A study of the growth of interpersonal problem-solving abilities in grades nine through twelve Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/d791sj563

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  • The purpose of the study was to verify growth in the interpersonal problem solving abilities of high school students. A fourpart subtest of the Means End Problem Solving Test (MEPS) was administered to 642 students grades nine through twelve at Columbia High School, Troutdale, Oregon. Completed tests were separated by class and gender and reduced by random number selection to 63. This selection resulted in a sample of 504 tests for use in the study. Individual tests were scored using the MEPS scoring procedure. Means were computed for all groups and analysis of the data using ANOVA, Scheffe' Test and "t Test II" showed no significant difference in any of the class groups. Gender comparisons indicated senior females scored significantly higher than senior males. Data regarding the completeness of stories showed "zero score" differences between the freshmen and other classes. Individual tests were given zero scores for 1) illogical or irrelevant stories, 2) unanswered questions or unfinished responses. Freshmen received 65% of the zero scores from tests judged illogical or irrelevant by the scorers, whereas sophomores and above received less than 20% of the zero scores in this category. This difference suggests growth as measured by the MEPS between the freshman and sophomore year. Validation of growth and class means will require additional testing and providing more time for all students to finish the tests. During all other phases of the study the MEPS test and procedures were not problematic and student response positive.
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