A study of classroom teachers' opinions of causes and possible remedies for low scoring by eighth grade students on the Spring 1978 Tennessee competency test

Thirteen hypotheses were proposed:

1. The type of school has no relationship to teacher opinion of reasons for low competency test scores.

2. The lowest grade presently being taught is not related to teacher opinion of reasons for low competency test scores.

3. Teacher opinion of reasons for low competency test scores is not related to grade or grades presently being taught.

4. Teacher opinion of reasons for low competency test scores is not dependent upon the number of years of teaching experience.

5. Teacher age group has no relationship to teacher opinion of reasons for low competency test scores.

6. Teacher collegiate educational background is not related to their opinion of reasons for low competency test scores.

7. The recency of the last collegiate mathematics course taken for credit has no relationship to respondent opinion of reasons for low competency test scores.

8. Teacher opinion of reasons for low competency test scores is not dependent upon the recency of the last collegiate degree earned.

9. The total number quarter hours of collegiate mathematics taken for credit is not related to teacher opinion of reasons for low competency test scores.

10. Whether or not a respondent is certified to teach secondary mathematics has no relationship to teacher opinion of reasons for low competency test scores.

11. Teacher opinion of reasons for low competency test scores is not dependent upon whether or not their school offers a computer course.

12. Whether or not respondent's school mathematics department has a materials and supplies budget provided by the local school board of education is not related to teacher opinion of low scoring on the competency test.

13. The subjects taught at present have no relationship with opinion of reasons for low competency test scores.

All hypotheses except number 11, which addressed computer mathematics courses, were rejected. Some of the conclusions to which data led include:

1. Of the 18 statements which dealt with causes for low scoring, respondent teachers chose “parent permissiveness in failing to support educators in their efforts to deal with student problems" as the prime cause for low student scoring (93.9 percent agreement).

2. Of the 10 statements addressing possible remedies for low competency test scoring, the one which received the highest (94.3 percent) percent positive responses asserted that "intensive remedial efforts should begin soon after their need is indicated."

3. Respondent teachers indicated a high degree of academic preparedness: every respondent had earned at least one collegiate degree, 56 percent had earned a graduate degree, 73 percent had earned a degree within the past 10 years and 83 percent had earned collegiate credit in their principal field within the last 10 years.

The 28 statements about competency testing for which teacher reactions were asked include:

1. Seven statements which involved educational administration.

2. Two were related to student discipline.

3. Four statements were related to teaching and grading procedures.

4. One statement involved textbooks.

5. Four statements were designed to deal with teachers and teacher training.

6. Three statements dealt with competency tests and remedial plans.

7. Three statements addressed use of nonteaching staff.

8. Two statements related to parents and community.

9. Two statements mentioned evaluation and educational research.