Correlations between academic and sensory integration measures in a group of college students
This dissertation examined the interrelationship between academic performance, academic screening tests, and sensory integration measures in a group of college students. Correlations between Grade Point Average, performance on the Scholastic Aptitude Test, the Nelson-Denny Reading Test, the CUNY Writing Skills Assessment Test, the Mathematics Placement Test, and scores on selected subtests of the Sensory Integration and Praxis Tests were explored. The group studied consisted primarily of traditional-aged students, in the first two years of college. A sizable number of the students were diagnosed as learning disabled. The rationale for investigating the interrelationship between the three areas: academic performance, academic screening tests and sensory motor tests, was multifaceted. The implied assumption was that the measures will, to varying degree, be correlated. An additional assumption was that, when taken in combination, they would provide a richer view of the learner. Better understanding of the relationship of these variables will lead to more complete insight into students' functioning and effective design and implementation of academic programs. A total of 38 students were included in the study, with 63% female and 37% male. Additionally, 12 of the students were diagnosed as learning disabled. Five subtests of the Sensory Integration and Praxis Tests were administered individually to the participants. Data were then collected from the students' academic records and included: Scholastic Aptitude Test scores; screening test scores in reading, writing, and mathematics; and grade point average. Data were analyzed using Pearson Product-Moment Correlations. This study found that there were discernable patterns of interrelationships between academic performance, academic screening tests, and sensory integration and praxis tests in a group of college students. All of the academic screening tests were correlated with grade point average, but none of the sensory integration tests were related to GPA. Several of the academic measures were correlated with each other; however, interrelationships between the five sensory integration subtests were limited. Two of the sensory integration subtests correlated with the academic screening tests. Examining the interrelationships between academic and sensory integration measures does provide a fuller and richer view of the learner. Implications and directions for further study are discussed.
Education|Academic guidance counseling|Higher education|Educational evaluation
Kasar, Jack, "Correlations between academic and sensory integration measures in a group of college students" (1990). Dissertations available from ProQuest. AAI9026586.