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Analysis of Attitude and Achievement Using the 5E Instructional Model in an Interactive Television Environment

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Analysis of Attitude and Achievement Using the 5E Instructional Model in an Interactive Television Environment Old Dominion University ODU Digital Commons STEMPS Theses & Dissertations STEM Education & Professional Studies Spring 2011 Analysis of Attitude and Achievement Using the 5E Instructional Model in an Interactive Television Environment Gamaliel R. Cherry Old Dominion University Follow this and additional works at: https://digitalcommons.odu.edu/stemps_etds Part of the Educational Technology Commons, Instructional Media Design Commons, and the Science and Mathematics Education Commons Recommended Citation Cherry, Gamaliel R.. "Analysis of Attitude and Achievement Using the 5E Instructional Model in an Interactive Television Environment" (2011). Doctor of Philosophy (PhD), Dissertation, STEM Education & Professional Studies, Old Dominion University, DOI: 10.25777/q8t3-hd18 https://digitalcommons.odu.edu/stemps_etds/55 This Dissertation is brought to you for free and open access by the STEM Education & Professional Studies at ODU Digital Commons. It has been accepted for inclusion in STEMPS Theses & Dissertations by an authorized administrator of ODU Digital Commons. For more information, please contact [email protected]. Running head: 5E INSTRUCTIONAL MODEL ANALYSIS OF ATTITUDE AND ACHIEVEMENT USING THE 5E INSTRUCTIONAL MODEL IN AN INTERACTIVE TELEVISION ENVIRONMENT By Gamaliel R. Cherry B.S. December 2001, Elizabeth City State University M.A. ed. 2005, Old Dominion University A Thesis Submitted to the Faculty of Old Dominion University in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSPHY EDUCATION DARDEN COLLEGE OF EDUCTION OLD DOMINION UNIVERSITY May 2011 Approved by: Richard C. Overbaugh (Director) Shana L. Pribesh (Member) Robert M. Starr (Member) ABSTRACT Analysis of Attitude and Achievement using the 5E Instructional Model in an Interactive Television Environment Gamaliel R. Cherry Old Dominion University, 2011 Director: Richard Overbaugh The purpose of this quasi-experimental study was to examine attitude and achievement among fifth grade students participating in inquiry and lecture-based forms of instruction through interactive television. Participants (N = 260) were drawn from registered users of NASA's Digital Learning Network™. The first three levels of Bloom's Revised Taxonomy were used to measure levels of achievement while the Science Attitude Inventory II was used to measure science attitudes. Results indicated a significant interaction between inquiry and topic area, as well as achievement for remember, understand, and apply levels of Bloom's Revised Taxonomy. Differences between mean scores were in favor of the treatment group on both topic and achievement levels. Findings echo research that encourages the use of inquiry-based instruction to improve achievement. This study also serves as a reference for supplemental content providers searching for an effective instructional strategy when delivering instruction through interactive television. Recommendations for future research include the examination of: development time between inquiry-based and lecture-based strategies, a longitudinal study of attitude and achievement from elementary through middle school, differences between interactive television sessions and asynchronous sessions, and types of inquiry-based instruction related to student achievement and retention through interactive television. Copyright, 2011, by Gamaliel Cherry, All Rights Reserved IV 5E INSTRUCTIONAL MODEL This is dissertation is dedicated to my parents, Cater and Louise Cherry who have always encouraged me to excel at whatever I do, while maintaining balance. You are responsible for a great deal of my accomplishments as well as my continued pursuit for personal excellence. I appreciate all that you have done for me, along with the sacrifices you have made and the life lessons that I will continue to use for the rest of my life. I hope to be half of the parents that you have been to me! Thanks Mom and Dad! 5 5E INSTRUCTIONAL MODEL ACKNOWLEDGEMENTS I would like to thank first and foremost, my wife, who has been with me from the beginning to the end. All of the long nights, days, and frustrations were mutually shared between the two of us. Your untiring support for me personally and professionally has helped through everything. I am truly blessed to share my life with such a special woman. To my advisor, Dr. Overbaugh, no words can explain how appreciative I am of your support, wisdom, and thought provoking conversations! You have supported and pushed me from my very first graduate class for my Masters degree in 2003. You have taught me lessons beyond the classroom environment that I plan to use for years to come. To Dr. Pribesh, your skillful navigation and suggestions regarding my statistical analysis proved to be invaluable in my analysis. Thank you for your guidance and patience. Dr. Starr, my final committee member and mentor, thank you for your encouragement, guidance, and help with facilities to conduct this research study. I appreciate your stories of encouragement, knowledge of videoconferencing. To Caryn Long, my instructional delivery guru, thank you for helping me with my journey. I look forward to sharing stories with you very soon. Last but not least, thank you to Lloydminster, Brockway Area, and Rural Hall school districts for your eagerness to participate in this study. vi 5E INSTRUCTIONAL MODEL TABLE OF CONTENTS Page LIST OF TABLES xi LIST OF FIGURES xiii Chapter I. INTRODUCTION 1 BACKGROUND OF THE STUDY 2 CONSTRUCTIVISM 3 INQUIRY-BASED INSTRUCTION 4 INSTRUCTIONAL FOUNDATIONS 4 BLOOMS REVISED TAXONOMY 4 LEARNING CYCLE 4 FIVE E INSTRUCTIONAL MODEL 5 ATTITUDE AND ACHIEVEMENT 5 INTERACTIVE TELEVISION 6 STATEMENT OF THE PROBLEM 8 SIGNIFICANCE OF THE STUDY 8 RESEARCH QUESTIONS 9 ASSUMPTIONS 9 BARRIERS/DELIMITATIONS 9 DEFINITION OF TERMS 10 SUMMARY 11 vii 5E INSTRUCTIONAL MODEL II. LITERATURE REVIEW 12 CONSTRUCTIVISM 12 INQUIRY-BASED INSTRUCTION 16 WHY INQUIRY-BASED INSTRUCTION? 19 INSTRUCTIONAL FOUNDATIONS 23 BLOOM'S REVISED TAXONOMY 23 THE LEARNING CYCLE APPROACH 27 THE 5E INSTRUCTIONAL MODEL 29 ENGAGEMENT 30 EXPLORATION 31 EXPLANATION 32 ELABORATION 32 EVALUATION 32 FIVE E INSTRUCTIONAL MODEL RESEARCH 33 IMPACT ON ATTITUDE AND ACHIEVEMENT 33 INTERACTIVE TELEVISION 35 FACTORS THAT INFLUENCE IMPLEMENTATION 38 INTERACTION 39 LEARNER-TO-CONTENT 40 LEARNER-TO-INSTRUCTOR 40 LEARNER-TO-LEARNER 41 LEARNER-TO-INTERFACE 41 LEVELS OF COMPREHENSION 42 viii 5E INSTRUCTIONAL MODEL INSTRUCTIONAL ENVIRONMENT 42 SUMMARY OF THE REVIEW 44 III. METHODOLOGY 47 RATIONALE 48 RESEARCH QUESTIONS 49 SAMPLING STRATEGY 50 SAMPLE 52 NASA'S DIGITAL LEARNING NETWORK 54 TREATMENT 55 MODULE CONTENT 55 INSTRUCTIONAL STRATEGY 56 LECTURE-BASED 58 FIVE E INQUIRY-BASED 58 DEPENDENT VARIABLES 59 ATTITUDE: SCIENCE ATTITUDE INVENTORY II 59 ACHIEVEMENT: CONTENT ASSESSMENT 60 COVARIATES 62 PRIOR KNOWLEDGE 62 ATTITUDE 62 PROCEDURE 62 DATA COLLECTION 64 DATA ANALYSIS 65 INQUIRY AND ATTITUDES 65 ix 5E INSTRUCTIONAL MODEL INQUIRY AND ACHIEVEMENT 65 ATTITUDE AND ACHIEVEMENT 66 VALIDITY THREATS 66 ITV COORDINATOR BIAS 66 RESEARCHER BIAS 66 PRESENTER CONSISTENCY 67 STUDENT ABSENTEEISM 67 INSTRUMENT VALIDITY/RELIABILITY 67 REPEATED TESTING 68 DIFFUSION OF TREATMENT 68 EQUIPMENT FAILURE 68 EXTERNAL THREATS 68 POPULATION VALIDITY 69 ASSUMPTIONS 69 IV. RESULTS 70 INQUIRY AND ATTITUDES 70 INQUIRY AND ACHIEVEMENT 74 DIFFERENCES IN TOPIC AREA 76 DIFFERENCES IN LEVELS OF LEARNING 77 EXAMINATION WITH COVARIATES 80 ATTITUDE AND ACHIEVEMENT 84 SUMMARY OF RESULTS 89 V. DISCUSSION 91 x 5E INSTRUCTIONAL MODEL RESEARCH QUESTIONS 92 INQUIRY AND ATTITUDES 92 INQUIRY AND ACHIEVEMENT 94 ATTITUDE AND ACHIEVEMENT 95 LITERATURE IMPLICATIONS 98 ELEMENTARY SCIENCE LITERATURE 98 INTERACTIVE TELEVISION 99 LIMITATIONS 99 RECOMMENDATIONS FOR FUTURE RESEARCH 100 CONCLUSION 102 BIBLIOGRAPHY 104 APPENDICES 130 A. FIVE E INSTRUCTIONAL MODEL SUMMARY 130 B. FORCE AND MOTION RUNDOWNS 131 C. FORCES OF FLIGHT 150 D. FORCES OF FLIGHT 154 E. SAIII ATTITUDE STATEMENTS 156 F. FORCE AND MOTION CONTENT ASSESSMENT 160 G. INVITATION FOR PARTICIPATION 173 H. FORMAL RESEARCH STUDY EXPLAINATION 175 VITAE 177 xi 5E INSTRUCTIONAL MODEL LIST OF TABLES Table Page 1. KNOWLEDGE DIMENSION OF BLOOM'S REVISED TAXONOMY 24 2. COGNITIVE PROCESS DIMENSION OF BLOOM'S REVISED TAXONOMY ...25 3. BLOOM'S REVISED TAXONOMY TABLE FOR PLANET HOPPING 26 4. PHASES OF THE SCIS AND THE BSCS 5E MODELS 30 5. BSCS 5E SUMMARY AND TEACHER ROLES 31 6. PARTICIPANTS BY SCHOOL 53 7. DISTRIBUTION OF CLASSES PER STRATEGY 53 8. ETHNICITY AND NUMBERS FOR ALL STUDENTS 54 9. MODULE MATRIX 57 10. POINT VALUES FOR POSITIVE AND NEGATIVE ITEMS 60 11. ASSESSMENT MATRIX 61 12. MEAN SCORES FOR POSITIVE ATTITUDE STATEMENTS 71 13. MEAN SCORES FOR NEGATIVE ATTITUDE STATEMENTS 72 14. DESCRIPTIVE STATISTICS FOR PAIRED SAMPLE STATISTICS 73 15. PAIRED SAMPLE ATTITUDE STATISTICS 73 16. DESCRIPTIVE STATISTICS FOR TOPICS 75 17. INDEPENDENT T-TEST FOR TOPIC AREA 77 18. DESCRIPTIVE STATISTICS FOR BLOOM LEVEL T-TEST 78 19. INDEPENDENT T-TESTS FOR ACHIEVEMENT 80 20. ANALYSIS OF COVARIANCE FOR RECOGNIZE 81 21. ANALYSIS OF COVARIANCE FOR RECALL 82 xii 5E INSTRUCTIONAL MODEL 22. ANALYSIS OF COVARIANCE FOR UNDERSTAND 83 23. ANALYSIS OF COVARIANCE FOR APPLY 84 24. CORRELATION COEFFICIENT ANALYSIS 85 25. MAIN MANCOVA RESULTS 86 26. UNIVARIATE ANALYSIS IN MAIN MANCOVA 87 27. ANCOVA RESULTS FOR PRIOR KNOWLEDGE AND RECALL 89 28. UNIVARIATE RESULTS FOR ATTITUDE AND ACHIEVEMENT 97 xiii 5E INSTRUCTIONAL MODEL LIST OF FIGURES Figure Page 1. CONCEPTUAL MODEL OF THE RESEARCH STUDY 50 2. SCREENSHOT OF CATALOG
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