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An Experimental Study of Three Different Patterns of Student Participation in a General-Education Science Course for College Freshmen

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An Experimental Study of Three Different Patterns of Student Participation in a General-Education Science Course for College Freshmen AN EXPERIMENTAL STUDY OF THREE DIFFERENT PATTERNS OF STUDENT PARTICIPATION IN A GENERAL-EDUCATION SCIENCE COURSE FOR COLLEGE FRESHMEN A DISSERTATION SUBMITTED TO THE GRADUATE COUNCIL OF WAYNE STATE UNIFERSITI IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF EDUCATION IN THE DEPARTMENT OF EDUCATION WITH A SPECIALIZATION IN EVALUATION AND RESEARCH by BENJAMIN EDWARD HATCHER Detroit3 Michigan 1957 APPROVED BY DATE 1A nrnf/fus ^ILsdZr <? / / A C KN OW LillDGI-iEKTo The writer has been extremely fortunate in obtaining an unusual amount of assistance in the development of this study. Valuable contributions have been ma.de by other instructors vjho have taught the course under in­ vestigation here and my gratitude is extended to them. Grateful acknowledgment is made to Alabama State College through its president, Dr» H. Councill Treriholm, together with Dr. J„ G. Hardy, and Dr. W. E. Anderson, who so generously facilitated and encouraged my work in innumerable ways and who brought into being the appropriate setting for conducting this experiment; and to the students in the three sections who were used unknowingly as experimental groups to make this study possible. An expression of gratitude is also due Dr. ¥. H. Dinkins, former president of Selma University and Dr. R. J. Bryson, Alabama State College for their valuable assistance in reading the complete manuscript. My gratitude is also extended to Mr. Joseph E. Hill, Wayne State University for his substantial help in developing the statistical analyses of data. I am especially grateful to my adviser, Dr. J. W, Menge, together with my advisoiy committee, Dr. Marie I. Rasey, Dr0 Earl C. Kelley, Dr. Frank L. Okbavec, who guided the development of this study from its incep­ tion to its completion. TABLE OF CONTENTS PAGE ACKNOWLEDGMENTS ii LIST OF TABLES vii CHAPTER I INTRODUCTION 1 A. The Need for the Study 1 1. The Problems of Instruction 1 2. Significant Development 3 3. Method Courses Inadequate 1+ U. Problem of College Teaching $ 5. Teaching General -Education Courses $ 6. A New Approach to the Problem 6 7. A Local Problem in General-Education 7 B. Statement of the Problem 8 1. Definition of the Problem ... 8 2. Basic Theory and Hypothesis 9 3. Limitations .. 10 II REVIEW OF RELATED STUDIES 11 A. The General Trend in Method Studies 11 B. Method Studies Involving Psychology Classes 11 1. A Three-Method Study by McKeachie 12 2. A Two-Method Study by Smith and Johnson .......... 12 iii PAGE 3. A Tiro-Method Study ty Asch •> lit U. A Two-Method Study by- Faw 18 $. A Two-Method Study by Husband 18 6. A Two-Method Study by Bovard 19 7. A Two-Method Stucjy by Gibb and Gibb 21 C. Method Study Involving Psychology and Philosophy 22 8. A Two-Method Study by Ruja 22 D. Method Study Involving Social Relations 23 9. A Two-Method Study by Wispe 23 10. A One-Method Study by Berrien 2$ E. Summary 26 III DESIGN OF THE STUDY" 28 A. Introduction 28 B. General Plan 20 1. Introdu ction 28 2. Selecting Groups — Comparability 28 3. Selecting and Constructing Instruments for Measuring Achievement 29 a. Course Examinations 30 b. Test on Misconceptions 31 c. Test on Interpretation 31 d. Biology Test .. „ 32 e. Psychology Test 32 f. Course Inventory Tests 33 I4, Planning Procedures for Statistical Analysis of Data 33 iv PAGE C. Description of the Population * 33 D. Description of the Three Methods 33 1# Class-Recitation Method (Pattern A) 3k 2. Group-Discussion Method (Pattern B) 35 3. Individual-Consultation Method (Pattern C) 35 IV DESCRIPTION OF THE THRtttf GROUPS OF STUDENTS INVOLVED IN STUDY 37 A. General-Educ at ion Program 37 B. The Framework of Course 38 C. Admission and Placement Test Results 39 1. The Iowa Silent Reading Tests 39 2. The California Capacity Questionnaire UO 3. The Otis Mental Ability Tests 1+3 U. Essential High School Content Battery U5 D. Course-Inventory Test Results ij-5 5. Course-Inventory Test I U7 6. Course-Inventory Test II U7 E. Other Characteristics of Experimental Groups 50 F. Smnraaiy 53 V FINDINGS 56 A. Introduction 5t> B. Summaries of Results of Tests Administered Twice 56 1. Inventory Test I 57 20 Inventory Test II 58 3. Fall Quarter Final Examination 59 v PAGE U. Winter Quarter Final Examination 62 C. Analyses of the Tests Administered Once 63 5. Biology Test 63 6. Psychology Test 6u 7. Interpretation Test 6I4. 6. Misconception Test 65 9. Spring Quarter Final Examination 65 D. Summary • • • 67 VI SUMMARI AND CONCLUSIONS 69 A. Summary 69 1. Introduction and Purpose 69 2. Plan of the Study 69 3. Findings 70 5. Conclusions 72 C. Recommendations 7U APPENDBC A 76 APPEimDIX B 179 BIBLIOGRAPHY" 180 AUTOBIOGRAPHICAL STATEMENT 186 vi LIST CF TABLES Table Page I. Scores on Iowa Silent Reading Tests for Three Experimental Groups ana for Random Sample of Entire Freshman Class ill II. Scores on California Capacity Questionnaire for Three Experimental Groups U2 III. Scores on Otis Mental Ability Tests for Three Experimental Groups UU IV. Scores on Essential High School Content Battery for Three Experimental Groups V. Scores on Inventory Test I for Three Experimental Groups U8 VI. Scores on Inventory Test II for Three Experimental Groups U9 VII. Age-Sex Distribution for Experimental Groups, Showing Median Age for Each Distribution with Veterans Included and Veterans not Included 01 VIII. Number of Students Graduated from Accredited and Non-Accredited High Schools $2 IX. Classification of Students 'with Respect to (a) Place of Residence During Academic Year and (b) Urban or Rural Home Background $k X. Mean Scores and Significance of Difference Between Means for Each of Three Groups of Students on Inventory Test I Administered Tvdce 57 XI. Mean Scores and Significance of Difference Between Means for Each of Three Groups of Students on Inventory Test II Administered Twice 3>8 XII. Mean Scores and Significance of Difference Between Means for Each of Three Groups of Students on the Fall Quarter Final Examination AdBiinistered Twice 59 vii Table Page XIII. Analysis of Covariance of Scores on Fall Quarter Final Examination Given to Three Groups of Students at the End of the Fall Quarter and at the End of the Spring Quarter 6l XIV. Mean Scores and Significance of Difference 3etween Means of Three Groups of Students on the Winter Quarter Final Examination Administered Twice 62 XV". Mean Scores for Each of Three Groups on Biology- Test and Significance of Difference Between Pairs of Group Means 63 XVI. Mean Scores for Each of Three Groups on Psychology- Test and Significance of Difference Between Pairs of Group Means 6/4. XVII. Mean Scores for Each of Three Groups on Interpre­ tation Test and Significance of Difference Between Pairs of Group Means 65 XVHI. Mean Scores for Each of Three Groups on Miscon­ ception Test and Significance of Difference Between Pairs of Group Means » 65 XIX. Mean Scores for Each of Three Groups on Spring Quarter Final Examination and Significance of Difference Between Pairs of Group Means 66 XX. Analysis of Variance of Scores on the Spring Quarter Final Examination Given to Three Groups of Students 66 XXI. Mean Score and Standard Deviation of Scores for Each of Three Experimental Groupss for the Three Groups Combined, and for the Population Sample on the Spring Quarter Final Examination 67 viii CHARTER I INTRODUCTION A. The Need for the Study The goals of the educative process have been long established."*" 2 These goals have also been clearly stated. There is, however, less clar­ ity and less uniformity in the study of the patterns of instruction by which it is anticipated that the goals can be achieved. There is a con­ tinuing need for careful study in this area. There is need to discover raw ways and to evaluate both these new ways and also those methods al­ ready in common use. This study is concerned with the comparative effec­ tiveness in reaching set goals of achievement when the learner partici­ pates both in goal-setting and in the learning processes involved in the course-content selection. This situation is compared with so-called learn­ ing situations when planning has been done by the teacher and the learner is largely a passive receiver. 1. The Problem of Instruction A review of the literature concerned with 'education shows that major emphasis has usually been placed on the ways of presenting subject matter. The method of sfeucty" has usually been that of analysis in an attempt to locate the problem, followed by proposals to alter the method of presen­ tation, without much concern for the processes try which such changes are •^W, S. Monroe, Editor, "Method of Teaching" Encyclopedia of Educa­ tional Research. New York: Macmillan Co., 1952, p. 751* ^Ibid, "General Education," pp. k&9-90. 1 2 expected to work. In the larger area of method, within which presentation of material is seen as one aspect of many methods, the term "impart" is frequently used. This term suggests that the basic assumption is that a "body of knowledge" somewhere is to be transferred to the learner, pre­ sumably by word of mouth or by the printed word. There is a good deal of evidence that learning does not take place in this way. Different approaches have been used by various research workers. Per­ haps the most common method which has been used might be called the philo­ sophical approach. This method usually consists of considerations of the relative worth of items of fact usually taught, and, in terms of what one generation thinks would be good for another, of thinking out ways by which such learning can be transferred to the minds of the learner.
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