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1992-1993 Dissertation Abstracts: Part 6
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ORDER NO: ABA93-33102
INSTRUCTIONAL PROGRAMS OF GRADUATE SCHOOLS OF EDUCATION IN STATE UNIVERSITIES AND LAND GRANT COLLEGES (STUDENT RATIOS) Author: GOLEMBIEWSKI, WALTER THOMAS Degree: ED.D. Year: 1993 Corporate Source/Institution: UNIVERSITY OF PITTSBURGH (0178) Adviser: GLENN M. NELSON Source: VOLUME 54/07-A OF DISSERTATION ABSTRACTS INTERNATIONAL. PAGE 2403. 108 PAGES Descriptors: EDUCATION, ADMINISTRATION; EDUCATION, HIGHER; EDUCATION, TEACHER TRAINING The purpose of this study was to assess program size and distribution among instructional programs of graduate schools of education in state universities and land grant colleges. One hundred and twenty questionnaires were mailed to the deans of the Association of Colleges and Schools of Education in State Universities and Land Grant Colleges. A total of forty-one usable responses were received. The average state university and land grant college produces 17,493 graduate credit hours and has 78 full time masters faculty and 56 full time doctoral faculty members. Those faculty teach an average of 467 full time masters students and 196 full time doctoral students. In terms of student headcount the graduate students represent 2064 masters students and 697 doctoral students. As a result, the overall graduate student/faculty ratio is 8.6:1. Specifically, the masters student/faculty ratio is 11.4:1, and the doctoral student/faculty ratio is 5.8:1. The study found that the graduate student/faculty ratio is not related to the size of the institution. Over the past ten years there has been a net loss of 18 masters programs and 26 doctoral programs in the 41 institutions that supplied data for this study. For ten years most schools of education in state universities and land grant colleges have been downsizing. Resource reduction, low enrollment, and organizational restructuring were the reasons most often given for ending graduate instructional programs. Conversely, the reasons most often given for adding a program were need, interest, or demand. In spite of the past ten years of institutional downsizing, there is optimism among the members of the Association of Colleges and Schools of Education in State Universities and Land Grant Colleges. The forty-one members who responded predict adding almost twice as many masters and doctoral programs as they plan on ending during the next five years.
ORDER NO: ABA93-33013
This study investigated student participation in correspondence education in terms of student satisfaction and probability of completion with instructional and institutional support services within an institution of higher education. Research literature representing the field of distance education as conceptualized and practiced in various countries of the world was reviewed. The study examined American correspondence education in an American institution of higher education, but in order to construct a meaningful context the review of literature necessarily encompassed more breadth than the study focus. A questionnaire using Likert-type scales was developed and administered in a pilot study. Based on the findings in the pilot study and on recommendations from experts and practitioners who reviewed the questionnaire it was revised prior to administration for the final study. The resulting Student Satisfaction Questionnaire contained 49 items and included items designed to gather demographic information as well as items intended to measure student satisfaction and probability of completion. A stratified sample was drawn from the population of students who completed a correspondence course in the Southeastern College Department of Continuing Education between July 1, 1991 and June 30, 1992. All students included in the population were enrolled for academic credit. During the week of November 30, 1992 the questionnaire was mailed to 505 students. Usable responses were returned by 311 students, resulting in an effective response rate of 62 percent. Five research questions were considered. Data analysis techniques included frequency, percentage, factor analysis, stepwise regression, and one-way analysis of variance. The results of the study indicate that correspondence students tend to have well articulated goals upon commencing their program of study. It also appears they chose to study via correspondence in preference to other methods, and are thus predisposed toward satisfaction with their selection. The findings indicate the overall structure of the correspondence program, which includes the instructional and institutional support services, contributes significantly to student satisfaction but not to probability of completion. The results of the study indicated the students were satisfied with correspondence education and with the instructional and institutional support they received. It is evident the students are goal oriented and are able to articulate their goals at the beginning of their program. The results revealed the importance of positive communications between the student and the institution.
ORDER NO: ABA93-30116
The purpose of this study was to determine differences in perceptions of library directors and library instruction librarians from community colleges, 4-year colleges and university centers in the State University of New York towards teaching library research skills to transfer students. Strong agreement concerning library instruction as an integral component of the library's mission was found on the part of both librarians and library directors. A paradigm shift was also uncovered. The issue of questioning the role of librarians as teachers has shifted to issues of developing effective programs. Library professionals at different types of institutions are examining ways in which to work cooperatively to teach students research skills adaptable to various library environments. Disparate approaches in instructional design and teaching methodology where found by type of institution. Instructional approaches created by applying perceptions analyzed are discussed in light of current fiscal shortages. Investigation into the degree library instruction plays a role in perpetuating or alleviating "transfer shock" needs to occur in light of trends in higher education.
ORDER NO: ABA93-29746
The purpose of this study was to determine the learning styles and problem-solving strategies of African-American college students in general chemistry, along with the strategies of instruction teachers use in general chemistry courses. Three factors; learning style, problem-solving strategy, and strategy of instruction were used as variables to determine whether they had an effect on the achievement of African-American college students in general chemistry courses. The design of the study was divided into three naturalistic case studies involving: (1) a chemistry class at a historically Black university (HBCU), consisting of majors in all science disciplines, (2) another chemistry class at the HBCU, consisting of honors science majors, and (3) a chemistry class at a predominantly White university, consisting of science majors; all of which were located in the southeastern part of the United States. The methodology used to collect data included; in-depth interviewing, overt participant observations, and talk-aloud problem-solving sessions. This study sought to answer several questions pertaining to how students achieve in general chemistry, and whether their achievements affect their future academic choices in the sciences. This study found that, if African-American students' learning styles were matched with their teacher's strategies of instruction, achievement was greater, but if and only if, a specific successful problem-solving strategy profile was used, when solving the chemistry problems. Additionally, when students were successful in their chemistry course, these students chose to continue in their chosen science major. However, those students who were unsuccessful in their chemistry course, on the average, chose to change their major outside of all science disciplines.
ORDER NO: ABA93-28806
The first year of instructional use of the Trans Texas Videoconference Network (TTVN) by selected members of Texas A&M University faculty was the focal point of the case study. Factors affecting faculty use of TTVN on campus were examined by interviewing and observing eight first-time, instructional users of the system. Trends from the review of literature indicated that first time users of communication technology for classes have problems adjusting to increased demands. The attitudes of users (instructors) and clients (students) reported in survey studies indicated that satisfaction with distance classes depended on audience needs. Formal course evaluations reflected little difference between remote and on-site student performance, except on the attitudinal level where the degree of satisfaction with the course increased with instructor contact. Strategies for providing instructional experiences to compensate for distance and methods for establishing rapport outside the classroom were suggested. The instructors looked at the use of the TTVN as a means of reaching students with little modification in normal procedure. They analyzed their problems and arrived at specific suggestions and long range ideas. These suggestions were compiled by component categories, which were reviewed with each instructor. From the issues and themes, several conclusions were reached about the use of TTVN for instruction of distance classes. Initial users exhibited a relatively low resistance to using the technology for instructional delivery, but had a higher resistance to changing instructional style. Instructor satisfaction was related to the amount of modification required in delivery. Instructors using lecture style were the happiest with the TTVN, because the communication pattern between sites was controlled with a minimal amount of two-way interaction. To encourage use of TTVN as a medium of distance instruction, more staff are needed to assist instructors. Greater human support creates a positive market, in contrast to those who discontinue use after one class and negatively affect colleagues when their problems were not addressed. (Abstract shortened by UMI.)
ORDER NO: ABA93-28419
This investigation measured the academic effects of the direct instruction with an adapted whole language approach on the reading comprehension performance of ESL college students. Specifically, the study ascertained which approach was more effective in developing high and low proficiency levels in reading comprehension. Quasi-experimental in design, the research included 50 first-year ESL college students who were screened into high and low reading proficiency levels as measured by the criterion reference instrument Reading/Everyday Activities in Life (Lichtman, 1977). The accessible population was randomly assigned to each treatment group. English reading comprehension achievement was assessed as the difference between entry-level pretest scores and exit-level post-test performance. These data were statistically analyzed, employing analysis of variance and analysis of covariance. Results of these analytic techniques revealed: (a) a significant difference in the posttest mean scores favoring the whole language group from the direct instructional group; (b) significant differences in post-test mean scores between those students classified as high and low in reading proficiency; and (c) no significant interactions in the posttest mean scores between the high and low reading proficiency levels. Data from the pretest scores evidenced that although ESL learners can be grouped by proficiency levels, these levels can contain significant individual differences. These individual differences for both good and poor readers were best treated by the whole language intervention. The findings of this investigation recommend the whole language approach as more effective in teaching reading comprehension. It was concluded that: (a) the whole language group significantly outperformed the direct instruction group in terms of main effects as well as by high and low proficiency levels; and (b) direct instruction and whole language are practical approaches in teaching reading comprehension to ESL college students.
ORDER NO: ABA93-27526
This study compared the effects of informal logic and formal logic instruction on three measures of community college freshmen's persuasive/argumentative writing: (1) overall writing quality; (2) overall quality of written argument; and (3) argument structure. In addition, the study examined student perceptions of the instructional units through questionnaires and interviews. Two teachers instructed group one (25 students) in informal logic holistically applied to persuasive writing. The same two teachers instructed group two (31 students) in formal logic holistically applied to persuasive writing. Two trained raters examined students' pre and post essays. They assessed overall writing quality using holistic scoring and overall quality of written argument and argument structure using analytic scoring. On overall writing quality, both group one and two demonstrated statistically significant pre/post gains; however, group one's gain was twice that of group two. When class and group were examined at the same time, there were main effects for group in favor of the informal logic group and class in favor of classes one and four. Day classes significantly outgained night classes. Posttest only results revealed effects for group and class within group in favor of the informal logic group and classes two and four. On overall quality of written argument, both groups demonstrated statistically significant pre/post gains. In pre/post comparisons and posttest only results, there were main effects for class within group in favor of class one within group one and class four within group two. Day classes significantly outgained night classes. On argument structure, both groups demonstrated significant gains for claims, data, opposition, and response to opposition. Only warrants produced a main effect due to group in favor of group one. Posttest only scores supported these findings. On questionnaires, group one demonstrated statistically significant more positive perceptions of instruction than group two. Student interview data revealed that teacher, context, and student variables appeared to contribute to the high scores for both methods of logic instruction. Results suggest that significant gains in persuasive writing can be achieved using either method of logic instruction. However, overall, informal logic instruction produced greater gains and more positive student perceptions than formal logic instruction.
ORDER NO: ABA93-27519
The literature suggests that the instructional use of humor can enhance learning through its attentional and/or retentional effects. This study's purpose was to compare the instructional effectiveness of humor on learning using introductory and integrated modes of humor based on its attentional and retentional effects, respectively. It was hypothesized that both introductory and integrated humor have a positive effect on short-term and long-term recall; but, introductory humor has a relatively greater effect on short-term recall, whereas integrated humor has a relatively greater effect on long-term recall. One hundred thirty-six undergraduate subjects participated in the study. Each subject was randomly assigned to one of four treatment groups that viewed one of four videotaped presentations which included introductory humor, integrated humor, introductory and integrated humor, or no humor. Tests were administered immediately following presentation and four weeks later to obtain recall scores. The data were analyzed by repeated measures analysis of covariance using GPA as the covariate. The design was a 2 x 2 x 2 factorial design (introductory mode, with and without humor, x integrated mode, with and without humor, x time (repeated measure)). The results of the study supported the first two research hypotheses that introductory and integrated modes of humor have a positive effect on short-term and long-term recall. However, the hypothesis that introductory mode of humor has a relatively more positive effect on short-term recall, whereas integrated mode of humor has a relatively more positive effect on long-term recall was not supported.
ORDER NO: ABA93-27386
This study examined a classroom intervention for its effectiveness in helping introductory college chemistry students learn how to solve stoichiometry problems. The intervention involved scaffolding of stoichiometry problems for students, provision of companion problems to be solved by students after they studied the scaffolded problems, and identification of the similarities and differences among the various types of stoichiometry problems. The intervention was tested for effectiveness with students working in pairs and working individually. Twelve class sections were randomly assigned to three treatments. Results were compared with a traditional instructional method. Students' attitudes toward chemistry were surveyed, and instructors were interviewed extensively regarding classroom activities and student reactions. The research hypotheses were (1) On the posttest, the group scores will be in the following order: Group 1 $>$ Group 2 $>$ Group 3, where Group 1 represents students who received scaffolded and companion problems, and worked in pairs; Group 2 represents students who received scaffolded and companion problems, and worked individually; and Group 3 represents students who received neither scaffolded nor companion problems, and who worked individually. (2) At the end of the intervention, student self-perception of ability to learn chemistry will be in the following order: Group 1 $>$ Group 2 $>$ Group 3. Neither hypothesis was supported, but the project led to some important conclusions, one of which was that SAT math scores accounted for about 25% of the variance in student performance. Other conclusions were that many students believed that grading was too strict and there was insufficient time to complete tests; many students stated that important differences existed between assigned problems and problems presented on tests; instructors displayed a short wait time for answers to their questions; the intervention tended to benefit better prepared students; instructors improved in their class presentations as the semester progressed but many pedagogical deficiencies were never adequately addressed; and the intervention had the unintended effect of serving as scaffolding for the instructors themselves. These conclusions were derived qualitatively and do not imply causal relations; they are observations which are intended to draw meaning from the results and make connections to the field.
ORDER NO: ABA93-27025
This study was conducted to develop a statistical model of the influence of course characteristics on student ratings of instruction. Unique to this study was the inclusion of the student participation rate as a variable. Other course characteristics studied were: expected grade, attendance, grade point average, sex of students, reason for taking the course, academic field, student level, course level, major, and class size. Stepwise multiple regression analysis was employed using two measures of global ratings of instruction as criterion variables: (1) a single item rating the overall "favorable impression" the instructor had on the students (global), and (2) the average of twelve items rating the instructor's effectiveness (overall). Course averages or proportions were calculated for each variable. A model was developed using 1989 Fall Term data (952 courses), and tested using 1990 Fall Term data (1,052 courses) from Oregon State University. Results of the regression analysis showed that approximately 20% of the variance found in the equations could be explained by five variables: expected grade, participation rate, attendance, sex, and grade point average. Expected grade was by far the best predictor accounting for 13% to 14% of the variance (at least r =.36 with criterion variables). Participation rate accounted for as much as 3% of the variance (roughly r =.2) and contributed significantly to all four equations. A correlation of $-$.42 was found for participation rate and class size. Results suggest participation rate has a relationship with student ratings of instruction and further study is warranted. Reason and academic field also explained small significant amounts of the variance in at least one equation each. The results were determined to be reproducible; equations generated with the 1990 test data were very similar to the 1989 data. Very high correlations were found between the global and overall criterion variables (r $>$.95); the single item variable produced the same results as the average of twelve items. A significant correlation of more than.5 was found between academic field and sex of student. The 80% unexplained variance is discussed.
ORDER NO: ABA93-26650
The purpose of this study was to assess the effectiveness of computer-assisted instruction (CAI) as a method of delivery. Student attitude toward method of instruction was examined. Additionally, the amount of study time required by the students was observed. Two of the four private pilot ground school classes attending Mountain View College of the Dallas County Community College District in the fall semester of 1992 were randomly assigned to two intact groups, one experimental and the other control. Each class had an enrollment of 20 students. The experimental group was taught using computer-assisted instruction. The control group was taught by lecture. At the conclusion of the study, both groups were tested over the material. The attitudes of students were assessed at this time. Six weeks following the conclusion of the instruction, both groups were tested again to assess retention. The data were analyzed using t-tests, analysis of covariance, and two-way analysis of variance. It was found that students in the CAI group scored significantly higher on the first posttest. This was also true on the second posttest. The attitudes of the two groups regarding method of instruction were not significantly different. Attitude toward method of instruction appeared to have no impact on student achievement. It was recommended that additional studies be conducted to determine other areas of aviation studies that may benefit from the use of CAI. Additionally a similar study should be conducted that investigates the element of retention more thoroughly.
ORDER NO: ABA93-26644
Although it is widely assumed that listening is among the most important learning skills (Wolvin & Coakley, 1988), an examination of the literature indicates that it has been woefully neglected as subject matter in schools. Listening has also been neglected as an area of research. Surveys have been conducted to see if listening is being taught or can effectively be taught, but little evidence exists to suggest that effectively teaching listening improves students' academic performance. This study investigated the relationship between listening skills instruction and academic performance among university students. The purpose was to determine if teaching university students comprehensive listening skills improves their academic performance. It was assumed that listening can be effectively taught. The goal of the study was to compare 75 students who were enrolled in a listening course to a similar group of 75 students not enrolled in a listening course. The students were compared on the basis of grade point improvement the semester after the experimental group had completed the listening course. The t test was chosen because it can be used for testing the significance of the difference between the means of two independent samples. The grade point averages of the two groups were collected and the means and standard deviations of the two groups were determined. The t-value and the probability of rejection of the null hypothesis were also determined. The data showed little difference between the mean scores of the two groups or between the standard deviations of the two groups. The observed t-value did not support the hypothesis; therefore, there was insufficient evidence to reject the null, and the conclusion was that listening skills instruction has no impact on university students' academic performance.
ORDER NO: ABA93-26622
One of the most important skills of a pianist is the ability to read at sight. Because there are so many areas of piano study to address, sight-reading is overlooked either out of frustration or simple neglect. However, if acquisition of this skill is neglected, it will be difficult for a pianist to ever attain his full potential. For a pianist, sight-reading is one area that strengthens all others. The purposes of this study were to secure data concerning teaching sight-reading to undergraduate piano majors, to identify methods and techniques in current use in the instruction of sight-reading, to determine the extent of keyboard and computer-assisted learning technology usage within sight-reading instruction, to identify more effective methods and techniques being used to teach sight-reading, and to search for ways to enhance sight-reading instruction, including the utilization of recent computer technology applications in education and learning. The method used was survey research with a questionnaire sent to 168 randomly selected NASM colleges and universities. Response rate was 49.4 percent. The questionnaire, designed by the researcher, sought to ascertain the status of sight-reading instruction in these colleges and universities and to endeavor to determine the extent, if any, keyboard and computer-assisted learning technology was being used. Respondents of the survey were requested to identify outstanding sight-reading instructors and prominent accompanists, seven of whom were then interviewed. Final conclusions and recommendations are based upon the summation of data from respondents and professionals. There were no emerging tendencies in the instruction of sight-reading, but there was a strong agreement among respondents that there is a need for the development of a program to enable the usage of CAI. There were ten recommendations, ranging from the addition of sight-reading skills classes to conferences among teachers and computer programmers, to devise suitable programs to assist in the instruction of sight-reading skills.
ORDER NO: ABA93-24533
This study tested two hypotheses derived from theories of meaningful learning, inquiry, and conceptual change and from instructional-design theories and models. One hypothesis was that college students (n = 35) in general chemistry laboratory taught under a constructivist method should show greater gain in declarative and procedural knowledge and undergo more conceptual change than do students (n = 33) taught under a conventional verification method. The second hypothesis was that the constructivist group should show a more positive attitude toward science, chemistry and laboratory and reflect a better understanding of science and ways of learning science. The constructivist method consisted of six activities characterized by conceptual integration, planned episodes of student-inquiry, guidance for conceptual change, and social interaction. The verification method consisted of six activities using an inform-verify-practice sequence. Pre- and posttests were an achievement test, a concept test, and an attitude/perception survey. In addition, students' levels of cognitive development and preexisting knowledge were assessed prior to treatment. A student perception questionnaire was used to monitor the instructional methods. Classes were taught by graduate teaching assistants. Six students also participated in weekly interviews with the researcher. These interviews focused on attitudes toward laboratory instructional methods and on the comprehension of chemical concepts. Chi-square analysis of student perception questionnaires revealed that the methods were largely carried out as planned. Some characteristics of the constructivist method, however, were not perceived by students as expected. A treatment by time repeated measures MANCOVA and chi-square analysis of pre- and posttests revealed that both groups showed significant gain in achievement and underwent conceptual change. The mean differences between groups, however, were not significant at the.05 level. In addition, group attitudes and perceptions remained stable. Therefore, the two hypotheses were not accepted. Case studies of the six students confirmed the findings related to cognitive growth but revealed differences in other areas. Three students who experienced the constructivist treatment compared to three who experienced the verification method: (1) were more highly motivated, (2) revealed positive attitudes toward laboratory work, and (3) perceived the importance of the laboratory in learning chemistry.
ORDER NO: ABA93-24024
Advances in multimedia distance education have made it possible for many students to access educational programs at a reasonable cost in their local environment. Recent research demonstrates that there is little difference in student outcomes when interactive teleconferencing is used as an instructional method, but suggests, however, that the learning process may be altered. This effect may differ based on learner characteristics, group dynamics, teacher-student relationships and other factors. The purpose of this case study was to explain the effects of teleconferencing on classroom interactions and the students' responses to the medium for their learning. Subjects were all persons enrolled in a required graduate course offered by the School of Social Work at the University of North Carolina-Chapel Hill (UNC-CH) for students located at an external site at the University of North Carolina-Asheville (UNC-A) during the Fall semester, 1992. An embedded, single-case design was used to compare classroom processes as teaching strategies of face-to-face instruction and interactive teleconferencing were alternated weekly. All classes were videotaped, and analyzed for themes and patterns in interactions. Direct observations of classroom behaviors, focused group interviews, and the relationship of selected learner characteristics to student participation and satisfaction were considered. Specific relationships explored included the effectiveness of the medium for students with differing learning and personality style preferences; and the influence of the medium on group dynamics, teacher-student interactions and other classroom behaviors. Data analysis used a within-case comparison of classroom behaviors by instructional method. Differences in response to instructional methodology by learner characteristics were analyzed. Comparisons between telecast and on-site instruction revealed that faculty teaching methods, student-faculty interactions and peer interactions differed by method. Faculty used more monologue, reading and visual cues to focus discussion, and students more often guided topic shifts during telecast. Students identified by learning style or personality type preference varied in their responses to the medium, but definite patterns could not be established. Further research is suggested in this area.
ORDER NO: ABA93-23745
In this study, principles of generic instructional design were applied in an effort to resolve an instructional problem identified by faculty in one specific baccalaureate school of nursing. The standards of the profession were reviewed in relation to the performance problem. The instructional context and the performance problems were analyzed and objectives were developed. The analysis process established that literature in both nursing education and clinical practice indicate that skill in communication is basic to the effective practice of nursing. The student performance problem was found to be a less than desired level of skill in communicating with adult patient/clients of varying cognitive abilities and developmental levels as well as with individuals living within the culture of poverty. The analysis of the context of the school of nursing revealed that some essential information related to communication was being omitted and students were not being provided adequate opportunity to practice skills needed in certain selected settings. The formulation phase of the generic instructional design process was used to develop three alternative resolutions to the defined instructional problem. One resolution was selected as optimal, based on the analysis of context. This resolution was described in some detail. The analysis and the proposed resolutions were reviewed by four nursing education specialists as part of the review phase of generic instructional design. These specialists offered several suggestions for ways to extend the proposed resolution but no major deficits were identified. Several recommendations were made but one primary recommendation was that the recursive nature of generic instructional design makes it an effective method of analyzing the process and outcomes of any design in order to provide ongoing improvement of instruction.
ORDER NO: ABA93-23631
Changing demographics in the coming years will affect the population of students entering accounting programs at the university level. If culture is related to learning style, accounting instructors could better address the needs of students of diverse cultures by adapting instructional style. The first question the study addresses is "Do cultural differences affect learning style preferences among accounting students?" The second question is "Does the relationship between instructional style and learning style preference affect the level of performance of accounting students?" In the study 232 accounting students primarily of African-American, European-American, Hispanic-American, and Native American culture and eight accounting instructors were administered the Canfield Learning and Instructional Style Inventories. Statistical methods were performed on the data to determine correlation. There were no differences in the overall learning style preference of accounting students with dissimilar cultural backgrounds using Canfield's typology of nine learning styles: Social, Social/Conceptual, Conceptual, Independent/Conceptual, Independent, Independent/Applied, Applied, Social/Applied, and Neutral. There were significant differences in scale preferences of learning style of accounting students with dissimilar backgrounds using Canfield's scale definitions: Peer, Organization, Goal Setting, Competition, Instructor, Detail, Independence, Authority, Numeric, Qualitative, Inanimate, People, Listening Reading, Iconic, and Direct Experience. There were significant differences among the cultures for Detail, Numeric, Inanimate and Reading. Native-American students were significantly higher in preference for Reading and Inanimate; Hispanic-American lower for Detail; European-American higher for Numeric. By percentile ranking, European-American students exhibited a high preference for Numeric, low preference for Inanimate; African-American high preference none, low preference none; Native-American high preference none, low preference Peer; Hispanic-American high preference Numeric, low preference none. There were no significant differences in the level of performance for accounting students with learning styles the same or near the instructional style versus those with learning styles far from the instructional style.
ORDER NO: ABA93-23619
For almost 30 years, computers have been used to provide instruction and drill and practice in basic computation and language skills. As a new technological innovation, the pressure to use computers in the schools is clearly present, but researchers (Parry, Thorkildsen, Biery & Macfarlane, 1985-1986) contend that how to use them is less clear. The critical question is how to implement computer technology effectively for school improvement--how to effect change in practice becomes a key issue. The purpose of the present study was to investigate variables that teachers associated with the implementation of computer usage in a "high use" school in order to understand change processes. Fullan contended that understanding the implementation process is a necessary precondition for designing effective strategies for school improvement. Fullan and Stiegelbauer's (1991) model of change and taxonomy of key implementation factors and themes were used as a conceptual base and framework for the examination of change. Teachers and the principal in a selected urban, elementary public school were interviewed about the current level of computer use and the history of computer use at the school. An exploratory case study design was used principally employing qualitative research techniques. Data were gathered through interviews, observations and examination of relevant documents. The study confirmed previous findings that pointed to the principal as being central to change. Among the Fullan and Stiegelbauer (1991) change supporting variables, the role of the principal and external funding sources were most salient in computer implementation in the school studied. Consistent with the earliest effective schools research, the principal's strong initiating efforts were a clear change factor. In addition, the principal's interests in computer instruction were congruent with the program requirements embedded in the competitive grant that the school won from a national corporation--considered an "external factor" in Fullan's terms. The "congruency of the fit" in the relationship between an external agency, namely the computer company, and the intraorganizational conditions at the school mattered, and this 'fit' was crucial to the success and support of the change in computer use at the school.
01305928 ORDER NO: ABA93-23615
To assess the role of the quality of instruction in introductory college science mathematics courses in persistence, attrition, and recruitment of science, mathematics, or engineering (SME) majors, 141 college upperclassmen grouped as persisters in, switchers from, or recruits into SME, were surveyed. Group membership was the dependent variable. The predictor variables were: quality of instruction assessed by student ratings of their introductory science or mathematics course using the IDEA rating system; affective variables including gender and personality assessed by the four continuous scales of the Myers-Briggs Type Indicator (MBTI); and cognitive variables, assessed by high school grade point average, number of high school science and mathematics credits, and ACT-M scores. A factor analysis of the IDEA yielded eight factors which were interpreted as: (I) instructor presentation skills; (II) student confidence; (III) student creativity; (IV) examinations; (V) motivation for taking the course; (VI) course rigor; (VII) instructor explanations of criticisms; and (VIII) amount of reading. The factor scores were utilized in a discriminant analysis to predict group membership. Analysis of structure and function coefficients suggests that factor II, student confidence, is the most important predictor followed by factor I, instructor presentation skills, and factor III, student creativity. The canonical correlation coefficient was.34 for the first discriminant function. In a second discriminant analysis using the affective variables, analysis of structure and function coefficients suggest that gender is the most important affective predictor followed by the Extroverted-Introverted scale of the MBTI. The canonical correlation coefficient for the first discriminant function was.27. In a discriminant analysis using the cognitive variables, analysis of structure and function coefficients suggests that high school grade point average was the most important predictor. The canonical correlation coefficient for the first discriminant function was.62. A second discriminant analysis for each variable set using only group membership of persister and switcher showed little change in the results. Results suggest that the student's gain in confidence from a college introductory science or mathematics course is the most important quality of instruction in a student's decision to persist in, switch from, or be recruited into a SME major.
ORDER NO: ABA93-23587
This study focused on identifying significant institutional factors that contribute to student persistence in community colleges. Further, it examined the relationship between the integrated model of Instructional and Student Services and student persistence. Numerous persistence/retention studies verified the need for special measures to deal with a changing student population. The qualitative methodology of this study employed in-depth interviews in order to gain rich descriptions of the factors and programs that contribute to persistence. The efficacy of the case-study approach in providing in-depth analysis has been demonstrated by Roueche and Baker (1987) and has been described by Tuckman (1988) and Lincoln and Guba (1985). A conceptual model for this study, developed from the literature on persistence/retention theory, student development theory and organizational theory, framed the study and the in-depth interviews with 28 respondents in two community colleges. The model identified sets of variables that contribute to student persistence. An analysis of the data revealed some common factors and programs that have been supported in the literature as contributing to persistence. The respondents of this study identified instruction, assessment and placement in proper courses, academic advisement, orientation, developmental courses, financial-aid, tutoring, career counseling, and a commitment to a student-centered approach to teaching and learning as influential factors contributing to persistence. Additional variables identified as contributing to persistence were, teacher expectations of students, and the strength of the curriculum. This study also suggests that collaborative efforts between instructional and student services are necessary to meet the needs of a diverse student population. More specifically, collaboration improves organizational relationships and enables colleges to improve the total educational process which leads to student persistence and success.
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