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1992-1993 Dissertation Abstracts: Part 7
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ORDER NO: ABA93-23447
THE EFFECT OF CONCEPTUALLY ORGANIZED MATERIALS AND COMPUTER-ASSISTED INSTRUCTION ON LEARNING ABOUT COVALENT BONDING AND STRUCTURE Author: JUDKINS, JOHN WILLIAM Degree: PH.D. Year: 1993 Corporate Source/Institution: THE UNIVERSITY OF TEXAS AT AUSTIN (0227) Supervisor: JOSEPH J. LAGOWSKI Source: VOLUME 54/04-A OF DISSERTATION ABSTRACTS INTERNATIONAL. PAGE 1254. 231 PAGES Descriptors: EDUCATION, HIGHER; EDUCATION, SCIENCES Concept maps and other similar methods of representing the conceptual structure of course materials are an effective and efficient means to increase student awareness of the organization of course concepts. However, the effectiveness of using Computer Assisted Instruction (CAI) to present the course's conceptual structure in college-level freshman general chemistry courses with high enrollment has not been reported in the literature. This study focused on the effectiveness of CAI-based Conceptually Organized Materials (COM) in comparison to traditional CAI-based Linearly Organized Lessons chemistry instruction and traditional recitation instruction in chemistry. The study involved 130 students enrolled in eight intact college-level freshman chemistry sections. The sections were randomly assigned to one of six experimental sections in a modified two by three group Solomon experimental design. The results indicated that students who received CAI-based COM performed significantly higher on a validated chemistry concept diagnostic (CCD) instrument compared to students who received the more traditional recitation/lecture lesson. In addition, students who used the CAI-based LOL did not score significantly higher on the CCD instrument than students who received the more traditional recitation instruction. Furthermore, students who used CAI-based COM performed significantly higher on the CCD instrument compared to students who used CAI-based LOL. Finally, students in the CAI-based COM groups spent the same amount of time using the computer lessons in comparison to the students in the CAI-based LOL groups.
ORDER NO: ABA93-13930
The purpose of this study was two-fold. The first was to describe the California Community College English Teachers' teaching methodologies (curricula foci and instructional strategies) when teaching basic writers. Second, the study tested the Linkage Model of Change offered by Havelock and Havelock (1973), in an effort to explain why some teachers may have changed or altered their teaching methodologies and others have not. This study provided an historical awareness of objections to the traditional paradigm of teaching writing. Underdeveloped ideas existed in the early 1900's but were not implemented and given a chance to grow. The last 20 to 30 years have seen old and new ideas flourish and a number of those key ideas for curriculum focus and instructional strategies were presented. An argument was made for why more change needs to occur, and the question was raised as to what degree alternate approaches to the teaching of writing have been implemented or not implemented at the community college level. A regression analysis was performed to test Havelock and Havelock's (1973) Linkage Model of Change in an effort to explain what factors need to be in place in order for change to occur. A Pearson r correlation was performed to determine to what degree alternative approaches to curriculum focus correlated with alternative approaches to instructional strategies. T-tests were performed to determine the differences between part-time and full-time positions, teachers with and without public school teaching credentials, and those teachers who have or have not taught ESL classes. Recommendations were offered based on the findings from the surveys returned by the 308 respondents (53% return rate). An adapted version of the Linkage Model of Change was found to be a viable education theory for predicting change in teaching methodologies of community college teachers of basic writers. The results also identified full-time teachers, teachers who have earned public teaching credentials, and those who have taught ESL classes as groups of teachers who have made significant changes in their teaching methodologies in the direction of alternative approaches. Teachers who use traditional curriculum in their classrooms are also the teachers using traditional teaching styles, and those teachers using alternative curriculum are using alternative teaching strategies.
ORDER NO: ABA93-22257
The purpose of the study was to compare the academic achievement and demographic data of community college students enrolled in basic plant science courses. A portion of the students were instructed using traditional lecture methods, while others were instructed through the use of passive video instruction. The population of the study included all students enrolled in Basic Plant Science at Butte College, Oroville, California. The sample population was drawn from students enrolled in the Fall, 1992 semester. Demographic information was entered into a database using the StatView 512 SE (1990) statistical program. The data were organized by frequency of responses for nominally scaled variables to determine differences between the groups class levels, gender, demographic characteristics, and abilities. Descriptive statistical tables were used to report the results. Educators have expressed concern that students enrolled in passive video courses may not acquire as much knowledge as those educated by traditional lecture methods, since telecourses are perceived to be less rigorous. However, this study verified that students find telecourses to be as difficult and challenging as traditionally instructed courses. The study supports the premise that educational quality of video course instruction was equal to that of the traditional lecture method, and that passive video courses are an effective way to instruct this type of material.
ORDER NO: ABA93-22256
The purpose of this study was to identify the beliefs about writing instruction held by seven full-time English instructors at Central Arizona College-Signal Peak Campus. This qualitative multimethod descriptive study answered the following research questions: (1) How do faculty members view themselves as writing teachers? (2) What curriculum models do the faculty members follow? (3) What assumptions does each faculty member have about writing and the meaning of the writing process? (4) How can the collective department "philosophy of composition" be defined? Data for this study were collected using multimethod qualitative techniques. Three types of data collection were utilized. The researcher collected qualitative data from the faculty using interviews, document analysis, and surveys. The data were reduced and described using qualitative data displays. The use of three data sources and three data collection measures strengthened the study's findings. Findings suggested that instructors' beliefs about writing instruction can be identified and described. Faculty members have pedagogic belief systems grounded in composition lore which guide their instructional practices. These beliefs drive what happens in their English 101 classrooms and also influence the collective "philosophy of composition" within the department itself. A Faculty Beliefs Continuum, with directions Form Controls Meaning and Meaning Controls Form, was developed to provide a visual representation of the composite beliefs held by each faculty member. The study's findings also showed that the department is changing its emphasis in the overall sequence of its developmental composition courses. The new emphasis is on text generation (writing) rather than basic skills (grammar, syntax) development. The department wishes to promote the concept of a writing skills continuum throughout all of the composition courses taught at the college.
ORDER NO: ABA93-22201
During the last decade, several "methods textbooks" designed for training college writing teachers have appeared, containing strands of different ideologies and giving rise to increased knowledge, but also adding to the apparent confusion of a discipline already beset with the internal fragmentation of a potential paradigm shift. The goal of this hermeneutical study has been to determine what features of a pedagogical paradigm the authors of these texts share; to locate those areas where dissension occurs; and to ascertain whether the texts form part of the current-traditional paradigm, or part of an emerging process paradigm, or part of some other identifiable approach to teaching writing. The areas analyzed include those which generate great discussion among the experts: (a) invention or prewriting; (b) structure or arrangement; and (c) revision. This study uses Richard Young's classification system to discuss the invention/prewriting strategies found in the methods texts. Young classifies prewriting strategies from their four theoretical positions: Burke's Pentad, Classical Rhetoric, Tagmemic Rhetoric, and Romantic Rhetoric. The study reveals that Young's schema is broad enough to encompass current prewriting devices discussed at this time, except for a few miscellaneous strategies. Some of these reflect a social-constructivist's position and may eventually add a fifth category to Young's schema. The study of arrangement reveals conflicting ideas both within and among the methods texts studied. Thus, even after more than twenty-five years, Larson's assertions about structure still appear timely. The theoretical and pedagogical discussions of structure are slight, particularly about the correlations between invention and arrangement. While considerable differences exist among the texts regarding terminology and attitudes about revision, they do seem to agree on the issues, including definition, disadvantages, advantages, and methodology. The methods texts studied reveal that a paradigm shift from the current-traditional to the process paradigm is imminent. Some may argue that it has already taken place. The question now may be what type of process paradigm will emerge.
ORDER NO: ABA93-20801
This study compared the impact of a course-based approach to textbook reading strategy in which students applied a textbook reading strategy to their actual course texts with a content-based approach in which students applied the strategy to texts provided by the instructor. Underprepared college students in both the course-based and content-based treatment groups were taught to use the PROR (Preread-Read-Organize-Review) textbook reading strategy using an explicit model of instruction in which the instructor modeled use of the strategy, provided opportunity for guided practice, and eventually required students to independently apply the strategy. Dependent variables measured in a pretest-posttest format were GPA, standardized reading test performance, self-reported use of learning strategies, academic locus of control, and academic self-concept, while strategy application on a final exam and course evaluation results (both immediate and delayed) were measured in a posttest-only format. Results indicated that there were no significant differences between treatment groups across any of the dependent measures. However, students in the course-based group reported using the PROR strategy more frequently than the content-based group on both the immediate course evaluation measure and the delayed measure. When the two groups were collapsed and pretest-posttest gains examined for the entire group of students, significant gains were found for GPA, the advanced version of the standardized reading test, eight of ten subscales of the learning strategies inventory, academic self-concept, and academic locus of control. It was concluded that the explicit model of instruction used for both treatment groups may have contributed to the lack of significant differences on the pretest-posttest measures, because it allowed both groups of students to make academic gains, and also may have lead to their transfer of strategy use. Students in the course-based group, however, may have reported using PROR more frequently than the content-based group because they had applied the strategy to "real world" academic contexts, and therefore more quickly developed a sense of ownership and control over the strategy.
ORDER NO: ABA93-20297
Students who take a beginning college-level French course rarely develop a minimum oral proficiency. By the time they reach the second year, the students are very frustrated with their results and develop negative attitudes toward the language. Because of the approach used to teach French in the first year, it is believed that students are inadequately prepared to develop a basic proficiency at the oral level and are inhibited by their negative attitudes either engendered before starting the college course or intensified by the frustrating results in terms of oral performance. This study compared two methods of teaching beginning French: the Rassias and the Accelerated Learning (A.L.) methods. The Rassias method is based in large part on the traditional audiolingual method. A.L. also known as Suggestopedia is a method, developed by Lozanov. The approach emphasizes communicative activities that encourage immediate application. The use of music enhances the student's learning capabilities in a pleasant setting, and assists the student to be more relaxed and receptive in the learning context. There were 33 observations. The control group was made of 12 females and 5 males. In the experimental group the ratio was very similar: 12 females and 4 males. As a whole group, the level of the students ranged from freshmen to sophomore with ages ranging between 19 and 27. There were no French majors in either one of the groups. The results, although not significant, pointed in the direction of the hypotheses tested in this study, especially the hypothesis regarding oral proficiency. The Analysis of Covariance revealed a difference between the two groups on the O.P.I. (Oral Proficiency Interview) posttest: approaching significance (F(1, 18) = 5.17; p $<$.03). More research is suggested concerning the effect of A.L. on attitudes and oral proficiency. Also, there needs to be more attention given to A.L. as it relates to affective variables such as inhibition and anxiety. Finally, it is very possible that group dynamics is a crucial variable which has an effect on the students in terms of their affective and oral behaviors in a foreign language classroom.
ORDER NO: ABA93-20286
The purpose of this study is to determine the views of Union County College students regarding the effectiveness for learning and succeeding academically of selected teaching methods in and across subject areas. Furthermore, the study investigates the relationships between and among the student ratings and the variables of sex, age, grade point average, enrollment status, and credits earned. Methodologies selected for this study were viewed as effective by students in The Harvard Assessment Seminars, First Report (Light, 1990) and are as follows: structured, organized class; evaluation by frequent quizzes, frequent testing, frequent homework; teacher's quick feedback; revisions; and revisions with high grading standards. An added method is teacher's delayed feedback. A panel of experts and a pilot study insured that the questionnaire developed by the researcher was properly constructed, reliable, and clearly stated. The sample consisted of 500 Union County College students. Questionnaires were distributed in 43 randomly selected classes. Selected findings were that teacher's delayed feedback was rated in the undecided-ineffective range in and across subject areas. Mean effective ratings for other methods differed by subject area but were in the effective range across all subject areas. Student answers to open-ended questions provided insight into reasons for their ratings. All but one of the relationships between the variables and the effectiveness ratings were nonmeaningful. Selected conclusions were that in and across subject areas, teacher's quick feedback and a structured, organized class were viewed as effective, but teacher's delayed feedback was viewed as ineffective. Discretion should be used in implementing the other methods as they had varying mean effectiveness ratings by subject areas. Generally, students' answers to open-ended questions reinforced the ratings. However, many students were concerned about the employment of these methods, time constraints, and pressures. Major recommendations were that educational planners and faculty should be attentive to the views of students as to the effectiveness of these methods in and across subject areas. They should implement the findings of this study. An effort should be made in each class to assess the needs of the students, the type of class, and the pace and requirements of the class.
ORDER NO: ABA93-20268
The study was designed to assess the relationship between experiential, attitudinal and demographic factors and usage of microcomputers by faculty in higher education. Microcomputer use was defined to include faculty use of microcomputers at work and at home for academic research, classroom instruction, and personal productivity. A questionnaire was administered which allowed faculty to conduct a self-assessment of their microcomputer experience, microcomputer attitudes, and demographic characteristics. The first section of the instrument assessed faculty experience with computers at work and at home for research, classroom instruction, and personal productivity. The second section evaluated faculty attitudes toward microcomputers on the basis of value, self-efficacy, and utility. The third section of the survey collected specific demographic data about the respondent. Data from the self-assessment were compiled and analyzed using descriptive statistics, factor analysis, and tests of significance. All hypotheses were examined at the adjusted alpha of.004 to allow for multiple comparisons. The results of the research study indicated that there were: (1) Significant differences in microcomputer experience, personal attitudes, rank, status, highest degree earned, research involvement, publications, and gender between faculty users and nonusers of microcomputers at work for academic research. (2) Significant differences in microcomputer experience and personal attitudes between faculty users and nonusers of microcomputers at work for classroom instruction. (3) Significant differences in microcomputer experience, personal attitudes, rank, highest degree earned and publications between faculty users and nonusers of microcomputers at work for personal productivity, such as preparing for teaching. (4) Significant differences in microcomputer experience, personal attitudes, rank, research involvement, and publications between faculty users and nonusers of microcomputers at home for academic research. (5) Significant differences in microcomputer experience and personal attitudes between faculty users and nonusers of microcomputers at home to prepare for teaching. (6) Significant differences in microcomputer experience and personal attitudes between faculty users and nonusers of microcomputers at home for personal projects. (7) No significant differences in age, number of graduate sections taught, number of years teaching, and tenure between faculty users and nonusers of microcomputers at work or at home for academic research, instruction, or personal productivity.
ORDER NO: ABA93-19049
This study used psychological equity theory to examine issues related to the college classroom. Issues addressed included college students' evaluations of fairness in the methods for grade assignment; their concern with procedures as opposed to outcomes, their perceptions of education as a contract with implied obligations, their ratings of fairness in comparison to other instructor characteristics, their consideration of fair consequences for student and faculty misbehaviors, their perceptions of reasons for imposing consequences for student misbehaviors, and the outcomes and correlates of their perceptions of fairness in a college setting. Previous research has shown that negative consequences result when college students perceive unfairness in the classroom. However, we knew little about what influences their perception of fairness. Because the perception of fairness is correlated with a wide range of negative outcomes, university professors should be aware of behaviors and practices which convey fairness to students. Toward that end, this study was conducted to determine the practices which create perceptions of unfairness. In this study, 300 subjects completed a researcher-made instrument which included nine experimental questionnaires, seven descriptive questionnaires, and demographic data, testing fifteen hypotheses. The subjects were students enrolled in both undergraduate and graduate courses in psychology and education at Florida International University. The data were analyzed using MANOVA, ANOVA, post-hoc Tukey HSD and LSD, and nonparametric tests. In addition, each part of the study was analyzed using age, ethnicity, gender and major as additional independent variables. The results show that college students exhibit strong concerns about the fairness of professors and classroom procedures. Students are in favor of grading according to individual effort in a class; students believe that individual effort should be rewarded by professors while lack of effort should not; students shun professors who are unfair more than those who are cold and uncaring, boring lecturers, or who give excessive work and hard tests; student happiness with college is highly correlated with ratings of the fairness of faculty; and when faculty are unfair, students consider this to be the most serious shortcoming among all.
ORDER NO: ABA93-18339
The principal purpose of the study was to evaluate Edinboro University of Pennsylvania's Reading and Study Skills course from both a quantitative and a qualitative perspective. The first phase examines academic success, demonstrated by grade point average, credit hours earned, and retention rate after three semesters. Phase Two examines students' skills acquisition, utilization of skills, satisfaction with the course, and perceptions of the value of the course as reported in a mailed survey. All qualified Edinboro University students scoring from 300 to 400 on the verbal portion of the Scholastic Aptitude Test (SAT-V) and entering the university during Fall 1988, 1989, and 1990 were included. Treatment and control groups were divided into upper and lower SAT-V ranges. For the long-term goal of increased retention rates, chi square analysis revealed that students completing the course stayed at the university through to their third semester at a significantly higher rate than comparable students not enrolled. For the long-term goals of improved grade point average and credit hours earned, analysis of variance with post hoc procedures revealed that upper and lower treatment group GPAs exceeded those of corresponding control groups for the first semester, but leveled out by third semester. However, credit hours earned by the treatment groups significantly outpaced control groups throughout three semesters. Two hundred thirty-three former students responded to a mailed survey, revealing that most found the course extremely helpful. Specific study skills were maintained to varying degrees, and a majority responded that the course was highly motivating and that they would recommend it to others. It was concluded that the College Reading and Study Skills course at Edinboro University has a significant impact upon its students from both quantitative and qualitative perspectives, and that it tends to "level the playing field" for high-risk students.
ORDER NO: ABA93-15437
Little was known about the value of computer-assisted instruction (CAI) or factors that affect implementation and use of CAI for entry-level physical therapy (PT) education. Consequently, decision-making about the implementation and use of CAI had been hampered. Academic administrators of all entry-level PT programs in the United States were surveyed using mail questionnaire survey methods to find: the extent of use of CAI, the perceived value of CAI compared to more traditional instructional methods, and what factors affect implementation and use of CAI. The response rate was 86.9%. The number of programs using CAI was low (29.9%), and use of CAI within these PT programs was also low. A Likert-type scale was used to quantify the perceived value of CAI. Respondents rated the value of CAI at a median score of 117 (range 76 to 143, mean = 115.2, SD 14.5). A five point scale was used to quantify the effect of resource, faculty, and student factors on the implementation and use of CAI. The availability of relevant CAI software was rated as having the strongest effect. Other resource and faculty factors were rated as having strong effects. Student factors were rated as having moderate effects. The relationships between certain program demographic variables (years of program accreditation, number of full-time-equivalent program faculty, number of program students per year, degree awarded, annual tuition and fees, geographic location) and CAI use and value of CAI were investigated. None of the demographic variables were correlated with CAI use or perceived value of CAI. The author concluded that academic administrators of entry-level PT education programs perceived CAI as a valuable instructional tool. CAI use in entry-level PT education was low, especially when compared to CAI use in nursing and medical education. A lack of available software that was relevant for use in entry-level PT education was perceived to be the major factor that limited the implementation and use of CAI. This was a very strong factor. The absence of a mechanism for sharing information about available, relevant software was a related, important factor.
ORDER NO: ABA93-18060
This study identifies the relationship between the instructional strategy used to teach a given subject and the influence that strategy has upon student attitudes. It examines the link between learning and attitude, the variety of elements that affect attitude development, and the effect student participation has on the process in which students acquire attitudes. The study was conducted using a quasi-experimental design involving 300 subjects of the Navy Medical Department. The experiment involved two distinct groups and was carried out in ten consecutive classes with half of the classes receiving a participatory teaching method and the other half receiving a non-participatory teaching method. A pre-class questionnaire and a posttest Student Attitude Inventory designed to elicit changes that occurred as a result of teaching strategies was administered to each subject in the experiment. Both of the tests also provided the data used for analysis. Results from the pre-class questionnaire revealed data suggesting subjects in both groups generally had a similar desire to take the course and had no specific attitudes regarding the subject matter. Posttest surveys showed a marked distinction between the two groups. Those subjects who were exposed to the participative method of teaching consistently had a more positive attitude toward the subject and the manner in which it was taught than subjects exposed to the non-participative teaching method. Results generated by the testing instruments showed that members of the participative group uniformly selected positive choices (strongly agree/agree) while members of the non-participative group selected negative choices (strongly disagree/disagree). The data also suggests that subjects who were exposed to the non-participative teaching style felt the method in which the material was taught was not as conducive to a learning environment as the participative teaching style, resulting in negative student attitudes. Statistical analysis (i.e., t-test, ANOVA) and other data generated by the study appear to support conclusions that participative teaching methods do have a more positive effect on student attitudes than non-participatory teaching methods.
ORDER NO: ABA93-18044
The purpose of this study was to apply instructional system theory to the process of developing authentic English as a foreign language (ESL) materials for Indonesian pre-departure scholars. The researcher established a theoretical framework for the process through an intensive review of instructional system literature and selected an applied process model for adaptation to developing authentic ESL materials. The Stiehl-Schmall ISD model was adapted and later validated using a modified Delphi process. Seventeen panelists, randomly selected from the area of instructional systems design, ESL, and Indonesian EFL practitioners, were involved in the validation process. Feedback from panelists was analyzed and it was determined that the model was applicable for Indonesian intensive English programs. It was also found that the model, as adapted, was considered practical and useful by EFL practitioners, though many of them were not knowledgeable in instructional systems design. Indonesian EFL practitioners expected the development of the model to substantially improve the quality, effectiveness, efficiency, and relevancy of authentic English used in Indonesian intensive English programs.
ORDER NO: ABA93-17131
Bibliographic Instruction is the introduction of students and faculty to the library resources, the basic elements of how to use those resources, and the services provided by the library staff. The subject of dispute is that these services are normally designed for the traditional college student, not for the non-traditional learner. Research indicates that the non-traditional learner is not being served by bibliographic instruction programs in college and university library environments. This study investigates the adult learners' perceptions about the practice of bibliographic instruction and what can be done to enhance bibliographic instructional programs. Seven conclusions were taken from the data and exhibit adult learner views about the improvement of bibliographic instruction programs more responsive to adult learners. The conclusions are adult learners are aware of bibliographic services in the institutions studied; bibliographic instruction programs need to be revamped to emphasize the needs of the adult learner; and library personnel need to find innovative techniques to involve adult learners in the total bibliographic instruction program.
ORDER NO: ABA93-15290
Instructional television has long been established as an effective media in the delivery of educational programs to elementary and high school students. Research in meeting the educational needs of adults through the use of instructional television is limited. The purpose of this study was to compare the effectiveness of instructional television, videotape based, and traditional instruction for Northcentral Technical College Farm Training program participants. Students' farm management ability levels attained and their acceptance levels for instructional television delivery were compared for the various instructional groups. The cost-effectiveness of using these various instructional delivery methods was also examined. This research was conducted in the 1988-89 school year at Northcentral Technical College, Wausau, Wisconsin. This research was conducted using a pre-experimental design, a static-group comparison design. Four class groups were compared: traditional instruction, transmitting site, receiving site, and videotape. Ten class sessions focused on increasing dairy herd management were the substantive focus. Students' farm size, milk production, and profitability levels were compared by instructional group and revealed no significant differences. It also appeared that the groups were similar in their farm management skills. Research data indicated a high degree of similarity among instructional groups in students' skill and knowledge level gained upon completion of instruction. Videotape students tended to be more receptive to their instructional delivery method compared to live instructional television groups. The receiving site group tended to respond less favorably. Lack of face-to-face personal contact with the instructor was a concern. Technical criteria evaluation revealed that students cited more problems with television audio quality than the monitor quality. Instructional television did not negatively affect student retention in the Farm Training Program. Student attendance with the television offering was equal to or better than previous years' attendance when television was not used. Instructional groups were not found to have significantly different outcomes in their skill and knowledge development levels. Farm Training students' education needs were met more efficiently in terms of instructor time and cost-effectiveness of instructors by using instructional television as a delivery method.
ORDER NO: ABA93-14865
An alternative method of instruction, called cognitive apprenticeship, that utilizes the results of research in how students learn to solve problems, was attempted in community college technical mathematics classes to improve student problem solving. At Illinois Central College, two teachers each taught a traditional and an experimental class. In the experimental class, 40% of the time was spent with students working in groups to solve problems. In the lab sessions the teachers acted as coaches, guiding the students while they worked to solve application-based problems. The quantitative data indicate that students in the experimental group did slightly better on the problem-solving exam and final exam, although not significantly. The scores of students on the standardized exam were slightly lower than the control group, but the difference was not significant. This indicates that the cognitive apprenticeship model of instruction supports student learning as well as the traditional model. From the analysis of the hourly tests and student interviews, it appears that the cognitive apprenticeship model may work better on new knowledge rather than reinforced knowledge. From the research and results of the qualitative data a cognitive apprenticeship matrix model was developed. The three components which emerged from analysis of the qualitative data were: (a) member of the culture, (b) metacognition/understanding, and (c) application/problem solving. Three themes which support these components were: (a) student discourse, (b) improved self esteem, and (c) teacher mentoring. The qualitative data were analyzed using this matrix. The data indicate that the cognitive apprenticeship model provides students the opportunity to become part of the culture, improve their understanding, work on application problems, and overall enjoy mathematics class. Two recommendations were proposed. First, cognitive apprenticeship should be continued with four suggestions incorporated. These suggestions were: requiring student attendance, increased training of teachers in the technique, increased teacher training in applications, and additional time for student group work. The second recommendation was that cognitive apprenticeship should be incorporated into math-based science classes and technical classes. An appendix includes the problem exam, observation and student interview forms, coaching guide, and holistic grading templates.
ORDER NO: ABA93-12329
Perceptions of calculus instructors concerning the impact of computing technology use on specific topics of calculus, how these topics are taught, student motivation, student learning, and the role of the teacher were analyzed. Also, data were gathered on the extent of technology use for calculus instruction in engineering and pre-engineering schools. A Computing Technology Utilization/Impact Questionnaire was developed, pilot tested and mailed to the participants of the Colloquium, Calculus for a New Century: A Pump Not a Filter. Cronbach's alpha for the Impact section was.95 and for the Extent section.91 indicating the internal consistency of the instrument for each of these sections. A response rate of 65% was achieved as a result of a pre-notification procedure used for the mailing of these questionnaires. Findings on the extent of technology use in the calculus classroom included: Fifty-seven percent of the respondents of this study used graphing software to some degree of frequency; 39% used computer algebra systems to some degree of frequency; and 89% never used word processors or programming languages. ANOVA tests of the research hypotheses revealed significant mean differences in the levels of technology use and the calculus instructors' perceptions of the impact of this use on specific topics of calculus, motivation, learning, and the role of the teacher. The group who used computing technologies for every class session perceived a greater impact of technology use on these items than any other user or nonuser group. Chi-square tests of hypothesis for discovering a relationship between the levels of use of computing technologies and specific topics of calculus revealed that computers were not used by a large percentage of the respondents for teaching the topics of continuity, applications and techniques of integration, and numerical differentiation. Also, chi-square analysis showed that most of the participants do not use graphing/symbolic calculators to teach any of the specific topics of single-variable calculus. This study provided evidence that reform is taking place in many aspects of the calculus curricula; computers and calculators are being used; and the use of these technologies is having an impact on calculus instruction.
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