THE VALIDITY OF THE DAT AS A MEASURE OF SCHOLASTIC APTITUDE IN IRISH POST-PRIMARY SCHOOLS
Michael 0 Martin and Bernard O’Rourke
This study examines the criterion-related validity of the Differential Aptitude Tests (DAT) (Verbal Reasoning and Numerical Abdity) using as criterion variables performance on objective tests of achievement (Drumcondra Attainment Tests) and on public examinations – the Intermediate Certificate Examination (ICE ) and the Leaving Certificate Examination (LCE). The aptitude and objective achievement tests were administered to students in 39 post-primary schools in Ireland at the beginning of their second year. At the beginning of the students’ third year the same aptitude test and a higher-level objective achievement test were administered. At the end of that year, the students sat for the ICE. At the end of their fourth year the students again took the DAT and at the end of their fifth year they sat for the LCE. The DAT was found to correlate highest with scores on the objective tests of achievement next highest with performance on the ICE and lowest with LCE performance. Correlations with indices of overall LCE performance were higher than correlations with performance on individual subjects. DAT scores were found to be stable over time Gender differences favouring boys existed on both the Verbal Reasoning and Numerical Ability tests.
A REVIEW OF EDUCATIONAL RESEARCH IN IRELAND, 1960—1980
One hundred and fifteen empirical studies of education which were carried out in Ireland between 1960 and 1980 were identified and characterized in terms of the problem investigated, the purpose of the investigation, the methodology employed and disciplinary influences on the study. Information was also obtained on the identity of investigators, the subjects of the study and the intended clients of the research activity. The main trends in research over the period are identified. Relationships between research in Ireland and research in other countries are examined.
AN ASSESSMENT OF THE HSPQ AS A MEASURE OF THE PERSONALITY STRUCTURE OF IRISH POST-PRIMARY SCHOOL PUPILS
Vincent Greaney and Michael 0 Martin
The High School Personality Questionnaire (HSPQ) was administered to a sample of boys (N 505) and girls (N 591) in each of the five years of secondary and vocational school. The internal consistency of the 14 personality factors was determined. Mean personality factor scores were compared for (i) each of the five years of post primary school (ii) boys and girls (iii) secondary and vocational school students and (iv) Irish and British students. Doubts are raised about the suitability of the HSPQ for guidance and counselling purposes because of the low levels of internal consistency of the personality factors.
THE EMPLOYMENT OF NEWLY-TRAINED TEACHERS IN NORTHERN IRELAND, 1978-1982
John A Wilson
Cohorts of newly trained teachers from the Northern Ireland training institutions over five consecutive years were followed up from six to eight months after completing their teacher training.The cohorts are distinguished by training institution, type of course, sex and for those employed in teaching the employing sector and the permanent or temporary nature of the post obtained. Three trends which emerged from the analyses were the decreasing employment in teaching of the newly trained, an increasing tendency to enter teaching by obtaining a temporary post, and a decreasing rate of participation in the follow up surveys.
PARTICIPATION IN THE LEAVING CERTIFICATE EXAMINATION, 1961-1980
Thomas Kellaghan and Mary Hegarty
Department of Education statistics on the number of students who sat for the Leaving Certificate Examination in 24 subjects (most of which were selected because of their popularity) over the period 1961 to 1980 are examined. The numbers taking each subject and the proportion of the total number of Leaving Certificate students who took each subject at higher and ordinary levels in each year are presented in graphical form separately for boys and girls. Over the twenty years there was a four fold increase in the numbers sitting for the Leaving Certificate Examination. All subjects except Latin attracted an increasing number of students. There were considerable changes however in the proportion of students attracted to individual subjects. There were indications in the data based on growth in the numbers taking the subject and on the relative popularity of subjects in 1980 that subjects in the science” applied science and business categories had increased in popularity. In general while there was an increase in the absolute number of students taking higher level examinations there was a decrease in the proportion of students who took examinations at this level. Marked sex differences in participation favouring boys were found in Mathematics science (Physics Chemistry) and most notably in applied science (Building Construction Engineering Workshop Technical Drawing) subjects though the participation level of girls in Mathematics and science subjects had increased considerably between 1961 and 1980. Differences in participation in favour of girls were found in Home Economics Biology and Art.