The relationships between the professional knowledge component of the NTE Core Battery and selected variables of university teacher education selective retention criteria
AbstractThe major purpose of this study was to determine the relationships between scores from the "Test of Professional Knowledge" of the NTE Core Battery (NTEPK) and selected variables of the Ball State University secondary education selective retention program.The selective retention criteria included: scores from the "Ball State University Professional Knowledge Test" (BSUPK), College Board Scholastic Aptitude Test (SAT) scores, grade-point averages from courses in the professional education sequence, and overall college grade-point averages. Additional factors considered were sex, high school class rank, non-traditional student status, class, and age.The study was conducted at Teachers College, Ball State University, during the 1984-1985 academic year. A three part testing program conducted by the Office of Secondary Teacher Education produced two sets of test scores which were the major data of the study. The tests producing the scores were the NTEPK and the BSUPK. Participating in the study were 114 secondary, all-grade or junior high/middle school education students.Twelve null hypotheses were tested. Nine of these were tested by Pearson product-moment correlations. Two null hypotheses were tested using a 2 x 2 multivariate analysis of variance and one null hypothesis was tested using multiple regression correlations stepwise and backward.Significant correlations were found between the dependent variable NTEPK and each of the following: BSUPK scores, SAT-Verbal, SAT-Mathematics, SAT-Combined scores, college grade-point averages, professional sequence grade-point averages, and high school class rank. Non-traditional students' scores on the NTEPK did not correlate significantly with their BSUPK scores.The two multiple regression procedures produced ;lie same equation; this equation could be used to predict a score on the NTEPK. The predictor variables were the BSUPK score, the professional sequence grade-point average, and the SAT-Verbal score.Using the two scores available--the SAT-Verbal and the professional sequence grade-point average--and requiring the BSUPK, the Coordinator of Secondary Teaching Programs would have a reasonable basis for advising prospective teachers in remediation or additional study before taking the "Test of Professional Knowledge" of the NTE Core Battery. Differences of sex, class, and age among students were not shown to be predictive indicators and should not be used as predictors.