The reliability of economic textbook readability indexes as a measure of cognitive gain : a comparative analysis.

dc.contributor.authorDeel, Rebeccaen_US
dc.contributor.departmentEconomics & Financeen_US
dc.date.accessioned2014-06-20T16:05:26Z
dc.date.available2014-06-20T16:05:26Z
dc.date.issued1995en_US
dc.description.abstractThis study sought to establish whether readability and cognitive gain are related in principles of economics textbooks, and thus, whether readability indexes are effective measures of text earnability. The research was conducted at Middle Tennessee State University, Murfreesboro, Tennessee, during the 1995 spring semester. Five principles of macroeconomics classes were utilized involving 81 students.en_US
dc.description.abstractIn each class, students were given three readings either from a textbook judged to be difficult or from one judged to be easy to read in an alternating pattern. Before and after the three readings each student was tested on three topics treated in similar fashion in both books. The first or narrative topic covered exchanged rates while the second and third topics were quantitative and graphical and involved cost analysis and monopoly profit maximization. Information gain then was measured by the difference in the pre- and posttest mean scores.en_US
dc.description.abstractStatistical significance of the mean score difference was indicated by utilizing the standardized t-distribution test. When the statistical test was applied, no significant differences were found in cognitive gain for the books' narrative and graphical sections. This finding suggests that readability indexes are not indicative of potential information gain for textbook material presented in the narrative or graphical form. However, in the quantitative section, a statistically significant difference in information gain emerged, suggesting that readability indexes are indicative of possible cognitive gain.en_US
dc.description.abstractA least squares regression model was also developed to explore the interaction between student demographic characteristics, readability, and cognitive gain. Of six demographic variables included in the model, only student sex and class standing were statistically significant. Textbook readability index value proved not to be statistically significant as an explanatory variable.en_US
dc.description.degreeD.A.en_US
dc.identifier.urihttp://jewlscholar.mtsu.edu/handle/mtsu/3829
dc.publisherMiddle Tennessee State Universityen_US
dc.subject.lcshEconomics Study and teachingen_US
dc.subject.lcshEducation, Social Sciencesen_US
dc.subject.lcshEconomics, Generalen_US
dc.thesis.degreegrantorMiddle Tennessee State Universityen_US
dc.thesis.degreelevelDoctoralen_US
dc.titleThe reliability of economic textbook readability indexes as a measure of cognitive gain : a comparative analysis.en_US
dc.typeDissertationen_US

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