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1992-1993 Dissertation Abstracts: Part 5
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ORDER NO: ABA94-10209
THE RELATIONSHIP BETWEEN SELF-PERCEIVED PSYCHOLOGICAL TYPES OF MALE AND FEMALE COMMUNITY COLLEGE DEANS OF INSTRUCTION AND THEIR SELF-PERCEIVED LEADERSHIP STYLES Author: HENRY-LUCAS, JOAN CAROL Degree: ED.D. Year: 1993 Corporate Source/Institution: WEST VIRGINIA UNIVERSITY (0256) Chairperson: PAUL LEARY Source: VOLUME 54/11-A OF DISSERTATION ABSTRACTS INTERNATIONAL. PAGE 4002. 189 PAGES Descriptors: EDUCATION, HIGHER; EDUCATION, ADMINISTRATION; PSYCHOLOGY, INDUSTRIAL; EDUCATION, COMMUNITY COLLEGE This study was designed to examine the relationship between the self-perceived psychological types of male and female community college deans of instruction and their self-perceived leadership styles. The population consisted of 881 male (N = 667) and female (N = 204) community college deans of instruction identified by mailing labels from the American Association of Community and Junior Colleges who were serving in public institutions in the United States listed in the AACJC Membership Directory 1992. A proportional, stratified, random sample was conducted of 267 subjects--205 male deans and 62 female deans. A cover letter, demographic survey, the Leadership Behavior Description Questionnaire - Self, and Myers-Briggs Type Indicator were mailed to each subject. Overall, 188 or 70.41% of the deans responded--136 or 66.34% of the males and fifty-two or 83.87% of the females. Of these, 172 or 64.42% were usable. The data were analyzed using the General Linear Model of the Statistical Analysis System (SAS). Analysis of the data resulted in these findings: The data failed to establish any significant difference between the self-perceived psychological types T/F of community college deans of instruction and their self-perceived leadership styles. The data also failed to establish any significant differences between psychological type preference T/F and gender. A composite type profile for community college deans was established by the data as E (50.58%), N (59.30%), T (81.40%), J (73.84%). Type patterns for deans show them to be predominantly TJs. Male type dominance was T (N = 41, 33.33%) and S (N = 36, 29.27%); female type dominance was T (N = 20, 40.82%) and N (N = 17, 34.69%). Thirty-three (19.19%) deans responded as Type I leaders. Males were predominantly Type III (N = 66, 38.37%) and Type IV (N = 64, 37.21%) leaders; females Type IV (N = 20, 40.82%) and Type III (N = 13, 26.53%) leaders. A significant difference was established between Consideration and Initiating Structure mean composite scores for the T/F dominance group as a whole. The following conclusions were drawn from the findings: (1) Gender appears to be a factor in securing the dean's position. (2) Natural career selection appears to be occurring in the dean's position. (3) Community college deans of instruction need training to become more effective leaders.
ORDER NO: ABA94-10169
This exploratory, multiple case study examined the teaching behaviors of three effective community college teachers from an Instructional Systems Design perspective. The purpose of the study was to: (a) Identify those effective teacher behaviors reflective of ISD principles, (b) determine how the identified ISD behaviors are employed by effective teachers, and (c) identify those ISD principles omitted by effective teachers. Key ISD behaviors studied included: (a) developing specific goals and/or objectives, (b) developing objectives-based instruction, (c) developing objectives- based assessments, and (d) revising instruction based upon collected student data. Secondary attention was given to other ISD planning skills and the delivery of instruction in accordance with ISD principles. The three teachers were selected from a pool of teachers who had been recognized for their outstanding teaching. The subject matter taught by the teachers included: humanities, occupational therapy, psychology, and writing. The evidence used to answer the case study questions was gathered from teacher planning documents, teacher and student interviews, student surveys and classroom observations. The number of ISD behaviors employed by the effective community college teachers varied greatly. Whereas one teacher employed all fourteen behaviors, the other teachers employed only a few of the planning behaviors and most of the delivery behaviors. Detailed descriptions of the instructional behaviors performed by the teachers are described. Four factors that may influence the use of ISD principles are discussed. Implications related to the community college setting and the literature on effective teaching are also discussed.
ORDER NO: ABA94-10039
Is there a correlation between student satisfaction and (1) medium of instruction and (2) demographics of the distance learner? This study was designed to answer the above questions by analyzing data collected from students enrolled in classes administered through the University of South Carolina's Office of Telecommunications Instruction in the calendar year 1991. In 1991, 2,942 students enrolled in 79 classes taught via instructional television fixed service, video tape or audio tape at the University of South Carolina. The students were predominately: enrolled part time in a graduate program, working toward a degree, female, and employed at least 30 hours per week. The analysis of the data showed that there was a correlation between level of student satisfaction with the distance education experience and medium of instruction. It also determined that there was a relation between student satisfaction and the student's level of previous education. There was no correlation between student satisfaction and gender. There was, however, a correlation between student satisfaction and whether a student worked more than or less than thirty hours per week. There was also a correlation between student satisfaction and the student's primary reason for enrolling in a tele-course. An overview of distance education at the University of South Carolina is presented in this thesis. It also discusses the difficulty professionals have in defining the field. And it addresses how old and new media technologies can be used to mitigate the separation of teacher and learners and promote interactivity in higher education. With continued decreasing state and federal financial allocations in the coming years, institutions of higher learning are having to maximize instructional potential while minimizing cost. Telecommunication instruction is one method of reaching large numbers of students in various regional locations. The demographics of the "typical" college student is no longer 18-22 white and male. Increasingly colleges and universities are enrolling the non-traditional student who is generally older and has more responsibilities such as family and career. Telecommunication instruction is one method by which such students can pursue educational goals while continuing to be employed full time.
ORDER NO: ABA94-07447
The volunteer sample consisted of 47 nurse educators from six private Pennsylvania institutions of higher education teaching in National League for Nursing accredited baccalaureate nursing programs. These nurse educators were randomly assigned to either the experimental or control groups. The experimental group participated in a workshop about gaming.
A demographic instrument and a pretest and posttest which consisted of two instruments were administered to the experimental and control groups. The two instruments were the Knowledge About Gaming Instrument (KAGI) and the Attitude Toward Gaming Semantic Differential Instrument (ATG-SDI).
A content validity index of.91 for the KAGI and.81 for the ATG-SDI were established by a panel of experts known for their expertise in gaming and education. Test-retest reliability coefficient for the KAGI was 0.72. Cronbach's reliability coefficient for internal consistency for the ATG-SDI was 0.97.
Three hypotheses were tested in this study. The first hypothesis predicted that nurse educators who attended a gaming workshop would demonstrate greater knowledge about gaming than nurse educators who did not attend a workshop. This hypothesis was supported $(p<.001).$ The second hypothesis, which predicted that there would be a difference in the attitude toward gaming of nurse educators who attended a gaming workshop and nurse educators who did not attend a workshop, was supported (p =.007). The third hypothesis predicted that there would be a difference in the likelihood of adopting gaming as a teaching method between nurse educators who attended a gaming workshop and nurse educators who did not attend a workshop. This hypothesis was not supported (p =.775).
The findings of this study have the potential to add to a developing knowledge base in nursing education. This study also presents instruments to measure the knowledge and attitude of nurse educators regarding the teaching method of gaming.
ORDER NO: ABA94-08440
In introductory black-and-white photography course work, variables in laboratory methods for determination of exposure data often lead to low quality projection prints. Correct laboratory procedures are essential for results of minimization of error in print density. The purpose of this study was to compare the effectiveness of traditional instruction, and traditional instruction augmented by a multimedia module for psychomotor learning and to determine if academic level and previous experience had an effect on accuracy of density determination for photographic print.
The experimental design of this study was a repeated measures post-test only design. The repeated measures effect had three levels, density errors in the black, neutral, and white ranges. Absolute error was employed as the dependent variable. A three-way mixed factorial ANOVA procedure was executed for density differences in absolute values by groups. There were three between-subject effects, Group (experimental vs. control), Experience (experience vs. inexperience), and the interaction between Group and Experience. There were four among-subject effects, Density with three levels, black, neutral, and white; Density by Group, Density by Experience, and Density by Group by Experience.
There were no significant differences in densitometer readings between the Control Group and the Experimental Group. There was a significant difference in the absolute error for effect when considering previous photographic experience. The Experimental Group with no previous photographic experience did significantly better than the Experimental Group with experience.
The Control Group with no previous experience had equal absolute density error with the Control Group with previous experience. The Experimental Group with previous photographic experience overall had the most absolute density error of all Group-Experience cells, though this was difficult to interpret given the small sample size. The students in the Control Group with experience exhibited more absolute error than the students with no experience in the Experimental Group. The Experimental Group that received the multimedia augmented lesson treatment had less absolute density error, that is, the treatment had a positive effect as long as subjects had no previous experience with photography. The Control Group with experience had less absolute error than the Experimental Group with experience. The Control Group with experience and the Control Group lacking experience were similar in the amount of absolute error in density. A correlation analysis of all variables was executed and indicated that students who liked the multimedia module perceived that it helped them understand and learn, and they viewed it as a positive experience.
ORDER NO: ABA94-07642
The purpose of this study was to assess the intervention effect of math confidence/study skills instruction on (1) reducing math anxiety, (2) increasing the level of self-concept in mathematics, (3) enhancing math study skills behavior, and (4) increasing performance in mathematics of college students enrolled in a remedial mathematics course.
Methods and procedures. The study involved a sample which was selected from students enrolled in the lowest level remedial mathematics courses at an urban university during the fall of the 1992-1993 school year. The treatment focused on the remedial math students who were concurrently enrolled in the confidence/study skills course. A total of 327 students (19 treatment and 308 control) participated in the achievement part of the study. A total of 310 students (23 treatment and 287 control) participated in the attitude part of the study. Treatment subjects self-selected the math confidence/study skills course which was a 6-week course. Control subjects did not receive the math confidence/study skills instruction. A quasi-experimental untreated control group design with pretest and posttest was used.
Pretests were given to all students using the two Mathematics Attitude Inventory subscales (MAIS) on anxiety and self-concept from Sandman's Mathematics Attitude Inventory, Math Study Skills Evaluation (SSE) by Hudspeth and Hirsh, and a Mathematics Placement Test (MPT). At the end of the semester, the MAIS, SSE, and math course Final Examination (FE) were administered as posttests. The statistical procedure used was analysis of covariance using multiple regression.
Results and conclusions. (1) There was no statistically significant difference in math anxiety. However, there was a slight decrease in the anxiety of the treatment group and a slight increase in anxiety of the control group. (2) There was a statistically significant difference in self-concept in mathematics in favor of the treatment group. The math confidence/study skills instruction was effective for students with low math self-concept. (3) There was a statistically significant difference in study skills behavior in favor of the control group. (4) There was no statistically significant difference in math achievement.
ORDER NO: ABA94-04905
Evidence exists supporting the need for nurses to learn critical thinking and clinical decision making skills to enable them to practice competently in today's complex health care environment. Despite this need, research indicates many nurses do not possess these skills nor are they being taught in Associate Degree Nursing (ADN) Programs. This study investigated the effects of an instructional program on critical thinking and clinical decision making skills of ADN students. A quasi-experimental pre-posttest design was utilized. The null hypotheses stated there would be no significant difference between posttest scores on the Watson Glaser Critical Thinking Appraisal (WGCTA) and the Nursing Performance Simulation Instrument (NPSI) for students in the experimental group (n = 59) and control group (n = 46).
Specific research questions were: (1) Is there a relationship between variables (years of education and Grade Point Average) and WGCTA or NPSI scores for the experimental group? (2) Is there a difference between WGCTA and NPSI scores for ADN's who have worked in a nursing care setting and those who have not? (3) Is there a difference between pretest and posttest scores on each of the five subsets of items on the WGCTA?
Utilizing Repeated Measures ANOVA, no significant interaction effect for group or time was obtained on either instrument. Significant correlations were found between pre and post WGCTA and NPSI for both the experimental and control groups. For the experimental group, GPA was significantly correlated with both WGCTA and NPSI. No significant correlation was obtained for years of education. Additionally, work experience had no effect on WGCTA or NPSI scores. A comparison of pretest to posttest mean scores for subsets of items on the WGCTA revealed no significant gains.
Conclusions indicated either: (a) the instructional program was not effective in increasing critical thinking and clinical decision making skills or; (b) the WGCTA and NPSI were not sensitive enough to measure these skills as utilized by ADN students. Further research is needed to examine the nature of critical thinking and clinical decision making; develop more sensitive instruments to measure these variables; and determine what curriculum content, teaching methodologies and learning experiences are most effective.
ORDER NO: ABA94-04511
Two phases of explorations were used to answer the following questions of this study: (1) What are the explanations given and the conceptual categories held by non-science major students in Taipei Teacher's College concerning chemical equilibrium? (2) What is the effectiveness of instructional activities which target students' pre-existing ideas?
In the first phase, six students majoring in elementary education were interviewed. From these interviews nineteen misconceptions were categorized into five classifications: the system of chemical equilibrium, the nature of chemical equilibrium, the processes of attaining chemical equilibrium, predicting the direction of attaining chemical equilibrium, and the application of the chemical equilibrium constant.
In the second phase of this study two intact non-science-major General Chemistry classes (N = 70) were assigned to contrasting instructional strategies: a "Challenge" strategy in which instruction focused on misconceptions about chemical equilibrium revealed by the six students in the first phase of this research study, and a "Lecture" strategy in which instruction followed the standard textbook outline and no special effort was to made to address students' misconceptions.
Pre-post pencil-paper tests as well as an oral posttest were given to all the students. An analysis of covariance (ANCOVA) was used to analyze these data. The results showed that students who experienced the challenge strategy showed a significantly greater mastery of chemical equilibrium related concepts when compared with students who experienced the lecture strategy ($\alpha$ = 0.05).
The results from the analyses of students' answers on the pre- and posttests more specifically showed that students who experienced the challenge strategy tended to do relatively better in four out of the five concept categories, including: the system of chemical equilibrium, the nature of chemical equilibrium, the processes of attaining chemical equilibrium, and predicting the direction of attaining chemical equilibrium.
ORDER NO: ABA94-00514
The purpose of this study was to determine the rationale for using jury critiques in architectural education by surveying current studio instructors.
The findings showed that jury critiques are widely used and documented the rationale for using jury critiques in architectural education. The study asked four research questions. Question one was, "What purposes are served by a formal atmosphere of critiquing student design projects with a jury?" The finding was: they give students experience in making formal presentations for later in their career.
Question two was, "What do instructors expect students to learn from jury critiques?" The finding was: they expect students to improve visual presentation skills, verbal presentation skills, learn to take criticism from people with different backgrounds, and learn by exploring the ideas and issues involved in the project.
Question three was, "Why do design studio instructors choose to use the methodology of jury critiques in their teaching?" The finding was: jury critiques provide feedback to the students, they allow students to observe other student presentation, they give students an opportunity for responses from a variety of people, they are a forum for discussions, and they provide student and faculty interaction.
Research question four was, "Does their amount of architectural practice or teaching experience make a difference in what studio instructors rate as important aspects of jury critiques?" The answer to question four was: no. No correlation was found between amount or type of experience and rating of the items.
The conclusions are as follows: (1) Student learning through the use of jury critiques is highly valued by architectural studio instructors, and is the primary purpose for their use, (2) Formality and tradition are not valued aspects of jury critiques by current architectural studio instructors, (3) Instructors believe the observational process is the key learning technique of jury critiques, (4) Instructors' level of commitment to the use of jury critiques was based on their beliefs about criticism, interaction, and students learning how to design through jury critiques, and, (5) The rating of effectiveness of jury critiques was based on the value of criticism and interaction as teaching methods. (Abstract shortened by UMI.)
ORDER NO: ABA93-30850
Transmission genetics is an important, but difficult, topic at high school and undergraduate levels. Genetics is important because it serves as a foundation for understanding inheritance, diversity, and evolution. Problem solving in transmission genetics is difficult because it requires strategic integration of complex knowledge including concepts, procedures, and models. The goal of this research is to provide insight and a new dimension into the understanding and appreciation for problem solving in transmission genetics that will be useful for both the teacher and student of genetics.
Complex genetics problems were produced via computer generated simulations of organisms by the Genetics Construction Kit (GCK) and consisted of single trait problems involving one or two loci, multiple alleles, sex linkage, different allelic interactions, and anomalous phenomena. A variety of geneticists were investigated to document strategies they used in solving diverse complex transmission genetics problems. The geneticists revealed that they have important and useful strategies (both general and specific): for generating ideas about a problem utilizing knowledge about phenotype variables in a population or field collection, exploring and generating data to create and interpret inheritance patterns, and constructing and changing their hypotheses for possible causal mechanisms.
Problem solving generally began with the geneticists attempting to generate at least one known homozygous phenotype using recursive backcrosses. Identification of a homozygous recessive individual was considered to be the ideal phenotype to locate since such individuals could be used in test crosses. The test cross was considered to be the most informative cross for revealing and determining unknown phenotype-genotype/interallelic relationships. Geneticists had useful strategies for reducing the problem space and emphasized the importance that both qualitative and quantitative knowledge can be generated from each cross.
Problem solving strategies used by the geneticists to solve realistic transmission genetics problems were independent of the degree of problem difficulty and contrast significantly with textbook problem types. Furthermore, the geneticists' strategies are applicable and useful for a beginning geneticist. Consequently, this research investigation provides teachers with a new perspective for constructing an exploratory transmission genetics problem solving environment and offers students a different foundation for learning and experiencing genetics.
ORDER NO: ABA94-03088
This study used Kitchener and King's (1985) Reflective Judgment model to assess levels of reflectivity in undergraduate students before and after taking a one semester general studies course with an environmental focus. In addition, the study attempted to identify selected personality variables which may contribute to higher levels of reflective thought. A curricular intervention was designed to help students examine their epistemic perspectives.
The sample in this study consisted of 80 undergraduate students from Southern Illinois University at Carbondale. One treatment and two control groups were used. All participants were individually administered Kitchener and King's (1985) Reflective Judgment Interview (RJI), Rotter's (1966) I-E Scale which appraises whether a person has an internal or external locus of control, and Gough's (1987) California Psychological Inventory which assesses levels of empathy, tolerance, flexibility, conformity, and self esteem.
The most significant finding in this research was that, for the first time in reflective judgment research, a properly structured one semester intervention can result in epistemic development. Students exposed to the one semester developmental instruction approach had statistically significant higher Reflective Judgment change scores in comparison to students who were not exposed to such an approach. This study involved the development and implementation of the Reflective Judgment-Developmental Instruction Model (RJ-DIM), which can be credited for the positive gains found.
An analysis of covariance, controlling for the pretest scores, on gain scores for Treatment Group 3 versus Control Groups 1 and 2 was conducted. A statistically significant difference between groups was detected (F = 14.594, df = 1, $p<0.000).$ The gain for the Treatment Group 3 was from 3.234 on the pretest to 3.530 on the posttest, a gain of.296 of a stage.
A relationship was detected between two selected personality variables and level of reflective judgment. Self esteem and conformity yielded significant results.
ORDER NO: ABA94-00951
This correlational study investigated relationships between graduate nurse anesthetists' perceptions of adequacy of preparation to function independently in the entry level role (dependent variable), and the following nurse anesthesiology student experiences (independent variables); (a) the number of clinical hours administering anesthesia, (b) the number of complex cases, (c) the number of complex experiences, (d) the number of high acuity patients, and (e) the total number of clinical cases.
The conceptual framework used was Spiro's cognitive flexibility theory for advanced knowledge acquisition in ill-structured domains (Spiro, Coulson, Feltovish, & Anderson, 1988).
Fifty-one graduates from seven programs of nurse anesthesiology completed the Nurse Anesthesiology Adequacy of Preparation Scale (NAAPS). The subjects mean scores on the NAAPS indicated that, overall, the graduates believed that they were at least adequately prepared to function independently in the professional setting. The Supervisors' perceptions of the graduates' preparation to function independently in the professional setting was slightly, but significantly, more positive than the graduates' perceptions.
A multiple correlation (R$\sp2$), correlating all five independent variables simultaneously with the dependent variable was calculated. Two independent variables entered the equation (Multiple R.44, R$\sp2$.19). Total number of high acuity patients entered first (b$-$.37, F 4.16, p.04), followed by total number of cases (b.16 F change 6.19, p.01). These findings were not consistent with Spiro's theory, and suggest it is not simply a matter of supplying students with more cases that increases student learning, but supplying more cases of a certain type.
Nearly all subjects reported that the most beneficial clinical learning experiences were those that allowed them (a) to participate actively in the planning and implementing of anesthetic care, (b) latitude in their learning experiences, and (c) opportunities to engage in critical thinking. Poor learning experiences were reported as those that (a) placed restrictions on the types of cases or experiences allowed, (b) limited student participation in decision making or, (c) lacked quality clinical instruction during cases. These findings support Spiro's theoretical statement that in advanced knowledge acquisition a wide variety of cases accompanied by active learner involvement, and guidance from expert mentors enhances learning.
ORDER NO: ABA94-04084
Fashion figure illustration is the medium in which designers effectively communicate not only original creations, but also ideas, attitudes, and social customs. Fashion illustration is a basic skill necessity for design students. Students entering fashion design programs experience fashion drawing through the eyes of the instructor and the use of various teaching methods. The purpose of this study was to determine effectiveness of the expository and experiential teaching methods in the instruction of proportional fashion figure illustration.
Twenty-six students enrolled in two sections of a fashion drawing university course composed the sample. Cluster sampling was used to select six university courses from which 157 students volunteered to complete the pretest questionnaire for the purpose of assessing generalizability of the sample. A pretest, three intermediate Proportional Figure Scales (PFS), and a posttest were used to gather data. The pretest instrument contained scales assessing personality, values, listening types, creative propensity, body-image, and figure drawing skills and a demographic component. Lesson plans for an eight-week unit on drawing the proportional fashion figure were composed for the two teaching methods, expository and experiential. Teaching methods were randomly assigned to the two sections of the fashion drawing course. Statistical procedures used in analyses were the one-way and two-way ANOVA, the Pearson r correlation, the t-test for variance, and a categorical modeling procedure. No statistical significance was observed for the difference between the expository and experiential teaching methods as measured by the Proportional Figure Scales. A statistically significant difference was noted between developmental stages for PFS1 and PFS4. Statistical differences were observed between the University and Fashion Design samples in response to the Artistic subscale of the GIFFI-II creativity scale, with a significantly higher level of interest for the Fashion Design sample. A correlational procedure for the fashion design students revealed significant relationships between ability to draw a proportional figure and height, frame, parental artistic skill, GPA, creative propensity, and personality. In summary, although no statistical significance was noted for teaching method, differences between the fashion design and university students rested primarily in artistic backgrounds and levels of social values. Hence, further research of and analyses of these variables will provide better understanding of the artistic individual and effective means of communicating and teaching.
ORDER NO: ABA94-03559
This study was designed to identify standards for essential statistical topics to be included in an introductory non-calculus-based college-level statistics course and to discern what should be the primary instructional approaches. Other issues of interest included order of presentation of topics and the percent of time devoted to each topic. A Delphi procedure was used as the research tool in this study.
A panel, consisting of twenty-nine experts in statistics education, was chosen using a "mini-Delphi" procedure. The Delphi technique consisted of three iterations in which panel members were asked to rank a list of subcategories for inclusion in an introductory statistics course, make suggestions, state their approach preferences, suggest the order of presentation of categories, and recommend the percent of time each category should be allotted. The final consensus list of standards for essential topics consisted of fifty-three subcategories within eleven categories. The categories were ordered for presentation during the semester and the mean percent of time to devote to each category was calculated. The order and percent of time should be considered guidelines and not rules. A final list of suggested instructional approaches was derived. It was concluded that 49% of the time should be data-based, 28% computer-based, 13% probability-based and 10% other approaches such as labs, projects, and case studies. It was concluded that real-world data sets and computers should be extensively utilized.
Textbook selection, curriculum, instructional methodology, evaluation, and assessment could be influenced by this study. The consensus list of topics is very significant since the list was determined by a panel of well-known and respected statistics educators and practitioners. There was a 97% response rate for each questionnaire. The list of essential topics could be used in writing a definitive introductory statistics textbook. Emphasis should be on understanding concepts, not on memorizing and working formulae. There should be more cooperative learning and student projects.
It is vital that the curriculum for an introductory statistics course be relevant since future statistical interpretation, understanding, and reporting by the student will reflect knowledge learned in this introductory course. The curriculum content and instructional approaches in introductory statistics courses have the potential to influence many other disciplines. It is hoped that future statistics students will receive an appropriate initial introduction to statistics in course based on the results of this study.
ORDER NO: ABA94-01151
The increase in the number of nontraditional aged undergraduate students (25 yrs. and older) and students transferring between post-secondary institutions has raised the question of whether effective instruction is viewed the same by these different groups of students. This study addressed this question by analyzing the responses of these different groups to 23 instructional questions on a standard faculty evaluation form. The sample included 782 traditional students and 948 nontraditional students, at DeVry Institute of Technology in Dallas.
The study tested the following two hypotheses: (1) There would be a difference between the students in the different age groups in their responses to specific instructional evaluation questions; and (2) the responses to specific instructional evaluation questions of students with prior post-secondary experience at a different institution would differ from those without this experience.
The research and literature specific to this area was very limited. A review of this literature and the research concerning adult learners and evaluation of instruction is included in the study.
The first hypothesis was tested using an analysis of variance The analysis of variances of the sample data revealed that the responses of the different age groups were significantly different in only one case. This finding led to not accepting hypothesis one.
The second hypothesis was tested using a t-test. The results of these tests revealed that no significant difference between the groups responses existed for any of the questions. Hypothesis two was not accepted.
The study concluded: (1) that students of different ages perceived instruction similarly as measured by their evaluation of faculty; and (2) that the experience of having attended another post-secondary institution does not effect the students perception of instruction as measured by evaluation of faculty.
The study recommended that a study of the correlation between the different age groups' responses to specific instructional questions and their overall evaluation of the instructor may prove informative.
ORDER NO: ABA94-00967
The purpose of this study was to assess the effects of cooperative learning and individual learning with computer assisted instruction (CAI) in an university-level introductory chemistry course. The sample consisted of 109 students who enrolled in an introductory chemistry course (CH 301). These subjects were assigned to one of four cells in a two factor experimental design. The two factors were learning group and learning ability-level. Within the learning group factor, there were the two groups: cooperative working groups and individual working groups with a computer. Subjects in cooperative learning groups worked in dyads and individuals worked alone with a computer. Within the ability level factor, there were the two levels: the high-ability groups and the low-ability level groups. All participants worked a minimum for one hour per week. They attended a lecture class first, and then worked with chemistry computer programs in the computer lab.
Subjects who participated in cooperative learning performed their achievement better than subjects in the individual learning groups with computer assisted instruction (CAI) in an introductory university-level chemistry course. High-ability level students and low-ability level students in cooperative learning group improved their performance more than high-ability or low-ability level individuals who worked alone with a computer in an introductory university level chemistry course.
There was no significant difference on students' attitude between students who worked in the group use of computers and individual use of computers in an introductory university-level chemistry course. The majority of the students in the university level class showed positive cooperation on group work and positive attitude toward using computers in the classroom.
ORDER NO: ABA94-00956
This research was designed to investigate the impact of helping students become more self-regulated learners in the context of a content-specific course. More specifically, the purpose was to determine if learning strategy training according to the metacurriculum instructional model could produce increased student motivation and achievement in a sophomore-level course in human physiology at a large southwestern university. Since the likelihood of an effective intervention is increased by the selection of a few key strategies for instruction, two pilot studies were conducted in the human physiology class during successive Fall Semesters to assess both (a) student proficiency in various learning and study strategies, and (b) the relative importance of various strategies and skills for course achievement. This information was used to design the intervention study which was conducted during the third Fall Semester.
The intervention study integrated a learning strategies component into the discussion sections of the same human physiology course, taught by the same professor as during the two prior studies. The investigator served as the teaching assistant and led the course discussion sections, as he had during the second pilot study. At both the start and end of the semester students completed the same measures employed in the second study: the Learning and Study Strategies Inventory (LASSI), a self-report measure of the use of learning and study strategies in ten different areas, and the motivation section of the Motivated Strategies for Learning Questionnaire (MSLQ).
Ninety-two of the 125 enrolled students volunteered to participate in the intervention study during the third semester. The results obtained consistently failed to support the experimental hypotheses. The intervention proved ineffective at increasing student strategy use and achievement. The data supported only one hypothesis, that end-of-semester use of strategies to identify main ideas would be greater for the treatment group than the control group. Several reasons why the intervention proved unsuccessful are discussed, including insufficient perceived relevance by the students, the experimenter's ability to design and implement an effective intervention, factors related to the experimental setting, and the limited scope of the intervention. Suggestions for further research are offered.
ORDER NO: ABA94-01187
Tis study endeavored to identify personal and institutional characteristics that significantly contribute to the use of mathematics in teaching the principles of economics. The study defined nine personal and ten institutional characteristics which were hypothesized to contribute to the instructor's choice to use a mathematical approach in teaching the principles course. To obtain data, nineteen questions were prepared and placed in a questionnaire which was used in a national survey of 500 colleges and universities having an economics program. The sample was selected from more than 970 institutions and yielded 378 useable responses, which were analyzed using an ordinary least squares regression.
The study resulted in a predictive model in which each of five explanatory variables had a significance level of at least 0.10. Of these, four involved personal characteristics of the instructor, including the number of mathematical problems (selected from a list) used in teaching the principles course, the percent of lecture time in which mathematics was used in teaching the course, the year the instructor received the doctorate, and whether the instructor viewed the course as a tool for eliminating potentially unsuccessful students from the major. Only one of the model's variables involved the institutional environment in which the instructor taught the course. This variable was the number of students in the economics program. Although it bore an unanticipated statistical sign, the variable completed a model capable of explaining, with a small error margin, the factors impinging on the choice of mathematics usage in an economics course.
ORDER NO: ABA94-00452
The purpose of this study was to compare the differences in perceptions of full-time faculty, part-time faculty, and administrators regarding the quality of instruction of credit courses taught at off-campus locations. The quality standard as perceived on-campus was the measure for perceived quality off-campus. Variables measured were the perceptions of respondents according to academic school affiliation, level of education, and previous experience at off-campus locations.
The author developed the instrument used for data collection. The instrument was validated by a panel of experts prior to field testing. Faculty and administrators from three community colleges in Central Texas participated in this study. There were 395 survey respondents for a 72.47% return rate. Each hypothesis was tested using the one-way analysis of variance for independent means. The.05 level of significance was selected as the point of rejection for all null hypotheses.
The findings indicated that full-time faculty, part-time faculty, and administrators were in agreement regarding their perceptions of off-campus credit courses when grouped by academic affiliation. Full-time faculty showed slight perceptual differences when grouped by level of education. Part-time faculty and administrators in this same category were found to be in agreement. The greatest differences in perceptions were found when respondents were grouped by years of experience at off-campus locations. These differences were found among full-time and part-time faculty.
It was concluded that all groups were in agreement regarding the quality of credit courses at off-campus locations when compared by academic affiliation. When compared by level of education, full-time faculty showed slight differences in their perceptions. Some groups were not in agreement when compared by years of experience at off-campus locations. The lowest positive perceptions reported were for those with no off-campus experience. As experience off-campus increased, more positive perceptions of off-campus credit courses developed. A review of the literature indicated the need to inform the public of the successes of off-campus programs and of the need for a systematic, ongoing, evaluation program.
ORDER NO: ABA93-34060
The purpose of the study was to compare two different methods of instruction to find which was more effective in improving reading achievement for college students. One of the methods was a combination of computer-assisted instruction (CAI), with microcomputers and software, and printed reading materials, which is individualized and self-paced. The other method was individualized instruction, which was traditional, self-paced instruction (non-CAI) with printed reading materials. In addition, the study compared for gender to gender, age, and classification differences in reading achievement for the two methods of instruction. The subjects were 120 students enrolled in developmental reading courses at Northeastern State University, Tahlequah, Oklahoma, during the academic years of 1989 and 1990.
In the study, the experimental group used computer-assisted instruction two times per week, each one hour, followed by one hour of self-paced instruction with printed reading materials. The control group used self-paced, individualized instruction with traditional printed reading materials, three times a week for a total of three hours. Both groups of students received 46 hours of instruction. The instrument used in the study was the Nelson-Denny Reading Test, Revised Edition, 1973, Forms C and D. The pretest scores for reading achievement were analyzed using an analysis of covariance to determine if there was a significant pre-existing difference between the two groups of students. A t-test for independent samples and one-way ANOVA's were used to analyze the data.
The results of the study showed no significant difference favoring computer-assisted instruction (CAI) over self-paced, individualized instruction (non-CAI) for reading achievement. The results showed that developmental reading courses have a positive effect on reading achievement for college students.
ORDER NO: ABA93-34048
A qualitative case study of three writing instructors on three different institutional levels in the state of Arkansas was used to answer the research question: Are there comparable patterns of writing instruction between a secondary school instructor, and community college instructor, and a four-year institution instructor? Strauss and Corbin's (1990) grounded theory methods provided a model for the techniques of data collection and analysis.
The purpose of the study was to explore patterns in writing instruction, identify them, describe them, and compare them. Over 90 hours of classroom observation, 30 hours of teacher and student interviews, and 9 hours of document collection were conducted. The resulting data were coded, sorted, and categorized into patterns.
Findings from the data indicate that although the focus of each instructor was different for each level, several instructional areas were taught similarly. All three used a process writing approach to teaching writing, along with similar prewriting activities. They used many of the same instructional modes and techniques, and they gave several of the same types of writing assignments. The three instructors taught writing from the same organizational structure of development, and their grading systems were also similar.
Differences found in the instruction included the percentage of class time spent in various activities, the number of approaches and techniques used, and the variety of activities given. In addition, although the grading systems were similar, what the instructors commented on and corrected in their grading was quite different.
Although the data showed that there were comparable patterns of writing instruction, the instruction was by no means identical on each level. What they stressed (and how they stressed it) was unique to each instructor.
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