Keywords

academic performance, online education, review sessions

Abstract

Ladies Professional Golf Association Teaching Professionals are scattered throughout the country, many of whom are self-employed. There was not a review session for Class A written test preparation prior to this study. The focus of this research, thus, was to assist first time test takers in their preparation of the LPGA Class A written evaluation through an online medium. The study was conducted between July and November, 2005, and was offered to LPGA T & CP Class B first-time test takers. Components of the online review session included self-evaluations, discussion postings involving test-related content, and practice quizzes. The study compared the pass rate percentage of the participants in the online review session with the pass rate percentage of those who did not participate in the online review session. A test of proportions determined there was not a significant increase in the pass percentage rate of the online review session participants when compared to the test takers who did not receive intervention. However, pass rates and average test scores were higher for online review session participants. Suggested uses of this study include the future development of online review sessions for LPGA Class B and Apprentice written evaluations, with the goal of improving academic performances. Future research should include replication of the present study, but with a larger sample size. Future research should also involve Class B and Apprentice test takers and not be limited to first time test takers.

Notes

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Graduation Date

2006

Semester

Spring

Advisor

Higginbotham, Patricia

Degree

Doctor of Education (Ed.D.)

College

College of Education

Department

Teaching and Learning Principles

Degree Program

Curriculum and Instruction

Format

application/pdf

Identifier

CFE0000940

URL

http://purl.fcla.edu/fcla/etd/CFE0000940

Language

English

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

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