A comparative study of individually and group administered visual motor Gestalt test as related to academic achievement

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dc.contributor.advisorCarter, John L.
dc.contributor.committeeMemberCapobianco, Rudolph J.
dc.contributor.committeeMemberCarmical, LaVerne L.
dc.contributor.committeeMemberMyers, Stanley N.
dc.creatorRhodes, Jon Glenn
dc.date.accessioned2022-08-31T20:53:31Z
dc.date.available2022-08-31T20:53:31Z
dc.date.copyright1972
dc.date.issued1972
dc.description.abstractThe present study investigated the comparison of group and individually administered Visual Motor Gestalt Test. The primary purpose of this study was to administer the Visual Motor Gestalt Test as a group and individual test to first year first grade children and to determine if significant differences existed between the Visual Motor Gestalt Test results. A secondary purpose was to discern if first year first grade children identified as high achievers in spelling, reading, and/or arithmetic would demonstrate superior visual motor abilities, via the Visual Motor Gestalt Test to a greater extent than first year grade children identified as low achievers in spelling, reading, and/or arithmetic. The final purpose was to provide information about the group administered Visual Motor Gestalt Test and its relationship to achievement tests which could assist educators in determining children who needed psychodiagnostic evaluations. The raw data were subjected to analysis of variance. The one percent level of significance was used to evaluate the results. The results of this study indicated no significant difference between group and individually administered Visual Motor Gestalt Test as evidenced by Visual Motor Gestalt Test results for first year first grade children. The Visual Motor Gestalt Test results revealed that significant differences existed between identified high and low achievers on each level (spelling, reading, and/or arithmetic) . As was expected, the high achievers exhibited fewer errors on the Visual Motor Gestalt Test than the low achievers.
dc.description.departmentEducation, College of
dc.format.digitalOriginreformatted digital
dc.format.mimetypeapplication/pdf
dc.identifier.other13959348
dc.identifier.urihttps://hdl.handle.net/10657/10970
dc.language.isoen
dc.rightsThis item is protected by copyright but is made available here under a claim of fair use (17 U.S.C. Section 107) for non-profit research and educational purposes. Users of this work assume the responsibility for determining copyright status prior to reusing, publishing, or reproducing this item for purposes other than what is allowed by fair use or other copyright exemptions. Any reuse of this item in excess of fair use or other copyright exemptions requires express permission of the copyright holder.
dc.titleA comparative study of individually and group administered visual motor Gestalt test as related to academic achievement
dc.type.dcmiText
dc.type.genreThesis
dcterms.accessRightsThe full text of this item is not available at this time because it contains documents that are presumed to be under copyright and are accessible only to users who have an active CougarNet ID. This item will continue to be made available through interlibrary loan.
thesis.degree.collegeCollege of Education
thesis.degree.departmentEducation, College of
thesis.degree.disciplineEducation
thesis.degree.grantorUniversity of Houston
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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