘gq . A . T‘Abh-U‘ I1Q-Qh‘4 AC.‘ .L) 3 ‘. '.' 3‘ J\. ‘nk‘bh1~-/~J bmqn-NL- -‘--'.}p::._,:-.’--. 52.1.. oln-av‘c- l-u‘ .J—‘C \v‘-kd-‘ ”‘1" .‘z‘i. - . l1.“ . ‘a—n—A; A... .- A -.IL ’I' ’ -2 \I U I'I-—-. .-.. ""1 . . : ;""“.' '-‘ ' I. 2‘" 1.. '.‘ 1 1st 9.1.213“! .bCud-u .../shiny»; 3.14.4.1.“ VU.‘.._.\~.:..J ’ .5;ng ’ JD). “L: mat1t13.1.1.? «3126551 1". I. '~'.' ‘Hfiral‘tjf‘siz Ru “:1 I. n. -‘ . a ! .o'b..‘_~.=—::.L '3 Q4 I‘.-.Jfii'~“ 1... ~{.:‘:.. 2J eu- L- \ Douglas, Llcyd V., Blan22r4 James T., anl And rson, «‘.‘-115191600‘1 $14.1.“ .Lfi': Asiativlbléti'i -L...L.L, 4.110., 1 1D]. +'? “'31 ?.""§"_.i!f‘.t1-g ¢l\'n plil‘f‘g‘fi'v‘ft-J" 1'. fl?“- V-vo‘yll 6.4. J ‘ ' 1' '1 \.’.-t ‘1‘1- 1 a x. .. - .1.- v ..- .n - .-. r-— \n 2. Fisher, R. . fifigg - ' 2]. i‘V'c-Jl‘ 2...; 7th ed. ZEAdu: ——-— - - ‘.‘. .._.- 303;, 1;;4. g: 2 .. 7' ~11. , ..., '.'-C ', 4-1 11w 17 {'34 1 * 4.1 _ GaAL‘rott. lLer‘L-l.‘ :1 O ’ L\;;K1 13.14 U \" HQ):L. {4:1, :1. . "1) . : '7_I:::::,; .._: r: , leg 1:“, If. ”V: .‘ '.'. .-.... '. ,, d‘...-V'- w 1:1 310. 011 id¢fifitg :3. 5th ei. Le 10:4: .0 C 0 14‘? Mick 5L3, Ltcu. L'JLU. V o , JJU. -4. T- '21,“... ...}. (3013.31? (1.. :RLSSGE G a ' 831d G’O_L..J+J.L$», ..‘..'“O S Q :‘_.1_‘-.‘:‘..'i . £1117? at r r‘ (7 ‘__"'"'.‘~", 5.:- r" ‘1. ' +"+1C A -rvgg‘fiéi 4;;igfigJ. w... .. “é“ .LULJLL: 0U: Lil i...L.L'.:.:,' ’.'; 3.9.1... .L'ALUI ’ 133'). f .) $31113... -w1.fi‘-~flb'g-'r1.1 C‘g'u‘a ‘1“ “I 4.11;". J '.‘," 4-2.1, T-.“§_1‘,rn:11(\1 (x! fir 51-11).! er, ”J . 1" a- '.‘...V.':"—-. ... g -. u -.-:ng \- .-£ - ....._;_;fl.:;\‘~._.l it’g'; .. ... .. ...:j.» and .3... ”12.19.33 012.. Eu”. (313.. new 1‘" 3...: ”4......21—1 III W“ ‘_ L001» “Unlucky . L10 9 ’ 1320 o r111-.. "1-1, -... .5 r .-. 4.1-0 1n". 1- 4 - n _ __ ..fl . IIIII Leslie, Lsuis A. Lsug .52 0s 2 1:. 23” .rqH;_-A. .-.WA. ...,._..__. HIE.» . ' _‘_ 1“ _ ”NI-.31.?“ ‘1'.: o ‘.’-.7 r21... -. ' I "' " 11 G” 1614.,- ; l‘lkp-h&- 5:. P! mi-Ldvuja;2— LJU 1' ...!» K' ‘J.a-fi‘l‘.:‘...~tJ‘ , 4.3.1.! ’ ’ i J), g 13...“. 1 1 (14., 4.1-4. - 13 '-4-.- 1., A-. '1 1 4.- inu-,i.7,9 1.10;.d O. u 141:). 5.1.5.2 Didi-"... t" I... ‘u‘ . 3 ’ 3 '~ ‘J T" q . . ”marl-1.4mm nut-on mwnénu vMMAdmmfit-cuo ,_ . 1 .1. . . 1 1' _ ‘ “5% 31C l. W” Vt)“ 9 ‘5 Le! int”... QUJ-fp l ..K ..L. Jed-...“; VVL' '.‘. {pl-2.37, 1 17 . a '.' ‘.. ~ "’ n r. .— ~. A. J ‘Jj'xfs fa a ‘ units, G. uiIton. A uifi‘liLMO1 C-afif e to S , 124121. mm -r.:om dry-rt u-c'n: -¢:.v§¢tuu m-utw'nfi'u-N :fnao “1”“ 2' 1 I" ‘. .. .1 . ‘2 2'3- Gd. he'd YO...:-.. .1.LUJ.9. .L.J...L.-U-Lv L2...“ «':.L-1.§.J 90.1, I-1Co. 1252 '1‘: AIL.\C'\1 ('.'-‘0 4-wa‘31'rxs- 1. .5 1: .. ' at, "alert. JWLGH F'Q lytua 4:16:43.‘ h. I4:- UJ-n U;V‘-JO 1811 €1.10 .51 5"! ‘4’. .‘3-.: ”panama-c» ‘ ‘ w “cGradui 1111 Lou. no- ..., lac., 1953. Articles anfi rarioaicala Allen, uilliam R. "Group mg in up:inn.w 1.034‘21 The) larnp S2eet, ELI (november, 1J59), 123-24, 0. '7 ‘4 Q“ . I n l & u u . 1 .. . I b u . ~ # C. t . . O ( . . Andnzuon, Ruth 1. 'Appliousiou or ROOOGIOh Findings in Business Education,” a - 9mm“, mi (Hum, J: . Duke, :3J"n; ‘nraiso Regativon and the Latent vuiidity or Aptitude Tests,“ Educational and F8‘ heasuregeag, XXVI , unmet, 1 , 569-93. Ell-I‘llm-Jh300~l.- “Shorfihnnn Prognosis: dflniwb‘lb 1:« Silt?“ ~U.‘ ~ g _H;_,1m(rihuunmy, -' 1“6,' y “ - ' ’ Karaxu; Hallie-1:. inuilcllglu‘h.inylhDrthnnd7' W, L (3970313015 1968), 117-19. ngnuyum."mmmumAwufimm1nmmmun Stenography, ' S LIV (Hovember. 1967), 23.29. ioskovla, L. fitichacl. 'Shorthand Prognosis: Sons Conclusiona and Recommendations,“ h Bal Sh1 In(!bbruary, i969). 252-54. rduoe+1on 1; ] xxxv: (Fall, 1967). . XXXIII (Fall, 1964). . xxx (Fall. 1961). A. A, XXNIII (Fall, 1959). , 1:111 (Fall, 1958). _ . xxxv (Fall, 1955). Palmer. E1100 D., and Pancrusio, Sally Bulkley. 'Shorthand Selection Procedures: Are They Juatitiablo?' u Ed ' ~, XXII (October, 1967). - . Rhodes, George S. 'Shorthnnd: Hot for the Gifted," _ 3",. . “L_ r} ‘ ”Pm XLYI (Dooembor. 1966), 26, 36. '- t I b - n .1 “n. le s . , a _ . . . . 7- _'.; A ...4: .-r no -1 a O (.14.. fi -‘ a‘ubl ls_.4 IMn.‘l. ‘ n 7’.“ 4" 2- . " . (“‘.'-“i I 7 ‘5‘ ‘0 new“ * ~ ’ ‘.‘: :- ’ REEL '3: +540 any 0'- A w: c 11.13. Law: an 1.. U3 .Lk“au1'...4 :4.“ c}. ‘1- .1. ' :21. +‘.~ 1 r '. . "1 . :7" .«L- 7' xlrsu~13ar LLGrULanu," ;;c g: ""t? I: :4, LI '.‘ ‘ _ _._ '_ _ t {by ~¥ J-h¢49rnum3w*&flbfia . , ‘ n21 ‘.‘ '1': ‘ . ( Cdluufiy’ )Jv , MJJ~JVO I" V‘- I‘ V t; 5“»‘4- n ‘0 . _J";~ 3 ' ' no a": an o ”“1: . m. 4L- -' !' Larse, rd 1 L. _' 4335.13 Lvh-;c3 I; Lu-1w¢L3 “Lgyguisg, . II I." U . ' “ '.‘ fl ‘ 7’ “I A “ _ _. Q ~ - ‘. ‘ v :- , ' ‘ J- ‘ l .1 5 . -.‘, 3‘; ‘. blfl'I-zd. '-'.-‘._'1 .L‘ - 1 ‘ ‘ :2-2‘ If, .31.“..-i I v r M“#v"1 ...-H“ -_- ( q n ‘ -. ~ ‘, 'I £v.LJ.L‘\JJ-. 1.;s4-J), ,JJ"'\.III- ‘:..’ “-_ - C“, --» P” "-1 A . ' .— . » +4J- ‘ Ti", ..‘v'w’v «'.sfl heucell’ ”‘1 1“ ‘OGJL L.-:L.‘~:lo lO-l-K-l' V: 909d 1‘3 4;; 1) Us‘ ”51:13 Ii-CH “Lit-‘.’ 4 Eijh Points: lXLIII ( Iguz'y, U uB-ufi. 13‘ r ; r! ' "1 .-‘: U r01 «’M‘ «.19 ’ ~"""| ”Tr .c 4- 1: ’1 9'1“ 3 LIch a «3“- ‘LiSWQ'J-‘j DJ- ‘Lir ULtvLCiO «L\JL3 Jb’ c.“ It: 4' ‘.‘, .qmg nan .... Y‘r\~- uh“ ‘.’ ‘3‘ I ‘A an]. a I 1 frag/:1"; “‘ d "- 1 '.‘ S--Gh~—..-oLL JL‘JM‘iug’ “.-‘h-- {bu-ta Ubi-‘Loi;r’ JV£ I ’ . 1.. ‘.'. I - w w .L 1 ."'_,' 12:73 r: 1:.- ...-“31.3...8 ... 45w at Lavab~ma~;-‘ . 3 - _,. .. . ...,.... L. 1 1h”. ,- 4.2, ..,.:.. “1‘1 2.31”.“ :- ..Iifi‘l‘r‘é. 1.. ~n .- ~ 1 “'1"? i'».' 7“. . - "3:";- eo-Vubigl 03 “d A—‘rul A- 4‘0“) Dido-u U Uié'JKc-‘n-Aoj’ drug-.0 \Iwo‘.‘\b£*o“u4s D D a - .- f“. ‘ ~ ‘ I ‘ xx. '.'5- ._ ...a‘. 4?- . .131 ‘1‘ 01 1143-6 J- urae OILC'I: aleL-élu. ‘1 Al! Di ‘11;th $6313.)?!” 1 . fail. ' (“Illa ‘, rm- v-w 'r-i ~ V'-~ m. Lnuli C-LLCL to L eye .3 I.“ "I 2'- arr-1 -\ a ()1 ~' ~--,-- F} #122" ‘1 1“” -' r* .75- . 1“}.bw‘u 1.1:. ’84. Lid-11‘ GA. .» u¢i~hau J... 1r (AH...¢:L ‘ V‘U . O .4 ‘7' 4...}. —- . " 1‘ . - J 4 '7! « ‘4‘ J ‘5.” r. .n .194. .fl {1 L . , ‘. s 9‘ V . q.‘ n b‘g. “‘.‘-J V UM-dh C-‘I 0- -'v~ “I ‘2, ‘\-’ 2 CUA. 'J'M “ -'-—.L--.b\v; "5 {a 0'!“ ‘r’ ,u. I“: ‘.mQ-m ~12. :’-o w J»‘. \ .11 U ..-; .../'U,‘ ...-:4“... “It." i»-btJ4— UJ-».:.‘.L~' n__ 77 ;I 1“ c. 4‘ ‘ r ‘r to. J. n 3" - Fn2m mob, Llizabeth C. 'd uudy in Ifio stIfi assulufi 1n 1 .q - .‘\I ~.’ ‘ "I. -u— ‘ ‘_I‘§_‘-\ . _ r‘. i, -' ~‘ . v :1-‘ .' ‘ uiiUl’ :IALL'IVL 0 N 111133. will)» .'.;.~\... 4.34 1403’3 V¢1U\.'alt-:.‘r , u “will", "'4. . .. -. - .1. .. 3.; '7' btaet111f81‘8ib;3 1,331... U t-bcr :J 3 LL:.:3'\J '.‘ m . , . ‘1- ‘ a? o 3‘ t: '1 J» 1.. v ., {- m ' 9- -, '9 ~,- ‘.5 » ;urse, Pa‘l b. @3293 Iasr.~2rfl £3I5:;QQ_ICQ3. new 0:4: 1 ”1 '7'" . - . .3 ‘- dar curt, b;"u$” a uc;lu, 132., JqJ. I9. .... HICHIGQN STRTE UNIV. LIBRRRIES 31293104043348