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1994-1995 Dissertation Abstracts: Part 3
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ORDER NO: ABA95-36700
CRITICAL SUCCESS FACTORS FOR HYPERMEDIA INSTRUCTION IN HIGHER EDUCATION Author: MCGUIRE, EUGENE G. Degree: PH.D. Year: 1994 Corporate Source/Institution: THE AMERICAN UNIVERSITY (0008) Chair: CHARLES TESCONI, JR. Source: VOLUME 56/06-A OF DISSERTATION ABSTRACTS INTERNATIONAL. PAGE 2066. 371 PAGES Descriptors: EDUCATION, ADMINISTRATION ; EDUCATION, CURRICULUM AND INSTRUCTION ; EDUCATION, HIGHER ; EDUCATION, TECHNOLOGY The research reported in this study involved the development of a survey instrument which was used to gather the perceptions of university faculty regarding the environment for multimedia/hypermedia instructional development at their respective universities. The surveyed faculty had been identified through a literature review as having successfully developed a multimedia/hypermedia instructional project within the past several years. The survey instrument sought to capture their perceptions of the current state of development and the desired future state of development for a variety of factors categorized as either technical, organizational, faculty, student learning, or change factors. These factors as well as the various states of development for each factor as expressed on the Likert-type scale used in the survey were also derived from the literature review and are regarded for the purposes of this study as "critical success factors" in multimedia/hypermedia instructional development. The results of this study indicate that surveyed faculty perceive the current university environment for multimedia/hypermedia instructional development to be one where their own attitudes toward student learning and change are relatively well developed but one where technology and policy regarding faculty empowerment, support and reward is lagging behind. Analysis of the results from this study led to the development of a preliminary model for guiding universities interested in integrating multimedia/hypermedia instruction into their teaching/learning process.
ORDER NO: ABA95-35493
In instructional consultation, faculty and teaching assistants elicit and review feedback on teaching in collaboration with others. Most colleges and universities provide student rating feedback but few complement it with instructional consultation. As public pressure for accountability in teaching is placed alongside the challenge of more diverse student groups, interest in instructional consultation is likely to grow. Use of teaching portfolios may spark additional interest. There are many existing services. The Typology of Instructional Consultation Programs is offered as a way to classify them. When method of organization (for individuals or groups) is combined with role relationship between the participant and the person in the consultative role (developer as consultant, peer as consultant, peer as partner), six program types are identified. In the traditional type, developers provide consultative services to individuals. The other five are referred to as peer-based instructional consultation and include two for individuals (peer consultant and peer partner) and three for groups (develop-led workshop, peer-led workshop, and support groups). Instructional consultation is described as collaborative faculty development, a term introduced here to link active learning for faculty with other literature on collaborative learning. Peer-based instructional consultation was examined in three peer consultant, two peer partner and three peer-led workshop programs through 155 interviews conducted at seventeen colleges and universities across Canada and the United States. Eight program case studies describe individuals' reasons for participation, experiences with selected program features, and perceptions about the impact of program participation. Four outcome clusters were identified across the programs: increased confidence as a teacher, enhanced teaching skills, ongoing instructional inquiry, and enhanced collegial relations. Recommendations for the design and implementation of peer-based instructional consultation programs are provided. Cross-case analysis suggests that the participant's career context, the teaching orientation of the institution, and program type interact to influence individual decisions to participate in programs. Relatively new instructors and teaching assistants are interested in all three program types. Experienced faculty may prefer peer partner over peer consultant program types. Peer-led workshops can be offered to complement peer consultant and peer partner programs for faculty across the academic career spectrum. Peer-based instructional consultation can foster in-depth conversations about teaching and learning prompted by such inquiry techniques as classroom observations, individual and group student interviews, student written feedback, and video recording. Comprehensive programs using multiple data sources and data points can promote extended collegial conversations. Peer-based workshops are particularly likely to enhance collegial relations across disciplines, and, in inter-institutional programs, across campuses. Programs that use open inquiry processes seemed particularly likely to foster a sense of involvement in a larger collegial community.
ORDER NO: ABA95-34632
The purpose of this analytic paper was to conduct an analysis of instructional cost variations among academic departments at Bowdoin College in Brunswick, Maine. The study addressed three broad issues regarding average departmental costs; factors associated with cost variations; and how the information could be used to influence decision making processes. Costs were studied in terms of total instructional costs per department and also using two unit cost measures--cost per course and cost per student. Costs were also studied both quantitatively and qualitatively. Data were analyzed with the intention of determining total and unit instructional cost figures for each academic department, and studying factors associated with cost differences across departments. Once the quantitative data were analyzed, the information was presented to campus administrators to determine the potential impact on institutional decision making. The qualitative analysis focused on what decisions might be made differently given the new information, and what specific cost information is most useful. For example, feedback suggested usage in the budgetary and strategic planning processes. Factors associated with total instructional costs variations across departments include direct and indirect cost levels, as well as total faculty salary and benefits levels, FTE faculty, and course offerings. Variables associated with the two unit cost measures include average faculty compensation, educational equipment expenditures, and faculty course loads. Analysis of variables suggests that factors associated with total instructional cost are dissimilar to factors associated with unit instructional cost. For example, salary and benefits variables are strongly associated with total costs, but not with unit costs. Conversely, factors including the student to faculty ratio and faculty course load levels are strongly associated with unit costs, but not with total costs. Clarification of cost analysis purpose, and the correct use of cost measures, are therefore paramount. Feedback from administrators regarding the utility of the data was generally positive, but a number of contextual issues arose. Suggestions offered to increase the likelihood of utilizing this kind of data in the future include clearly defining purpose and scope of the study, carefully considering political ramifications the data may hold, and identifying strengths and weaknesses in data gathering and analysis capabilities.
ORDER NO: ABA95-34094
Underprepared Adult Learners enrolling in the two year college bring with them a rich experiential background. A basic writing curriculum that utilizes that experiential base as a beginning point to build writing skills and student confidence was the subject under investigation in this research. Two sections of Basic Writing taught in a two-year technical college by a single instructor participated in the research. Two research questions were posed. They were: (1) How do students' writing skills change over a quarter of enrollment in a basic writing course taught in a two year college that emphasizes the portfolio process. (2) How does students' apprehension about writing change over a quarter of enrollment in a basic writing course taught in a two year college that emphasizes the portfolio process. Three samples of student writing were analyzed, one written at the beginning of a ten week quarter, one written at mid-term, and one written the last week of class. All papers were identified by randomly assigned identification numbers. Any indicators of name were removed before the papers were given to the readers. These writing samples were evaluated by trained readers using a holistic scoring rubric. The scores were statistically analyzed for inter-rater reliability among the readers and to learn if statistically significant writing skill changes occurred. The students participating were asked to respond to a writing apprehension survey at the beginning of the quarter and the end of the quarter. These surveys were statistically analyzed to determine the significance of change in the apprehension students feel about writing from the beginning of the quarter to the end of the quarter.
ORDER NO: ABA95-31372
The current reform movement in the mathematical sciences urges faculty to teach for conceptual understanding and conduct classes with attention to the development of students' knowledge structure and thinking processes. This descriptive ex post facto study analyzed conceptual understanding in descriptive statistics among 249 traditional age undergraduates at two northeastern universities after an instructional program which decreased the time spent on lecture and added activities, small group collaboration, and discussion that responded to students' varied learning styles. Learning style was determined by the function pair preferences on the Myers-Briggs Type Indicator. Similarity indices between expert faculty and students on a 13-concept word association task in descriptive statistics provided pre- and post-instruction measures of conceptual understanding. Analysis of variance methods were used to investigate student similarity indices for learning style and gender differences. Multidimensional scaling was applied to direct estimates of relatedness between concepts on the word association task to create geometric representations of expert faculty and student understanding. Additionally, the researcher interviewed and observed 16 participants, chosen on the basis of learning style and gender, who completed a card sorting task related to descriptive statistics while they thought aloud. Similarity indices between faculty and students on the card sorting task indicated the level of conceptual understanding; content analysis of the transcripts of the verbal data and the researcher's observations revealed statistical processing characteristics and students' instructional preferences. There were no gender differences on the pre- or post-instruction measures of conceptual understanding or in the configurations of understanding determined by multidimensional scaling. The learning style differences in level of conceptual understanding that were present on the word association task at the start of instruction were not evident at its conclusion; however, the geometric representations of conceptual understanding revealed learning style differences in organization of the concepts. The card sorting task and interview revealed no differences in conceptual understanding, statistical processing or instructional preferences attributable to gender or learning style. Results indicate that a student-centered, activity-oriented curriculum may support a broad range of students in developing their conceptual understanding in descriptive statistics.
ORDER NO: ABA95-31045
The primary purpose of this study was to determine whether technical college students enrolled in Introduction to Microcomputer classes who received CAI scored significantly higher on a Post-test of computer competence than students who received the lecture method of instruction. Other variables investigated were usefulness of age, sex, educational level, major, previous computer experience, ASSET score (language skills, number skills, and reading skills), retention rate, and computer anxiety in accounting for student achievement with either the CAI or lecture method of instruction. Selected interactions among the variables were also tested. Technical college students were randomly assigned to either the computer-assisted method of instruction group or to the lecture method group. A total of 112 students participated in this study. At the beginning of the class each student completed a demographics questionnaire and a Survey of Attitudes Toward Learning About and Working With Computers. They also took a Pre-test of computer knowledge. At the end of the class the same instruments were administered to the students as a Post-test. A Repeated Measures Model with Type I Sequential Analysis of Variance was used for analyzing contributions to variance of the source variables. Canonical Correlation was used to test the correlation between Pre-attitude and Post-attitude data. No significant difference at the 0.10 level was found for Group on either the Pre- or Post-test. Language skills, computer anxiety, major, level of computer experience, and age were found to be significant at the 0.10 level on the Pretest. The only interaction significant at the 0.10 level on the Pre-test was Sex by Experience. No significance at the 0.10 level was found on the Post-test, but liking of computers for the Lecture Method group was found to be of practical interest. Results indicated that either the CAI or lecture method of instruction could be used with comparable success to teach technical college students enrolled in Introduction to Microcomputer courses.
ORDER NO: ABA95-30828
Princeton was chartered in 1746 as a nondenominational institution to serve the educational needs of the colonies, but in reality it was a de facto Presbyterian college that served the larger Protestant community. Given the Protestant hegemony over American culture until the late nineteenth century, there was little tension between upholding the religious ideals of Protestants and serving the nation's educational interests. During the presidency of James McCosh (1868-1888), mandatory evangelical Protestant religious instruction and worship enjoyed a central role in collegiate education because they provided a ballast to the traditional liberal arts curriculum and prepared students to uphold the nation's religious, moral, and political standards. As the college took steps under McCosh toward becoming a university through academic specialization and the professionalization of the faculty, the importance of traditional religious activities and interests began to be displaced. During the presidency of Francis L. Patton (1888-1902), doubts about the intellectual credibility of the evangelical faith, misgivings about traditional practices intended to protect the institution's Protestant character, and suspicions about the suitability of the college's traditional educational philosophy, brought the institution's religious heritage into conflict with its public purpose. Woodrow Wilson reconfigured the institution's dual heritage during his presidency (1902-1910), giving prominence to the institution's heritage as a public institution and consequently initiating a variety of educational reforms to enable the university to better meet the nation's educational needs. The religious aspect of Princeton's heritage, however, was not abandoned, but rather modified to conform to the institution's new public orientation. Wilson abolished all practices that were considered sectarian--changing mandatory religious classes into electives and reducing mandatory chapel attendance. In liberal Protestantism, moreover, the university found a religion which conformed to the prevailing scientific naturalism and historicism. Although these dramatic changes produced little conflict during Wilson's presidency, they were a source of constant controversy during John G. Hibben's administration (1912-1932). These controversies precipitated a major reevaluation of the nature and role of religion within the university in 1928 when the university adopted an almost entirely voluntary form of religious education centered on the activities of the new chapel and the office of the Dean of the Chapel.
ORDER NO: ABA95-30203
The purpose of this dissertation was to determine how three higher education instructors' conceptions about mathematics and mathematics teaching relate to their instructional practices. Three trigonometry classrooms in the Maricopa County Community College District (MCCCD) were observed during the Fall of 1994 for five weeks. Verbal and nonverbal data was collected about each instructor's teaching style, use of the instructional resources, and testing and assessment philosophy. Four students from each classroom were also interviewed to determine their conceptions about the classroom. Each of the three instructors were then interviewed to determine whether their professed conceptions about mathematics and mathematics teaching were aligned with their instructional practices. A written device, the Revised Standards' Belief Instrument (RSBI) was administered to the instructors to determine to what extent these conceptions aligned with the Standards. It was concluded that teachers' conceptions about mathematics and mathematics teaching relate significantly to their instructional practices. However based on the instructors' interviews and the RSBI, it was also concluded that the MCCCD's program had not yet been successful in changing these conceptions. All three teachers' professed conceptions and instructional practices supported the fact that they were not active facilitators, but active dispensers of knowledge. Although two of the instructors believed that the graphing calculators were a necessity in the trigonometry classroom; one instructor did not believe that graphing calculators were necessary. Finally, all three instructors administered tests that measured a student's ability to strictly perform operations and manipulated symbols. Given these results, specific recommendations were made to assist this program in changing the conceptions of these three instructors.
ORDER NO: ABA95-29947
This quasi-experimental study examined the effects of participation in a Supplemental Instruction (SI) program on student test performance in a second-level developmental mathematics class in a four-year university setting. Supplemental Instruction is an academic support program that integrates study techniques into course content. The program claims three primary benefits: (1) higher course grades, (2) higher semester grade point averages, and (3) greater rate of retention (Blanc, DeBuhr, & Martin, 1983). Kenney (1989) conducted further research which demonstrated that the methods used in SI were a factor in improvement rather than the additional time on task. This research deviated from past research on Supplemental Instruction in that it examined effects of the program at the end of each test block rather than at the end of the course only. The quasi-experimental design was precipitated by an inability to control factors of participation and limited sample size. Test data were analyzed using analysis of variance; final course grades were analyzed using chi-square. Results showed that the SI students scored higher on unit tests throughout the semester, and this difference in scores became significant as the semester progressed. The rate of D and F grades, as well as the number of course withdrawals, was lower for SI participants. Factors of gender, age, and degree of SI participation were examined. A significance was found between female non-participants and participants in the latter part of the semester; no consistent difference was found in males. No significant difference was found when examining the effects of Supplemental Instruction in relation to factors of age or degree of participation in the program, but first-time students participating in SI showed significance over students who had previous course enrollment. Results from the quasi-experimental situation had implications for future research and implementation. The effect of the SI leader as well as the instructor influence should be given further study.
ORDER NO: ABA95-29057
The purpose of this study was to examine the attitudes of teaching faculty toward the implementation of interactive television and computer mediated conferencing as distance education media at Eastern Oregon State College. The study addressed three questions: (1) Is there faculty resistance to the implementation of electronic telecommunications-based instructional methods, and if so, does this resistance fit the pattern noted by Lewis and Wall in 1988? (2) Does the innovation process for the development of Oregon ED-NET at Eastern Oregon State College fit the criteria established by Lindquist in 1978? (3) Can we reasonably expect the innovation to persist using Lindquist's theoretical structure? Current literature in the field of higher education administration does not provide great insight into the attitudes of faculty toward technologically based instructional change. This study provided a look at one institution and how change of this type was seen by the faculty who participated in the change. The subjects of the study were the teaching faculty at Eastern Oregon State College who participated in the implementation of the Oregon ED-NET system on Eastern campus. Both qualitative and quantitative methods were used in conducting the study: A questionnaire was utilized along with semi-structured interviews. Responses from 37 teaching faculty were analyzed along with interviews of 10 members of the same group. It was concluded that faculty resistance to the technology was present in three of the seven areas noted by Lewis and Wall. It was also concluded that the innovation process utilized in the implementation of Oregon ED-NET on the Eastern campus met only one of Lindquist's five criteria. As a result, the innovation may not persist.
ORDER NO: ABA95-28284
In order to more fully describe the decisions students make under learner-control conditions, this researcher used a qualitative design to, study how graduate students used a series of HyperCard stacks to help them write six evaluative essays. Computer tracking records and self-reports showed that 22 of the 26 students in the class used at least one stack. More detailed data from 11 participants was collected and analyzed, resulting in a model of stack use. Analysis of this data showed that students' actual use of the stacks was constrained by such factors as how much time students had available to spend with the instruction or whether they had access to appropriate computer equipment, and the quality of the stacks. Students' choices about which sections of each stack to use were affected by the quality of the stacks, their prior learning experiences (e.g., their knowledge of their own strengths and weaknesses), and suggestions from the professor or their classmates. The accuracy of students' perceived need for the instruction was affected by students' prior learning (including their understanding of the essay task) and the influence of the professor and classmates, as well as the quality of the stacks. Performance on the essay task was affected by the relationship among students' perceived instructional need, decisions about which sections of each stack to use and their actual use of the stacks. Because six essays were assigned, there was also a cyclical effect on students' use of the stacks which included feedback on previous essays. Only one of the 11 participants failed to improve her essay scores, due to the inaccuracy of her perceived instructional need and the failure of essay feedback to alter her perception. Possible intervention for such a student is discussed in light of current research on misconceptions. The model of stack use is discussed in the context of other models offered by learner-control researchers.
ORDER NO: ABA95-27514
The purpose of this descriptive and quasiexperimental study was to investigate the cognitive development of sophomore nursing students and the effect of planned developmental instruction on students' cognitive growth. A convenience sample of 95 subjects completed the Learning Environment Preferences (LEP, a measure of cognitive development), the California Critical Thinking Skills Test (CCTST), and the Defining Issues Test (DIT) of moral reasoning. Students in the experimental section completed two other measures of cognitive development, the Learning Context Questionnaire (LCQ) and the Measure of Intellectual Development (MID). Qualitative data on student reaction to course experiences in the experimental section was collected via student journals. The mean pre and posttest scores of the subjects in this study places them at the lower levels of cognitive development, at the Perry stage of early Multiplicity. There is a statistically significant correlation between posttest LEP scores and subjects' scores on other measures of cognitive development, the LCQ and the MID. There was also a statistically significant positive correlation between cognitive development (LEP) and moral reasoning (DIT scores), and between DIT scores and CCTST Induction subscores. There was no evidence of a statistically significant relationship between cognitive development (LEP) and critical thinking (CCTST scores), or between LEP scores and SAT, GPA, or age. A repeated measures analysis of variance did not demonstrate a statistically significant difference between the experimental and control groups on change in LEP score over time. ANCOVA analysis did not discover a significant effect of section on LEP score when adjusting for the effects of age, SAT score, or GPA. A systematic investigation of student qualitative data was impossible due to the varied and personal nature of the journal entries. Review of these data appears to support general student enthusiasm for developmental instruction strategies. For the subjects studied, these results suggest that the mean level of cognitive development is at the lower levels of development, and remains at the lower levels even after two years of college. Further research is needed to identify educational experiences which foster reasoning and critical thinking, particularly among nursing students, and to investigate the instructional activities which are most appropriate to enhance student cognitive development.
ORDER NO: ABA95-27488
The dissertation reports the results of research designed to determine present practice in conducting the laboratory component of chemistry instruction in two types of beginning college chemistry courses with the ultimate goal of seeking a more effective means of increasing learning and enhancing the development of the intellect. The research is one of a group of studies designed to improve science instruction. Twenty four chemistry instructors and twenty six laboratory situations, including one whose materials represent the "reform movement" from sixteen institutions of higher education were selected for the U.S. sample. Four institution types are included. One university in Germany was included for comparison because of indication that the laboratory component drives the instruction, which is quite different from the approach in the U.S. Procedures were selected to minimize dependency on opinion. Empirical data collected by on-site observations of instructional behaviors that occurred in laboratory settings was accomplished by using the validated modified-revised Vickery Science Teacher Behavior Inventory and through an instructor interview guided by a validated ethnographic instrument. An information survey and the Inventory of Piagetian Developmental Tasks were administered to a 15 percent sample of students. A task analysis of the printed directions for use by students in carrying out laboratory experiments was also completed. A major conclusion is that laboratory instructors in both courses spend an overwhelming amount of time with logistical matters such as: closely supervising student work and assisting with equipment set-up. Instructional matters such as: confirming correct results; integrating laboratory results with prior discussed theory; assisting students to clarify directions/perform mathematical calculations; and answering procedural questions occupied much of the remaining behaviors, given little time to address higher order issues. The present situation is that laboratory experiences are simply an add-on to the lecture rather than the "driving force" for instruction. Students spend most of the laboratory time following directions and verifying facts presented in the previous lecture. The above condition exists, generally, in spite of the reform movement described in the literature and in guidelines for reformed-projects funded through agencies like the National Science Foundation.
ORDER NO: ABA95-27049
The purpose of this descriptive study was to: document the status of instructional technology support in small liberal arts colleges; compare this status against the Association for Educational Communications and Technology (AECT) Standards; and provide a model for the future. The sample includes eighteen of the most competitive small liberal arts colleges in the country. The members of the cohort group are in competition for the same applicant pool. Two research instruments were used: an Informational Survey which collected data on Media Services, Facilities, and Community Acceptance, and concerns facing directors of Audio Visual/Media Services; and an Evaluative Checklist based on Euller's 1991 revision of AECT's Evaluative Checklist: An Instrument for Self-evaluation of Learning Resources Programs (LRP) in Colleges and Universities. The directors were asked to indicate the status of their departments and the status they predict in five years. The critical issues facing Audio Visual/Media Services were reported in the Informational Survey to be: lack of administrative support, changing report structure, inadequate staffing, the image of the department, and the relationship with Academic Computing. This study provides a composite profile of the status of instructional technology support, based on the median responses on the Evaluative Checklist, a composite profile of the predicted status in five years and a model for instructional technology support in the future. Also included are recommendations for dealing with the critical issues faced by Audio Visual/Media Services for the director, as well as for the college administration. The directors need to: upgrade their credentials; prepare a needs assessment, a mission statement, written policies and procedures, and a five year plan that they communicate to their administrators; promote their departments, and become involved in strategic committees. The college must provide: appropriate levels of staffing, incentive for the director to upgrade credentials; sufficient resources (budget, staff, physical space), a clarification of departmental responsibilities where overlap exists; and publicly support the important role played by Audio Visual/Media Services in supporting the instructional mission of the institution. This study also benchmarks the status of equipment, services, cable TV in residence halls and video production.
ORDER NO: ABA95-25786
Changes in technology will have a major impact on the role of librarians in American academic libraries. The nature of these changes, and their effect on the work of bibliographic instruction librarians, is unclear. Identifying changes and effects is essential if academic librarians are to keep pace with technological advances and retain their roles as innovative organizers and disseminators of information. This study sought an informed consensus among fifty-five experts to the general research question: What do experts within the leading American academic libraries believe will be the impact of changes in computing and telecommunications technology between the years 1995 and 2005 on bibliographic instruction and the broader academic curriculum? The experts were Reference Department Heads who managed bibliographic instruction programs in libraries belonging to the Association of Research Libraries. The experts completed three Delphi cumulative questionnaires over a five-month period. Opinions were gathered in each round of questionnaires from feedback on six specific research questions. Statistical results and written comments were presented in succeeding rounds. The results of the study were presented for developments or changes applicable to an individual research question and also for all developments or changes without respect to research question. Conclusions were drawn according to the implications of the results for librarians, library administrators, faculty in graduate library schools, academic faculty, and institutional administrators. The results show that the full range of current technology has been incorporated into American academic bibliographic instruction programs in varying degrees. The greatest future impact will come from library online catalogs and online networks. Bibliographic instruction will continue changing, with more variety in programs, more individualized instruction, and an increasing focus on resources that libraries do not control. Even though the numbers of special bibliographic instruction librarians may diminish and the future roles of academic librarians in bibliographic instruction is unclear, bibliographic instruction will exist as a customary responsibility of reference librarians. Leaders in the field of bibliographic instruction will continue to focus consistently on universal intellectual, philosophical, and social issues, as well as on planning for the future.
ORDER NO: ABA95-22302
Problem. The problem addressed in this investigation was whether the De Anza College software model used in Elementary and Intermediate Algebra courses at Grossmont College improved the students' learning abilities. Methods. The research design was a static group comparison using the quasi-experimental design techniques to reduce internal and external invalidity. The design used a non-randomized, control-group, posttest only design. The experimental/control groups were selected from the existing classes at a local community college (329 Elementary Algebra subjects and 240 Intermediate Algebra subjects). The sample size in the experimental group consisted of 45 students from Elementary Algebra and 50 students from Intermediate Algebra. All selected subjects attended Grossmont College in El Cajon, California. The school was equipped with 40 IBM PS2 computers with the software provided by the De Anza College math department. Selected subjects either met the prerequisite, a minimum grade of "70% correct answers" in mathematics or equivalent, or had a passing score on the related assessment test. Traditional classes met five hours per week. The traditional mathematics class centered around a lecture in which material was presented in a logical format. The student then mastered these concepts by completing homework assignments. In the experimental classes, the computer was used for the majority of the teaching of drill and practice. Posttest mean scores were analyzed to determine if a statistically significant difference existed between or within experimental and control groups. The hypotheses were examined using t tests. Results. Statistical evidence in this study supported the findings that Computer Assisted Instruction (CAI) can enhance a student's growth in mathematics. Research also indicated that it is possible to improve students' problem solving capabilities at the Elementary Algebra and Intermediate Algebra levels. Although the difference between the experimental Intermediate Algebra and control posttest scores was not statistically significant, the difference was in the hypothesized direction. The lack of differences may have been due to the significant difference in gender.
ORDER NO: ABA95-21347
In response to increased use of data communications in our technological society, recent reform recommendations in mathematics education have advocated a greater curriculum emphasis on statistical literacy at all levels of education. This study responded to that advocacy by developing and evaluating an instructional program in statistical literacy that could serve as a model for continuing education and professional development programs in statistical literacy. It was expected to also have relevance for general education mathematics courses in community colleges, colleges, and universities. The program was designed to enhance learners' statistical understanding and reasoning, awareness of the value of using statistics, and confidence in using statistics. Special design features included (a) video contextual overviews that facilitated individual and group learning through demonstrations of real-life applications of statistics, (b) computer software that illuminated data analysis by enabling students to manipulate large data sets, and (c) an emphasis on writing that included reflecting upon each lesson using journal entries. Fifty-two students enrolled in undergraduate general education mathematics courses were grouped according to age (less than 21 and 21 or older), algebra background (less than two algebra courses and two or more courses), and gender. Results of the evaluation indicated that significant gains had been made by all groups in statistical literacy and valuing statistics. There were no significant differences between the two age groups. With regard to confidence in using statistics, there were significant gains by all groups except the group with little or no algebra. There were no significant differences between the two age groups. Algebra background had a significant influence on statistical literacy and confidence. The only gender difference was in confidence; women scored significantly lower than men. A significant positive correlation was found between students' statistical literacy and their beliefs and attitudes toward statistics.
ORDER NO: ABA95-21336
The purpose of this study was to resolve an instructional problem in a specific segment of undergraduate instruction in economics: the existence of judgments of value which are neither identified, explained, nor justified. The conclusion was reached that the principal design problems that are associated with this aspect of undergraduate instruction in economics are as follows: (1) establishing the normative basis for instruction about economic policy; (2) changing the focus of instruction about economic policy from the "science" to the "art" of economics; (3) depicting the process of economic policy making as an ongoing scholarly conversation and debate, as opposed to a mechanical exercise of technical skills. The first of these three design problems-establishing the normative bases for instruction about economic policy--was selected as the most significant problem. Two alternative resolutions to this instructional design problem were constructed. The first potential resolution consisted of re-designing instruction about fiscal policy on the basis of a clarification of the instructional convention in undergraduate economic instruction known as the "positive/normative" distinction. The second potential resolution would be to re-design instruction about fiscal policy on the basis of the conclusion that all economic analysis is inherently normative. This study arrived at the conclusion that although both alternatives constituted acceptable resolutions to the instructional design problem at hand, the second alternative represented the optimal resolution. The decision was based on a number of judgments concerning the second resolution, including the following: (1) It offers a more direct and complete response to the problem of establishing the normative bases for instruction about economic policy; (2) It establishes a foundation for instruction about economic policy that explicitly draws upon both rule-oriented and consequentialist judgments.
ORDER NO: ABA95-20831
The purpose of this study was to determine how the perception of organizational culture and politics of a research institution impacts the development and utilization of computer technology for instruction by higher education faculty. It specifically examined how the perception of organizational culture and politics impacts the use of computers for instruction and the faculty learning process. The design of the study was a qualitative case study employing the techniques of interviewing, observation, and document analysis. Participants included ten faculty members from a large research university in the southeastern United States. Following a maximum variation selection process, the faculty participants represented different academic disciplines, career stages, and levels of computer-related knowledge. The findings revealed that with regard to the culture, the faculty perceived a generally supportive environment despite the fact that learning about using computers for instruction is an ill-defined process and research is valued over teaching. In this environment, the capabilities of technology are rationalized and valued in terms of their potential for instruction, preparing students for life after college, and their capacity for motivating students. One political theme, that of privileged versus unprivileged areas, was uncovered in the analysis. This theme was manifested in terms of support and knowledge. Two additional findings emerged from the data. The first, is that faculty members' perceptions of themselves as teachers and the responsibilities this entails initially play a key role in motivating them to pursue the development of computer-based instructional products and to incorporate them into the instructional process. The second is the creation and maintenance of informal and voluntary communication networks as a crucial component of the faculty members' process of learning to develop and implement computer-based instructional products. The conclusion drawn from this study is that faculty members' perceptions of the cultural and political environment of a research institution impacts their ability to develop and utilize computer technology for instruction. This study has practical and theoretical implications for adult education, higher education, and university faculty development.
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