A Factorial Study of the Relationships Between Teacher-Held Objectives and Student Performance in UICSM High School Mathematics. University of Illinois Committee on School Mathematics (UICSM) Research Report No. 10.

Two tests based on chapters 1-3 and 4-5, respectively, of "High School Mathematics, Course 1" by M. Beberman and H. E. Vaughan (1964) were given to 154 ninth-grade students at Pekin High School in Illinois before (pre-test) and after (post-test) coverage of chapters 1-3 and 4-5 in class. The tests were sent to 105 teachers from 70 schools in 19 states using this University of Illinois Committee on School Mathematics (UICSM) text. Teachers were asked to evaluate the suitability of each test question for their students. A factorial-analytic method was used to compute the intercorrelations among the pre-test scores, post-test scores, gain in test scores, and teacher rating for each of the 54 test questions. No particular relationships were found between mean values of the teacher ratings and the student performance on either pre-test items or post-test items, even when the mean values for Pekin teachers only were considered. A weakly positive relationship was found between mean values of the teacher ratings and the student gains. (Author/BB)