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1997 Dissertation Abstracts: Part 18
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ORDER NO: ABA98-12577 CONCERNS OF FACULTY MEMBERS IN HIGHER EDUCATION ABOUT USING COMPUTERS Author: EDWARDS, GLORIA Degree: PH.D. Year: 1997 Corporate Source/Institution: UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN (0090) Adviser: CHARLES K. WEST Source: VOLUME 58/10-A OF DISSERTATION ABSTRACTS INTERNATIONAL. PAGE 3897. 272 PAGES Descriptors: EDUCATION, TECHNOLOGY; EDUCATION, HIGHER; EDUCATION, CURRICULUM AND INSTRUCTION
The Concerns-Based Adoption Model (CBAM) guided the development of the campus-wide survey of a medium-size, institution of higher education in North Carolina to identify the concerns of its full-time faculty about using computers. The faculty were told in August 1995 that funds were available to provide each of them with a personal computer. Ultimately, the assumption was that this tool should be integrated across the curriculum. Eight questions directed the research including: What are the concerns of faculty members about using computers for the institution as a whole? For each school/college ? Comparatively, how diverse are the concerns of faculty members about using computers for the institution as a whole versus each school/college ? To what degree are faculty members using computers to supplement their classroom instruction irrespective of the task or the degree of usage? Survey results from 194 of the 338 faculty (57.4%), analyzed according to groups showed that as of April 1996, almost half (47.34%) of the respondents had either Awareness or Personal concerns. Overall, faculty were already using computers for their own use, but written responses confirmed that many perceived integration of computers across the curriculum as irrelevant. Graphical profiles for the institution revealed a "negative one/two split" which suggests that personal and well-being concerns of the faculty overshadow their desire to learn more about using computers. As such, even if non-threatening attempts of change are implemented, concerns will probably only intensify. The likelihood that the faculty will consider integrating computers into the curriculum is uncertain. These results seem to line up with previous research which suggests that when the human element of change is omitted, an appearance of change may exist, but in reality, just the opposite may be true. Recommendations include a follow-up study by a CBAM facilitator to assist the institution long range in moving toward more positive change, and faculty suggestions. Forty-seven tables and 16 figures illustrate the findings. Fourteen appendices supplement the study. Contains 132 references.
ORDER NO: ABA98-12455
The purpose of this study was to determine the effects of presentation interference on students' ability to learn from, and their beliefs regarding, computer-generated presentations. Informed by single-element screen design studies and professional practice, the present combined-element study compared a contextually based, intentionally interference free presentation against two presentations containing multiple, typical design flaws. One hundred and eighteen undergraduate students were randomly assigned to three groups and subjects individually viewed one of the three treatments. Following the presentation, subjects completed a posttest and a belief questionnaire. Three hypotheses were tested: subjects receiving presentations with no intentional presentation interference would perform better on the posttest; subjects receiving presentations with less interference would perform better than those receiving presentations with more interference; and subjects in the interference-free presentation group would report more positive beliefs regarding computer generated presentations than would subjects receiving presentations with interference. Results indicated significantly higher posttest scores for the interference free presentation group than for either of the two groups receiving presentations containing interference. Results also suggest that increasing intentional interference does not always lead to increased learning cost. In some contexts, elements that can be reasonably expected to hinder learning may have positive or neutral effects. Although subjects in all three groups agreed that computer generated presentations are generally beneficial, responses from the group with no interference and the group with four intentionally introduced types of interference were both significantly higher than responses from the group with two intentionally introduced types of interference. Although the well designed presentation and a presentation containing intentional interference both resulted in strong beliefs regarding the beneficial nature of computer generated presentations, treatments containing presentation interference significantly reduced learning. Descriptive terminology for the effects of visual arrangement and guidelines for developing and critiquing presentations are included.
ORDER NO: ABA98-12401
Previous research has shown that individuals often learn better when they collaborate with one or more peers (collaborative learning) than if they learn alone (individualistic learning). The purpose of this dissertation was to address how peer interaction can facilitate learning. Specifically, a hypothesis was developed that collaborative learning provides a social context that is conducive to the generating of explanations, an activity positively associated with learning. A study was conducted to examine the role that generating explanations plays in both collaborative and individualistic learning contexts. The study sought to determine whether (a) learners in collaborative contexts generated more explanations on average than learners in individualistic contexts, (b) whether generating explanations was strongly associated with learning gains in both learning contexts, and (c) whether learners in each context responded in the same way when prompted to generate explanations. A 2 (individuals vs. dyads) x 2 (talk aloud vs. explain) between subjects design was used to examine the factual and conceptual learning gains of college students who learned about the human circulatory system. Participants working either alone or in dyads read excerpts from a biology textbook. Participants were told to either talk aloud or to generate explicit types of explanations as they read the text (Chi, De Leeuw, Chiu, & Lavancher, 1994). Results showed that Talk aloud Dyads did not produce any more explanations per person than Talk aloud Individuals. Across all conditions, generating explanations was strongly associated with learning gains, particularly conceptual learning. Being exposed to many explanations (either self- or partner-generated) facilitated factual learning but not conceptual learning. Other types of talk were examined as well: producing summaries or restatements of the text was not associated with learning, but producing rehearsals of the path of blood flow was strongly associated with factual learning. Contrary to expectations, no collaborative learning effect was found. Individuals and dyads differed in the degree to which they responded to the instructions to explain--Explain Individuals produced more explanations per person than learners in other conditions. Issues such as how explaining facilitates learning and how various task and social variables may interact with learning were discussed.
ORDER NO: ABA98-12393
This study identifies, describes the origin, and compares three academic systems (yearly, credit-hour, and semester) being applied in Saudi Arabian universities. The attitudes and opinions of faculty members and administrators regarding these systems were acquired. The sample method was stratified sampling and data were collected by a questionnaire which was answered by 123 faculty members (slightly less than 10%), and 45 administrators (slightly less than 30%). The data were analyzed using descriptive statistics procedures, one-way analysis of variance, and Tukey post-hoc comparison procedures. The results revealed that most respondents: (1) Agree about some advantages and disadvantages of the academic systems. (2) Believe that class size must be small. (3) Prefer applying the registration system, external system, and part-time system. (4) Believe that academic advising is important and part of the faculty's job, therefore they prefer applying it. (5) Find the examination regulations are in harmony with all academic systems' goals, and are effective, valid tools for evaluating student achievement. (6) Agree that evaluation must be based on classroom participation, mid-term exams, term papers, attendance, and final exams. (7) Think the quality of faculty interrelationships depends on whether they work in the same departments and/or colleges. (8) Think faculty/student relationships are weak or there is no contact. (9) Find the yearly and semester systems easy, clear and suitable. (10) Find the yearly system is moderately or slightly costly, and the credit-hour system is costly. (11) Find the efficiency of academic systems on level of graduated students, and professional and educational qualification of students either high or average. (12) Think that the academic systems need improvement and development regarding curricula, study plans, examination regulations, tools and methods of teaching, and student evaluation. (13) Think the academic systems are successful, and administrators able to apply them and solve relevant problems. Finally, the study reveals that the respondents' age, academic major, country in which they received their highest degree, and rank significantly influence their opinions regarding academic systems.
ORDER NO: ABA98-12363
The purpose of this teacher research project was to determine the effectiveness of using Pedagogy and Theatre of the Oppressed teaching methods along with interactive theatre exercises in the composition classroom at Metropolitan Community College, Omaha, NE. The research was designed to make use of interactive theatre exercises to help the students access and expand their creativity. Oppression-based topics were also utilized to enlighten the students about the their own and others' oppressions through critical thinking. In combination the two areas were to create more real, meaningful, and productive writing situations. Throughout the school quarter students engaged in interactive theatre activities to help demechanize their minds and bodies and to help them access more of their creativity. The students also read, discussed, and wrote about stories and articles based on various oppression-related subjects. For each class the students journaled over the stories and wrote stories based on their own personal experiences. They also kept another weekly journal where they recorded their thoughts about the class activities. These were available after the quarter had ended and the students had been given their grades. Some students were also interviewed after the quarter was over regarding their thoughts on the effectiveness of the class. They were asked how much knowledge they had gained concerning oppression in the world on personal and public levels, and how they thought their writing had evolved as the quarter progressed. Information was framed around four goals for the classroom. They were: community building in the classroom, demechanizing the mind and body, enlightenment from oppression issues, and process writing on personal and oppression topics. The teacher research expanded the methods that can be used in the college composition classroom to aid students in creative and critical thinking, resulting in more real, meaningful, and productive writing. Conclusions and recommendations for further work in this area were included in the final chapter.
ORDER NO: ABA98-12338
The purpose of this study is to examine the effects of perceived leadership style on instructional designers' performance and job satisfaction in ISD project teams. It includes the interaction effect of perceived leadership behavior and the instructional designer's job-relevant experience as a situational variable. The participants were fifty-five instructional designers within ongoing ISD projects (29 females and 26 males), drawn from private industrial organizations, government, and university institutions in the US and Korea. The number of team leaders who participated in and rated the instructional designer's performance were thirteen. The independent variables in this study were leadership behavior which has two dimensions: initiating structure and consideration; and instructional designer's job-relevant experience. The two leadership dimensions were identified, based on Form XII of the Leader Behavior Description Questionnaire (LBDQ). The dependent variables included instructional designers' performance rated by the project team leader, and job satisfaction rated by the instructional designers. The instructional designers tended to perform similarly, regardless of which of the two leadership styles of the leaders they worked with but they were more satisfied with overall facets of the job under the considerate leader than those under a structure initiating leader. No interaction was found between leadership style and job-relevant experience. Prior experience did not moderate the relationship between leadership and performance and satisfaction. Although performance did not show a significant effect on overall satisfaction, it was found that effects of performance on growth need satisfaction was significant. Limitations included the small sample size, dichotomization of the continuous variables, the impact of team development stages on the participants' reaction, the shared covariance of leadership style with contextual variables, and the impact of the organizational boundary on the participants' reaction. Related to each limitation, implications for future research are recommended. In conclusion, this study implies that ISD project team management is not limited to managing resources, such as time and budget. It extends to leading team members in group dynamics and in the larger system, with concern for their individual growth, which will eventually lead them to lead themselves.
ORDER NO: ABA98-12150
Purpose. This research stemmed from observations and concern for the importance of learner motivation in academic situations. The purpose of this research was to investigate the potential for and process of change in academic motivation of undergraduate students enrolled in Learning Support Program (LSP) courses. Methods. The Hierarchical Model of Intrinsic and Extrinsic Motivation (Vallerand, 1997) provided the theoretical basis for this research. The Academic Motivation Scale (AMS) was administered as a pre and postassessment. Instructional materials, based on motivational research, were designed and developed. Formative evaluation, construct validity, and pilot testing of the motivational strategies training program (MTV 101) were conducted prior to implementation of this research project. Subjects. The AMS was administered to a sample population of undergraduate college students enrolled in LSP courses. Two subgroups were identified based on motivation for going to college. Participants were selected from the subsample group of less intrinsically motivated students and were matched on age, gender, and ethnicity. Two students completed the MTV 101 program as designed, as a seven-week program. These two students and seven additional students participated in End-User Feedback Sessions (EUFS). The EUFS were structured as videotaped talk-aloud protocol as students interacted with the program, thus providing end-user feedback for formative evaluation about the program. Analysis. Data from the sample population and subsample groups (AMS preassessment scores and demographic information) were analyzed using descriptive, chi-square, and multivariate analysis of variance. Qualitative research methods were used to analyze the EUFS (1) to ascertain the appeal, learnability, and usability of the MTV 101 program, and (2) to examine the individual and situational aspects of academic motivation from the perspective of the Hierarchical Model of Intrinsic and Extrinsic Motivation. Results. This study found that the majority of students in the study population were high in extrinsic motivation--external regulation. Overall, participants enjoyed the MTV 101 program, learned strategies, or felt it was a useful program. Individual differences and readiness to change emerged as factors that might affect whether participation in MTV 101 would promote improved academic motivation.
ORDER NO: ABA98-12145
This study is an examination of the relationship between teacher preparation programs in English as a Second Language (ESL) and Intensive English Programs (IEPs). Qualitative methodological procedures were employed to obtain the perspectives of three categories of insiders to this relationship. Each category of insider has a unique and different vantage point on this relationship. The informants for this study consist of three teacher/scholars affiliated with ESL teacher preparation programs, five IEP administrators, and five recent graduates of ESL teacher preparation programs employed as IEP instructors. This researcher conducted either a telephone or personal interview with each informant. These interviews were taped, and this researcher transcribed them to obtain the results of the study. Based on patterns in informant responses, the results were collapsed and organized into five categories of issues related to the relationship between ESL teacher preparation programs and IEPs: (a) the roles of formal theory and practice in ESL teacher preparation programs, (b) ESL teacher preparation programs and the teaching and learning needs of their students, (c) the status of the relationship between ESL teacher preparation programs and IEPs, (d) possible constraints on this relationship, and (e) recommendations for mutually beneficial relationships between these two types of programs. Based on these results, this researcher concludes that there are similarities and gaps in perceptions among the three categories of insiders with regard to these categories of issues involving the relationship between ESL teacher preparation programs and IEPs. With regard to the gaps in perceptions of these issues, teacher/scholars affiliated with ESL teacher preparation programs do not tend to perceive significant problems and do not tend to possess a sense of immediacy in dealing with these issues. However, IEP administrators and recent graduates of ESL teacher preparation programs employed as IEP instructors tend to perceive significant problems and tend to possess a sense of immediacy in dealing with these issues. The significance of these gaps in perceptions lies in the fact that they create gaps in the relationship between ESL teacher preparation programs and IEPs. Through ongoing contact, cooperation, and open communication between the faculty members and administrators of both types of programs, these gaps in this relationship can be bridged.
ORDER NO: ABA98-12113
This study examined factors associated with student perceptions on multiculturalism in college classrooms at a research one university. The central areas of inquiry concerned students' perceptions of the social interactions among students and faculty, their perceptions of the curriculum and how both might be influenced by students' gender or race. The research questions for this study examined student perceptions across five dimensions of classroom environment: student learning style/preferences, instruction, student-student (group) activities, curriculum, and instructor-student interactions. Embedded in this study was an attempt to reveal student perceptions related to their gender and race and to examine whether students perceived discriminatory behavior or biased interactions in the classroom across the above five dimensions. Data were collected from 670 students enrolled in second semester courses in the Schools of Business, Law, and Arts & Science using a newly constructed survey instrument. In addition, students wrote comments on the back of their surveys and these were organized according to themes based on their frequency. A second method included tape recording 17 students during scheduled and unscheduled interview sessions. Descriptive and inferential statistical procedures using Mantel-Haenszel Chi-Square demonstrated significant differences in student responses across gender and race on several dimensions of classroom environments. Students revealed similar responses to their classroom environments, but when analyzed across gender and race significant differences emerged. Student responses were most similar regarding learning style/preferences for nontraditional, cooperative, student-centered instruction. More females than males preferred this type of instruction. There were serious discrepancies between students of color and white students' perceptions about multiculturalism in the classroom related to instruction, student-student interactions, the curriculum, and instructor-student interactions. More students of color compared to white students believed that the curriculum did not represent diverse perspectives and was presented from a white male perspective which excluded the various racial, ethnic, and gender perspectives of others. More females than males and more students of color preferred instruction that teaches about cultural and ethnic identities. Most white students did not perceive unequal interactions in the classroom across gender or race while most students of color, especially African American/Black students, perceived negative interactions in the classroom as well as noninclusive instruction and curricula.
ORDER NO: ABA98-12098
There is general agreement among educators and researchers that unfamiliarity with the distinct type of English used in the classroom, referred to as academic language, is a contributing factor to the academic failure of at-risk minority and language-minority secondary and postsecondary students. The purpose of this study was to examine the relationship between academic language and indicators of academic success for secondary students. The target group studied was a sample of 62 college -bound secondary students who were enrolled in an Upward Bound program at Fresno City College. Upward Bound, a federally-funded program, provides enrichment experiences for at-risk, low-income students. The program goal is to improve the academic performance and motivation of students by providing after school tutorial sessions, Saturday enrichment courses during the school year, and a 6-week summer enrichment program. The study addressed four research questions: (a) How well prepared are college -bound secondary minority students to handle academic language tasks they will encounter in college ? (b) How are students' academic language skills related to their high school grades and standardized test scores? (c) How aware are students of their academic language needs, the academic culture they will enter, and the demands of the college curriculum? (d) What effects does an academic language instructional program have on language development, student high school performance, and student awareness of their needs for being successful in college ? Results of the study indicated that students were generally underprepared in academic language proficiency. Their standardized test scores did not correlate with the school success indicators (GPA, number of failing grades, and absences), However, these standardized test scores did show moderate positive correlations with the academic language assessment. Few of the school indicators showed any relationship with academic language proficiency scores. Students generally overestimated their actual language skills. The academic language curriculum resulted in significant increases in proficiency levels and important positive improvements in students' attitudes toward school and understanding of their need for preparation for college. Students developed very favorable attitudes towards the academic language curriculum and reported that it helped their grades and comprehension in their regular high school courses.
ORDER NO: ABA98-12084
This dissertation reports the findings of a comparative case study of English and Chinese academic writing with respect to the use of composing strategies, the patterns of written discourse organization, and questionnaire responses regarding educational background and attitudes toward writing. The subjects were eighteen traditional senior college students--nine native speakers of English and nine native speakers of Chinese. Each subject was asked to write two essays on given topics with the think-aloud protocol method. While the protocol data showed that the composing strategies used by the American and Chinese subjects were similar, the American subjects used most of the strategies more frequently than the Chinese subjects did and there was a lack of group consistency in the use of these strategies among the subjects in the Chinese group. The written data, which were analyzed by means of Coe's (1988) discourse matrix method, showed that, contrary to prior claims, Chinese writing is not indirect in idea development in comparison to English writing. The questionnaire responses indicated that the subjects' composing performance was consonant with their instructors' methods of teaching writing and the curricula set up for teaching writing. Based on these findings, implications for contrastive research and EFL/ESL teaching are discussed and suggestions for further contrastive studies of English and Chinese writing are made.
ORDER NO: ABA98-12015
Identifying predictors of computer use such as attitude, anxiety, and receptivity to change have been the primary area of interest in instructional technology. Research relating to the diffusion of innovations in education has been based primarily on looking at these individual characteristics as predictors of use. This dissertation proposes to use social network analysis to study the diffusion of two computer-based administrative innovations within a university faculty network. Methodology issues concerning time of adoption and network nominations were examined as well as the relationship of time of adoption and the number of network nominations received, spatial proximity, and organizational unit proximity. Finally, the diffusion of the innovations was to be analyzed using the dual-classification and T/CM models. Subjects were 66 faculty members in a College in Education from a southwestern university during the 1996-2000 academic year. At the beginning of the study subjects were introduced to the innovations and asked to provide demographic information and to identify communication partners in the areas of advice, friendship, and discussion. At the conclusion of the study subjects were asked to provide feed back related to the innovations and to once again identify their communication partners in the areas of advice, friendship, and discussion. Results indicated that there was no significant difference between adopters recall time of adoption and actual time of adoption. In addition, there was no significant difference between network nominations for advice, friendship, and discussion identified at the beginning and at the end of the study. The number of network nominations received was found to be negatively correlated with the time of adoption. No correlation was found between time of adoption and spatial and organizational unit proximity. The diffusion process could not be studied, because the necessary threshold and critical mass levels were not reached. The innovations did not diffuse through the network. The lack of diffusion could be explained by the negative correlation between the number of network nominations received and the time of adoption as well as by comments faculty submitted related to the innovations and a graphical representation of the social network with the nodes of adopters shaded.
ORDER NO: ABA98-11967
The purpose of this study was to compare and contrast the treatment given World War II in currently used high school textbooks from Japan, France, Germany, Great Britain, Russia, and the U.S. All of the books were copyrighted after 1991 and were written for the college -bound student. Information from each textbook was matched with a list of World War II events and people that was compiled with input from university history professors. The war was divided into six major periods of time with events listed under each, and one people topic which included 10 people. The amount of coverage given by each text to every event and person was entered on charts, one for each of the seven major headings, then the information was analyzed, noting how each text covered the events and people, and the differences in the information provided in the texts. Great differences occurred in the events which were included in the texts, the amount of coverage given, and what facts were included. The information presented in some of the textbooks was insufficient in helping the student achieve a clear understanding of World War II. The Japanese text was the most blatant in providing imbalanced coverage, focusing almost exclusively on the Pacific War. Much of the information presented in that text was purely factual, containing no descriptions or explanations. The French text did the best job in achieving balanced coverage because of the numerous examples from many different countries that were used in presenting information. Some differences occurred among all of the texts in the interpretation of the facts presenting, illustrating the need for more international cooperation in the preparation of history textbooks, both in determining what information should be included in the texts and in determining an international perspective that can be presented to students.
ORDER NO: ABA98-11949
Examined in this study were the effects of participation in a Supplemental Instruction program on student academic achievement, motivational orientations, and learning strategies in a core psychology course. Supplemental Instruction is an academic assistance program which incorporates study skills and strategies into the content of an academic course. Participants in this study were 381 undergraduate students divided into one treatment and two comparison groups. Students in the treatment group participated in Supplemental Instruction sessions outside of regular class time once a week for 9 weeks. Both the treatment and comparison groups were administered a pretest, the Halpin and Halpin Demographic Survey (1996), the Motivated Strategies for Learning Questionnaire (1994), and a posttest. Both the pretest and the posttest were teacher-made tests assessing knowledge of course content. The Halpin and Halpin Demographic Survey is a self-report survey which elicits information such as gender, race, ACT, SAT, high school grade point average, and family background. The Motivated Strategies for Learning Questionnaire is a self-report instrument which examines student responses to 15 subscales such as intrinsic goal orientation, test anxiety, and critical thinking. An initial cross-tabulation frequency distribution followed by a chi-square supported the assumption that the two groups were equal on demographic variables. An analysis of variance (ANOVA) conducted with pretest scores revealed that there were no significant differences across groups in pre-entry content knowledge prior to the treatment. Once the study was completed, a multivariate analysis of variance (MANOVA) was conducted revealing that there were differences between the groups. A univariate F test was therefore conducted to examine if these differences occurred on each of the individual dependent variables. On two variables, peer learning and help seeking, significant differences were found in favor of the treatment group. The groups did not differ on the other motivation and learning strategies subscales or on the posttest measuring academic achievement. These results provide evidence that is not consistent with past research. Therefore, Supplemental Instruction may not be an effective academic assistance program as previous research has indicated.
ORDER NO: ABA98-11943
The cognitive interest theory of German philosopher Jurgen Habermas provided the theoretical foundation for this research. Habermas believes that all knowledge is constituted through one of three cognitive interests. Each of these three interests, the technical, practical, and emancipatory, implies specific ways of learning. A better understanding of these cognitive interests and how they affect learning could lead to more informed decisions concerning curriculum and instruction. Three questions were addressed. Did students with the same cognitive interest as their teacher perform better than students with a different cognitive interest than their teacher? Were any of the three cognitive interests more effective for learners? Were any of the three cognitive interests more effective for teachers? To determine the cognitive interest of each respondent in this study, the Cognitive Interest Inventory was developed by the researcher. Validity of the inventory was verified three ways. Content validity was verified by a jury of experts and a field test. Construct validity was confirmed by a Factor Analysis of all responses $(n=551)$ to the study. Concurrent validity was confirmed by comparing the inventory to an established instrument with proven validity and reliability. Alpha coefficients ranging from.75 to.84 indicated high internal consistency of the three scales contained in the inventory. Split-half reliability of.82 indicated high internal consistency of the instrument as a whole. The instrument had sufficient validity and reliability for measuring the cognitive interests of students and teachers in this study. The study took place during the first three courses (War and Conflict, War Theory, and Strategic Environment) of the United States Air Force's Air Command and Staff College (ACSC) during academic year 1997. Each United States Air Force student $(n=319)$ and each teacher $(n=75)$ who responded was placed into a cognitive interest category based on his/her reponses to the instrument. Using these cognitive interest categories and the students grades on the final examinations for each of the three courses, three "t-tests" and six one way ANOVAs measured the significance of the relationships between cognitive interest and student performance for each course. The mean grade of students with the same cognitive interest as their teacher was higher in all three courses, but the difference was only statistically significant in one course. There was no significant difference among the means based on the cognitive interest of the student. There was no significant difference among the means in two of the three courses based on the cognitive interest of the teacher. In one course, the mean grade of students of emancipatory teachers was significantly higher than the mean grade of students of practical teachers. These results have implications for education at all levels as evidence that there are many ways to learn and teach effectively and that matching students and teachers by their cognitive interest may improve student performance.
ORDER NO: ABA98-11874
Current research on teacher thinking is attempting to describe and delineate a knowledge base for teaching. Unfortunately, little research has focused on secondary school teachers. This study focuses on the pedagogical content knowledge of six prospective English teachers from two different graduate teacher education programs. Using case study methodology, the study involves in-depth interviews with student teachers, classroom observations, and interviews with education program directors. The data were analyzed to determine the substance of the knowledge these teachers used to teach English, the sources of that knowledge, any differences between the teachers from the two programs that could be traced to their teacher education programs, and the implications of the differences for English education programs. The results of the study indicate that student teachers from one of the programs, a M.A. Ed. program, attempted to adapt to existing conditions in the schools. They adopted traditional methods and simplified instruction to reduce the chance of student failure. In contrast, teachers from the other program, a M.A.T. program, challenged current practices. The strong methods course and Composition Workshop under the guidance of a mentor of the M.A.T. program correlated with the student teachers' pedagogical content knowledge. These teachers most often cited them as the source of their orientation toward teaching, while the teachers from the M.A. Ed. program usually cited their own memories of high school and college English courses. A key difference between the two programs appears to be that the M.A. Ed. program lacks a knowledge base for teaching that guides it. Student teachers were unable to draw on the knowledge that they were presented in the program and were unable to move beyond teaching out of a given textbook. On the other hand, student teachers from the M.A.T. program were reflective practitioners who inspired and facilitated higher order learning in students. Their program helped them become curriculum makers and instructional innovators who take ownership of curriculum and instruction. The results of this study support calls for more teacher education programs with a strong knowledge base for teaching.
ORDER NO: ABA98-11713
This ethnographic interview study concerns itself with English as a second language learning experiences of a small number of college level adults. It describes the views of five returning college adult students from the central geographic area of Puerto Rico. The life experiences of these participants are presented in profiles in the first person. These data were recontextualized into a series of themes that emerged during the analytic process. The themes are presented under three categories. The first category discusses the political, social, and cultural issues related to the teaching and learning of English for these participants. A salient theme was: To us, learning English is a central political issue and we feel passionately about it. The second category is concerned with past approaches to the teaching of English. The themes in this category address particular aspects of the participants' teaching and learning experiences that, according to the participants, were inadequate. The final category presents English as a need for the future. It uncovers the instrumental orientation these participants have toward English for themselves as well as for their children. The use of English is widespread now and the participants believe it will be even more so in the future. A persistent theme was: For my children, I want all the opportunities I never had. In the discussion of findings, three overarching topics seem to have particular importance for the teaching of English in Puerto Rico. The most significant finding is in regard to English-language learning and cultural identity. The views of these participants regarding Spanish language maintenance and the shift toward English in Puerto Rico appear tied to their political affiliations. The second topic touches on the importance of affect in learning. Participants felt teachers influenced them greatly, either positively or negatively. The data document many instances of ridicule and mockery from peers in English classes. The final topic presents the impact of traditional, sometimes outdated, teaching methods and their effect on the participants' learning.
ORDER NO: ABA98-11580
This exploratory research study utilized a computer interview program to demonstrate the feasibility of simulating a personal interview as a low cost pre-selection instrument to narrow the field of potential hires in teacher selection for a school district. Additionally the computer program sought to construct a mathematical algorithm based on responses to the interview that could accurately discriminate between superior and adequate in-service teachers, identified by building level administrators. The 48 subjects for study were comprised of middle school teachers from one building in a large midwestern suburban school district that annually receives upwards of 2000 applicants for 100 to 150 available teaching positions. Subjects were ranked separately by the two building administrators on a global construct of "Which teacher is better?" Each subject was compared to every other subject in a forced comparison and identified, using cluster analysis, as belonging to one of four groups based on the number of "better" comparisons received. The clusters were identified as superior, very good, good and adequate. Correlations between the administrator rankings yielded a Pearson r =.83. From the 4 clusters, two were selected for study, superior and adequate. The degree of relationship between the two extreme clusters, superior and adequate, was r =.95. Fifty-six potential variables from the interview questions were utilized in a discriminant analysis, stepwise selection, to construct a mathematical model for classification and test it against known group membership. Sixteen variables survived step-wise selection. Variable categories were attitudes and beliefs about teaching, knowledge of educational law, middle school students and early adolescent behavior, methods of teaching and general knowledge of pedagogy, level of involvement in high school and college extracurricular activities, high school class rank and college gradepoint average. The mathematical model correctly classified 100% of the cases from the two groups with Wilk's lambda of.0007 and a canonical correlation of.9996. A conceptual model was developed based on Wehling and Charter's Dimensions of Teacher Beliefs About the Teaching Process and Schalock's low fidelity predictors of teacher effectiveness. Five variables survived step-wise selection: academic ability, general knowledge of pedagogy, teacher's relationship with students, belief that students need to be challenged, and the importance of enthusiasm for effective teaching. The conceptual model was less effective than the mathematical model accurately classifying 91% of the cases in the two groups. Both models were retested with all 48 cases including the adequate, good, very good and superior with classification success rates for the mathematical and conceptual models of 95% and 79% correct respectively. Effective models for a computer interview pre-selection instrument based on mathematical and conceptual models can be developed for use as a component in teacher selection for school districts which may lead to a reduction of costs for teacher selection. Numerous advantages of using a computer as a pre-selection instrument in an interview format are identified.
ORDER NO: ABA98-11386
In 1967, the Wisconsin Department of Public Instruction implemented an alternative program that enabled individuals to become certified school counselors without a teaching certificate and two years teaching experience. There has been little follow-up research about the Wisconsin School Counselor internship alternative since it's inception. A multiple case study methodology was used to gather data from four Wisconsin school counselor interns. Triangulation was used to strengthen reliability, as well as internal validity, of the case studies. Data collection methods included two questionnaires, three semi-structured interviews, two observations, the Twenty Statement-Test, and review of documents. Several strategies to enhance the reliability and validity of the interviews were used. First, the interviews were semi-structured. Second, all the interviews were audio-taped and transcribed verbatim. Third, the responses were clarified by subjects during the data collection stage. The data were utilized to develop a template for a School Counselor Intern Preparation Model. Previous life and job experiences were found to enhance the role enactment process. The practical classes which used 'role playing' or direct client contact were most useful to the interns. The close relationship with at least one professor was significant to professional growth. Personality flaws were identified that could interfere with the counseling and guidance process. Clear and regular communication with key school district staff was identified as important to a positive internship experience. The template from this study can be used: (a) to re-evaluate courses and curriculum for interns, (b) to develop a school counselor personality profile by gathering data about the personal (Ideographic) dimension of the model, and (c) to further define the organizational (Nomethetic) characteristics which could be benefical for the evaluation of possible intern placement sites. The template offers a structure for data collection and that data can then be utilized to further define and refine the School Counselor Intern Preparation Model.
ORDER NO: ABA98-11382
The purpose of this dissertation is to determine the influence of John Dewey's educational philosophy on the curricular practice of the elementary program at the Laboratory School of the University of Chicago in the years immediately following Dewey's departure from Chicago (1905-1928). This is a historical study making use of primary sources from the Laboratory School's archival materials and The Elementary School Teacher. The curricular practice of the Laboratory School was reconstructed from both published and unpublished primary sources. The curricular practice was then examined in light of four key elements in Dewey's educational philosophy. These four elements are the doctrine of interest, the theory of knowledge, the development of subject matter, and the development of democratic education as social learning. The era under discussion is divided into three periods, each characterized by the administrator who had the greatest effect on the elementary program of the Laboratory School during that time: Wilbur Jackman (1905-1907), Charles Hubbard Judd (1909-1919), and Henry Clinton Morrison (1919-1428). The data demonstrated that each administrator had a profound impact upon the curricular practice of the elementary program during their administration. While all three administrators viewed their educational practice as based on progressive ideals, the practice of each successive era moved further away from Dewey's educational philosophy. The primary source documents also show that the Laboratory School faculty and administration were fundamentally united in their philosophical stance, and thus their practice. The first, and most obvious, conclusion was that Dewey's influence on the curriculum of the elementary program at the Laboratory School declined over time. Secondly, the epistemological base of Dewey's educational philosophy was the first casualty in the Laboratory School's negotiation of its educational philosophy. Since Dewey's entire educational philosophy was based upon his epistemology, the other elements of his philosophy eventually became so diluted that they were no longer recognizable.
ORDER NO: ABA98-11356
The purpose of this study is to describe and explain the cultural adjustment process that international university students often experience. The concerns and distractions that affect international students were explored through personal interviews. Data was collected from international students, college professors, and university administrators. Findings indicate that international students had difficulty adjusting in three areas: culture, language, and the university academic system. Recommendations for improving their adjustment include: (a) improving the language instruction in the students' home country, (b) developing an interdisciplinary cultural adjustment course at the university, and (c) encouraging better outside of class communication between professors and international students. Three exploratory questions guided this study: (1) What elements contribute to the cultural adjustment process of international students? (2) What variables contribute to the reduction of stress in the cultural adjustment of international students? and (3) In what ways are international students prepared for their American academic experience? To provide triangulation of data across subjects, in-depth interviews were conducted between the researcher and eight international students, eight college professors, and eight university administrators. The data in this investigation were coded and categorized, based upon themes that emerged from the interviews. The data is presented both in the form of tables and descriptive text. Quotations were used to illustrate the interpreted findings of the researcher. A model was constructed to show the relationship of student adjustment within the social structure described in this study. Three major findings emerged in this study: (1) International students must not only adjust to culture, but also adjust to unfamiliar academic styles as well. (2) Proficiency in the English language is fundamental and important, because communication skills are needed in all areas of adjustment. (3) The university needs to better prepare international students for their academic experience. In conclusion, international students are a valuable asset and provide a tremendous benefit to the university in terms of cultural and academic contributions. More attention needs to be given toward better preparing international students for their American academic experience. This will insure a more meaningful exchange of ideas between American and international students.
ORDER NO: ABA98-11219
This study was designed to test two promising instructional procedures for helping nontraditional (returning-adult, mostly African-American) college students become more competent problem solvers. The two treatment groups learned to use executive processes and heuristic strategies while problem solving. One group also wrote about the process. Data from pretests, posttests, and homework problems of eighty-five beginning algebra college students were collected during the four-month study. Achievement data were analyzed with analyses of variance and post hoc procedures. The study showed that students tried to use executive processes and heuristic strategies while solving problems, but their use did not significantly improve the problem-solving performances of nontraditional college students taking beginning algebra. However, learning to use executive processes and heuristic strategies, while completing associated writing activities, did effectively improve the problem-solving performances of the students. The writing activities provided support for students and helped them to understand more clearly the problem-solving process. The writing component of the treatment seemed to accelerate the effects of using executive processes and heuristic strategies. Problem-solving performances of the treatment group using writing were greater than those of the treatment group using executive processes and heuristic strategies alone. Writing about the problem-solving process helped students to organize their thought processes when attempting to solve problems, which apparently helped them to learn to use executive processes and heuristic strategies more quickly and more effectively than students who did not complete writing activities.
ORDER NO: ABA98-11197
This study investigates the relationship of non-instructional staff members' perceptions of work environment culture and climate to four quality-oriented outcomes (costs of services, number of errors and mistakes, performance improvement, and overall performance) in three distinct institutional functional areas--Business Operations, Academic Affairs, and Student Affairs. A conceptual framework developed to guide the analyses includes influences on the work environment (personal characteristics, work environment characteristics), the perceived work environment, and outcomes of a quality-oriented work environment. The study is a secondary analysis using data gathered with the instrument, Staff Perceptions of the Work Environment at the University of Michigan (Peterson and Cameron, 1994). Data analysis procedures included factor analyses for data reduction; chi-squares, analyses of variance, and t-tests for comparing means across and within functional areas; and forced stepwise regression analyses to test the patterns of relationships that existed among the indices representing the domains of the conceptual model. There are five key findings. Within each functional area, the distribution of staff members differs significantly when considered on the basis of their gender, ethnic identity, and level of education, but not age. Staff members in each area hold different conceptions of what constitutes work environment culture, although concepts of work environment climate are consistent across the three areas. Within each area there are significant differences in how staff perceive the culture, climate, and quality-oriented work outcomes when considered in light of their age, gender, ethnic identity, and level of education. These differences are unique within each area. Staff grouped by functional area differ significantly in their perceptions of the culture, climate, and quality-oriented outcomes; these differences are more pronounced between Business Operations and Student Affairs, and Business Operations and Academic Affairs than between Academic Affairs and Student Affairs. Culture and climate indices are significant predictors of the quality-oriented outcomes of unit performance improvement and overall unit performance for each of the functional areas, but are not good predictors of the costs of services or of errors and mistakes. Unique patterns of culture and climate indices emerge as predictors of performance improvement and overall performance within each of the functional areas.
ORDER NO: ABA98-11094
Epistemology is an area of philosophy concerned with the nature and justification of human knowledge. A growing area of interest for psychologists and educators is that of epistemological development and epistemological beliefs: how individuals come to know, the theories and beliefs they hold about knowing, and the manner in which such epistemological premises are a part of and an influence on the cognitive processes of thinking and reasoning. This dissertation provides a review of the literature on personal epistemology, proposes a set of issues for further work, and presents two empirical studies, one quantitative and one qualitative, that address three central issues: (1) the dimensionality of epistemological theories; (2) whether epistemological theories differ by discipline; and (3) how college students interpret instructional practices epistemologically. The proposed dimensions of personal epistemology, as suggested across the literature, are certainty of knowledge, simplicity of knowledge, source of knowledge, and justification for knowing. The first study examines these with a version of the Schommer epistemological beliefs questionnaire, a written adaptation of the reflective judgment interview, and a new discipline-focused instrument; participants were 326 first-year college students. This study presents evidence that there is an underlying dimensionality to epistemological theories that cuts across disciplinary domains, but that students, at least by the first year of college, discriminate as to how these theories differ by discipline. As such, this contradicts previous findings suggesting that epistemological beliefs are domain independent. The second study combines observations of introductory college classes in psychology and chemistry with interviews of 25 first-year students enrolled in both courses and provides a phenomenological perspective on the continuum of beliefs for each of the four dimensions of epistemological theories. This study also confirms the earlier findings regarding disciplinary differences in beliefs and explores how students interpret instructional practices epistemologically as they relate to each of the four dimensions. It appears that instructional practices are interpreted through the lens of students' epistemological assumptions, but that these perspectives are evolving and instructors have the power to influence them.
ORDER NO: ABA98-11008
This study focused on school-related vs. non-school-related factors, investigating not only those school factors which move students to reconnect to school, but also those factors that are perceived as major obstacles to school success. This study examined a middle college high school located in a large urban area in the American Midwest, Midwest Middle College High School (MMC). A descriptive research design was selected to investigate and report on the critical school factors that fostered positive re-engagement for at-risk youth. A descriptive design was selected in order to determine the impact of school-related factors on recent graduates from MMC. Both qualitative and quantitative research methods were employed. Data were collected over a six-year period and analyzed for the purpose of describing, clarifying, and interpreting from both the educator and student perspective aspects of MMC's program as it currently exists. The primary researcher served as the planner and principal of MMC. In order to focus the investigation with those most intimately involved with student disengagement, both educators and students were used as co-researchers. Data were collected through a variety of methods: (a) observation; (b) surveys; (c) school documents (including standardized test results); (d) short-form and in-depth interviews; (e) open-ended questionnaires; and (f) critical incident reports. Many data-collection instruments were created by MMC staff and/or co-researchers for this study. A four-step data collection process was developed and completed for this study. The steps were designed to enhance the collection of both quantitative and qualitative data and to include data from MMC students, staff and National MCHS Consortium member schools. The study produced seven major findings: (a) both educators and students viewed specific factors as critical to successful student re-engagement; (b) educator and student perceptions are more alike than different; (c) the factors that impact student "turnaround" and student disengagement are primarily school-related and ones over which educators have control; (d) there is a common process shared by students who disengage from and then re-engage in school; (e) males and females perceived several factors differently in relation to impacting student re-engagement; (f) factors that are viewed as major obstacles to student success in school are closely related to the factors viewed as responsible for student re-engagement with school; and (g) of all factors identified the "affective/teacher-related" ones were viewed as the most impacting overall on both student disengagement and successful re-engagement. As a result of this study, several major conclusions emerged in relation to the critical factors impacting student re-engagement for at-risk youth: (a) school-related factors are critical to student re-engagement; (b) students and educators agree on factors with male and female student perceptions varying; (c) there is a shared process to successful student re-engagement; and (d) the greatest impact lies in the area of educators' affective behaviors. Disengaged youth do successfully reengage in schooling if they desire to change and are supported by caring adults. Educator behaviors and attitudes, school policies, administrative practices, curriculum, instructional methods, school size and class size are all potential factors of student re-engagement. These factors can be purposefully placed and maintained within the learning environment, for they are ones over which educators and policymakers have control.
ORDER NO: ABA97-34376
This study is an investigation of an attempt to promote critically reflective teaching in a secondary social studies teacher education program at a major research university. The research consisted of an action research case study of three preservice teachers as they progressed through the program's final two semesters--a semester long methods course followed by a semester of student teaching. Two main research questions were addressed: (1) What happens in an attempt to teach critically reflective teaching in the methods and student teaching semesters of a secondary social studies teacher education program at a typical research university ? (2) What factors impede/support my attempt to teach critically reflective teaching ? The approach to teacher preparation represented in this report is situated in the social reconstructionist reform tradition in teacher education. Qualitative methods associated with case study were utilized in this research. Evidence of critical reflection and critically reflective teaching was sought in multiple settings, including: interviews conducted with case study participants at the start, midpoint, and conclusion of each semester; observations of the participants' practice and the field notes these observations generated; and, assignments and other written work collected from participants. Throughout both semesters, data were sought that served as evidence of (1) participant deliberation about ethical and moral dimensions of teaching ; social, historical, political, and cultural contexts of education; and educational practice for the construction of a more equitable, just, and democratic society, (2) teaching practices informed by this deliberation, and (3) factors of influence. All three participants evidenced critical reflection throughout the two semesters. Instances of critically reflective teaching also were apparent, though limited. Contrary to predominant notions of preservice teacher development, the results of this study suggest that, in different ways and measures, teacher educators can influence preservice teachers to become more critically reflective. Influencing the quality and content of such reflection appears to be a greater challenge. The report discusses factors relating to the structure of the teacher education program, university /school relationships, and pedagogy that appeared to facilitate and impede my efforts to promote critical reflection.
ORDER NO: ABA97-28013
This qualitative study describes a university -school partnership as experienced by ten student teachers, eight collaborating teachers, a principal and myself, the university instructor/researcher. A purpose of the partnership was to create a different structure for learning than is common during the student teaching practicum. I hoped to create a genuine collaboration for teacher development where each person reexamined their own teaching and had opportunities to experience and to learn together about improved teaching for all students. This practitioner research project focused on the following questions: (1) What happened in the partnership? and (2) What effect did the partnership have on student teachers, collaborating teachers, a principal and myself, the university instructor. The data include: a personal researcher journal, questionnaires, interviews, transcriptions of audio-taped seminars and classroom observations. Since all participants brought individual characteristics, knowledge and experiences into the seminar partnership, their responses to the partnership were varied and provided differing information regarding the effects of the experience on each role: collaborating teacher, student teacher, principal and university instructor/researcher. Analysis of the data indicate the complexities, the tensions, the activities engaged in by participants and the effects of the partnership on participant learning. Specific strategies employed in this project increased the learning of all involved: planning together, embracing a learning orientation, creating a safe, open atmosphere, using variety of structures, distributing tasks and providing written documents. Based on my analysis of this partnership, there are many challenges in creating and sustaining effective university -school partnerships in teacher education. Institutional structural changes and more support from key leaders are needed for long-term success. More reported research about the effects on participants and on student learning is also needed. Furthermore, findings from this work point to several factors for the success of a partnership for participant learning: (1) a climate of trust and openness, (2) a learning orientation, (3) collegiality and shared leadership, and (4) time.
ORDER NO: ABA98-09589
The focus of this dissertation is to create a thick description of nursing leaders working with registered nurses in hospital settings who support autonomous professional practice of the registered nurses reporting to them. The literature in which the study is located includes a review of the economic shift in the global economy and its effect on work (Beck, 1992; and Drucker, 1994). Health care system change is explored in the context of this environment of chaos and a move toward holistic thinking (Briggs and Peat, 1989; and Capra, 1982). Evolution of organizational structures was explored as it pertains to health care organizations (Wheatley, 1992; Lathrop, 1993 and Handy, 1994). The structural inequality experienced by nurses was related to their inability to be heard and achieve autonomous practice (Sherwin, 1992; Katz, 1994; and Tavris, 1992). Autonomy was related positively to quality of care outcomes, professional practice, job satisfaction, and advanced education, but was contingent upon organization and physician support, and a care delivery model that encouraged decision-making accountability for nurses (Blegen, 1993; and Kramer, 1994). The leadership literature was explored, including nursing leadership style and empowering managers that are capable of supporting autonomy of staff (Senge, 1994; Schein, 1992; Vaill, 1989; Keller, 1991; and Hossack, 1993). A triangulated, ethnographic study was conducted using a quantitative survey method for sample selection of interview participants and case study participants for the ethnography. The Patient Care Managers at a 500-bed university teaching hospital formed the sample of 12 participants for the study. All managers were interviewed and two participated in case studies. Overall response rate to the surveys was 27.8 percent. The higher the level of perceived autonomy by staff, the higher the level of perceived empowerment by staff. Staff saw themselves as reasonably autonomous in their practice, regardless of their perception that they were not feeling empowered. Six major themes arose from the interviews and case studies that describe leadership that supports autonomous professional practice of registered nurses. This incorporated support and recognition of staff; seeking input and feedback into decision-making, as well as involvement in decision-making; use of vision; and an holistic approach to people, which was characterized by demonstrating a personal interest in people, addressing things spiritual, such as the psychosocial or feeling experiences of change, and the use of touch when interacting with people. The theme, an holistic approach to people, was not previously documented in the nursing literature. This description of leadership can be used to select and develop nursing leaders relevant to the environment and congruent with the needs of the profession.
ORDER NO: ABA98-11162
This study examines faculty views regarding the adaptability of industrially-based quality management principles to the college classroom. A set of conceptually similar principles of quality management and of classroom teaching and learning were first derived from the literature in both fields. Thirty-two faculty from two institutions and four academic disciplines were asked in semi-structured interviews to discuss the translation and application to teaching and learning of nine principles of quality management. Based on practices and adapted language that they suggested, the tentative list of literature-based principles for teaching and learning was refined. These principles were then integrated into a quality management process model for the college classroom. The set of adapted teaching and learning principles fit into a three-phase quality management process model. The three phases are: organization, planning and communication; teaching methods and learning environments; and process improvement. This three-phase model corresponds to quality improvement processes commonly presented in the quality literature. Course planning, active learning, and classroom research are emphasized in this model. Faculty were able to translate most of the quality management principles to the classroom setting either directly or by suggesting language adaptations. In addition to identifying congruent principles between the two settings, faculty members underscored differences between education and industry, not only in language but in basic assumptions and emphases. Attitudes toward variation and diversity emerged as the most significant issue separating industrial and educational efforts to improve quality. Faculty felt that diversity (variation) was desired in the classroom, not something to be controlled as is emphasized in the quality literature. Views regarding student participation and self-regulated learning varied among faculty in different disciplines. Faculty in the two institutions tended to respond similarly to questions about the applicability to the classroom of quality management principles. This study suggests that quality principles from industry are adaptable and potentially useful for improving teaching and learning as long as these principles are carefully adapted to the college setting. A second and expanded study is necessary to refine the details of the teaching and learning principles found in this study to be conceptually similar to industrial quality management.
ORDER NO: ABA98-10964
The purpose of this study was to investigate the effect of extended instruction in high school chemistry on the academic self-concept of students and determine what parts of the learning experience need to be addressed to make the interaction a more positive one. Fifty-seven students from three metropolitan public schools, who were enrolled in college preparatory chemistry classes, were asked to complete a written instrument, before and after extended chemistry instruction, that measures academic self-concept. Twenty-one of the students who took part in the written task volunteered to answer some in-depth interview questions concerning their academic self-concept and its relationship to chemistry instruction. Student responses, instrument scores, and student chemistry grades were analyzed for a variety of chemistry learning--academic self-concept connections and interactions. Results showed that there was a positive interaction for less than half of the students involved in the interview sessions. The results from the written instrument showed similar findings. Comparing chemistry grades and academic self-concept revealed an uncertain connection between the two, especially for students with strong academic self-concepts. Students felt that the laboratory experience was often disconnected from the remainder of chemistry instruction and recommended that the laboratory experience be integrated with classroom work. Students also expressed concerns regarding the volume of algorithmic mathematical calculations associated with college preparatory chemistry instruction. Results of this study suggest that secondary chemistry instruction must become more aware of the affective domain of learning and develop a mindful awareness of its connection to the cognitive domain if chemistry teaching and learning is going to better facilitate the intellectual growth of secondary students.
ORDER NO: ABA98-10960
Many undergraduate college students express or demonstrate a phobia for mathematics. Business majors often refrain from taking the course until their final year. This study was instituted as part of the investigator's effort to enhance the mathematics experience of business majors. The study addressed the following questions: (1) Does the graphing calculator have an effect on the thought processes of students as they problem solve? (2) Is self-regulation, as defined by Schoenfeld, enhanced by the use of the graphing calculator? (3) Does the graphing calculator help to generate an interest in mathematics among Precalculus for Business students? (4) Does the graphing calculator have an effect on students' beliefs about mathematics? (5) Does the graphing calculator have an effect on the attitude toward mathematics held by these students? (6) Does the graphing calculator have an effect on student achievement? Two Precalculus for Business classes participated in the study to examine the effect of the graphing calculator on the metacognitive aspects of student performance. Group 1 received traditional modes of instruction throughout the treatment period, while group 2 used the graphing calculator. Questionnaires and tests were employed to compare the groups at the beginning and end of the treatment period. T-tests were performed with Excel 5.0 to conduct between-group and between-gender comparisons, and to assess students' overall performance and improvement. Results of this study support those of other studies that report positive effects of the graphing calculator on learning and achievement. In addition, analysis of scores indicates that the graphing calculator enhanced the metacognitive aspect of students' performance, particularly students' thought processes and their ability to self-regulate. The graphing calculator also had a positive influence on students' interest in mathematics. Because there was no significant difference in student performance between the two groups on the pre-test administered after only preliminary use of the graphing calculator by group 2, the superior performance of group 2 on the post-test suggests that as functions become more complicated the graphing calculator becomes more advantageous. The positive effects of the graphing calculator, as indicated by results of this study, suggest that its use should not be reserved for the gifted and talented. This and other research show that technology, when used appropriately, produce positive effects among non-majors and low ability students. | ||||||||||||
