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An Assessment of the Effects of Two Experimental Arrangements on the Classroom Behavior of Student Teachers As Measured by IOTA

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An Assessment of the Effects of Two Experimental Arrangements on the Classroom Behavior of Student Teachers As Measured by IOTA DOCUMENT RESUME ED 053 073 SP 005 031 AUTHOR Kelly, Donald Edward TITLE An Assessment of the Effects of Two Experimental Arrangements on the Classroom Behavior of Student Teachers as Measured By IOTA. INSTITUTION Arizona State Univ., Tempe. PUB DATE Sep 70 NOTE 158p.; Doctoral dissertation presented at Arizona State University, 1970 EDRS PRICE EDRS Price MF-$0.65 HC-$6.58 DESCRIPTORS Classroom Observation Techniques, *Effective Teaching, *Field Experience Programs, *Preservice Education, *Program Effectiveness, *Secondary School Teachers, Student Teachers, Teacher Behavior ABSTRACT This study found no significant difference in classroom teaching performance between participants enrolled in the three semester on-site teacher preparation sequence and participants enrolled in a one semester on-campus and two semester on-site sequence. Subjects were 39 volunteer undergraduate students enrolled in the Department of Secondary Education at Arizona State University, randomly assigned to two experimental groups. Group A spent three semesters in on-site experiences which included observation/participation activities and weekly on-site seminars. Participation activities were increased throughout the program. Group B spent the first semester in on-campus activities which included seminars, microteaching, using audiovisual materials, group dynamics, set induction theory, lesson plans, and interaction analysis. Group B's second and third semester experiences paralleled those of Group A. During the last semester, two 45-minute live classroow observations were made on each participant using the Instrument for the Observation of Teaching Activities (IOTA). Data were analyzed by computing t ratios for each of the 14 observation scales based on the mean scores of the two observations. Since there was no difference in performance between the groups, it was recommended that Sequence B be adopted for logistical reasons, and that a longitudinal follow-up study be conducted on participants. (Author/RT) AN ASSESSMENT OF THE EFFEC1S OF TWO EXPERIMENTALARRACEMENTS re% ON THE CLASSROOM BEHAVIOR OF STUDENT TEACHERS (:) pe\ AS MEASURED BY IOTA U.S. DEPARTMENT OF HEALTH, LrN EDUCATION & WELFARE by c> OFFICE OF EDUCATION C) THIS DOCUMENT HAS BEEN REPRO- OUCEO EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIG- Donald E. Kelly INATING IT. POINTS OF VIEW OR OPIN- IONS STATED 00 NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EOU- CATION POSITION OR POLICY. A Dissertation Presented in Partial Fulfillmeat of the Requirements for the Degree Doctor of Education ARIZONA STATE UNIVERSITY September 1970 AN ASSESSMENT OF THE EFFECTS OF TWO EXPERIMENTAL ARRANGEMENTS ON THE CLASSROOM BEHAVIOR OF STUDENT TEACHERS AS MEASURED BY IOTA by Donald E. Kelly has been approved August 1970 APPROVED: , Chairman (----,-(--"---- 1 ' i'L- S' &C-1,-C.-1,..2 .../ ( ./.-e'-'".-"1"----- ./--=)/ //. A. t7.7 0- ,, /i,b.'..61,..:( /iL \-140 /' Supervisory Committee ACCEPTED: Department ChairAan , Dean, Graduate Co1.14. 2 ABSTRACT The purpose of this study was to determine if participants enrolled in a three semester on-site teacher preparation sequence would demonstrate significant differences in classroom teaching activities from those participants enrolled in a one semester on- campus and two semester on-site teacher preparation sequence. This experiment was limited to students enrolled in the undergraduate curriculum in the Department of Secondary Education at Arizona State University who volunteered to take part in the experimental piloL program and were randomly assigned to experimental Groups A and B, composed of 19 and 20 students respectively. Group A spent three semesters in on-site experiences which included observation/participation activities and weekly on-site seminars. Participation activities were increased throughout the program with the third and final semester of the project being the practice teaching or internship experience. Group B spent the first semester of the program in on-campus activities which included seminars, microteaching, effective utiliza- tion of audiovisual materials, group dynamics, set induction theory, the preparation of a unit of instruction, and training in the use iii of interaction analysis. Group B's second and third semester experiences paralleled those of Group A. This assessment of the experimental Pilot Project was concerned with obtaining empirical evidence about the'classroom teaching activities of the participants to assist the Department of Secondary Education at Arizona State University in designing and implementing a teacher preparation program with maximum utilization of sequence, materials, and activities. Data provided in this study and companion investigations will provide a source of baseline data to faLilitate the decision making process concerning the sequence and nature of the secondary teacher training program. During the final semester of the experimental study all students in both groups were posttested with the 14 observation scales of IOTA. Two 45 minute live classroom observations were made on each participant. Analysis of the dat.a were accomplished by computing t ratios for each of the 14 observation scales based on the mean scores of the two observations. An analysis of the data revealed no significant differences in the mean behavior of experimental Group A and experimental Group B as measured by the 14 observation scales of IOTA. Based upon the results of this study it was recommended that it would make no difference, with regard to the classroom teaching activities of secondary trainees, which of the experimental iv 4 the regularundergraduate curriculum sequences wereincorporated into at Arizona StateUniversity. in the SecondaryEducation Department incorporate it might bedesirable to It was furtherrecommended that and logistic sequences dueto physical the shorter ofthe two on-site undertaken to comparethe classroom problems; thatfurther study be added to theexperimental project; teaching activitiesof new sequences in to assesspossible differences that otherinstruments be used patterns oftrainees; and that attitudinal andnon-verbal behavior of study be conducted onthe participants alongitudinal follow-up initial phases oftheir professional Group A and GroupB during the careers. ACKNOWLEDGMENTS The encouragement and guidance provided by the Doctoral Committee is acknowledged with sincere appreciation by the writer. He is grateful to Dr. Ivillard Fetterhoff, Dr. Eugene Chasey, and Dr. James J. Jelinek for their assistance and recommendations. The writer extends heartfelt thanks to Dr. John Bell for his guidance, counsel and courageous support of this endeavor. To Dr. Robert Armstrong is extended deepest acknowledgment and thanks for his unselfish support and assistance in providing careful editing and understanding assistance with statistical procedures. To Dr. Nelson Haggerson, friend, confident, inspiration, and chairman, is extended deep and loving appreciation. His continued support and understanding contributed substantially to the completion of this study. Nelson, I know now that much of what I am is made of you. Thanks. To his wife, Georgann Sandman Kelly, the writer acknowledges her encouragement and support. Finally, the author extends thanks and gratitude to his son, Kristofor, who will someday understand. vi 6 TABLE OF CONTENTS Page LIST OF TABLES x Chapter I. INTRODUCTION 1 PROBLEM 5 HYPOTHESES TO BE TESTED . 5 DEFINITION OF TERMS 7 LIMITATIONS 9 SIGNIFICANCE OF THE STUDY 10 SUMARY 11 II. REVIEW OF THE RELATED LITERATURE 12 ESTABLISHMENT OF ON-SITE EXPERIENCES 12 Need for Extended On-site Experiences. 18 Research Literature on Extended Laboratory Experiences 22 Summary 28 .. DIRECT OBSERVATION OF TEACHING ACTIVITIES 31 The Competencies Approach to Teaching 34 III. RESEARCH DESIGN AND PROCEDURES 45 INTRODUCTION 45 POPULATION 45 vii 7 Page Chapter ACTIVITIES AND PROCEDURES 46 SOURCE OF DATA 56 60 INSTRUMENT Techniques of Construction 60 Quality of the Instrument 64, 64 Validity 68 Reliability Discriminative Ability 71 EXPERIMENTAL DESIGN 72 STATISTICAL TREATMENT OF THE DATA 75 ORGANIZATION OF REMAINDER OF STUDY 77 78 IV. FINDINGS REVIEW OF THE NULL HYPOTHESES 78 ANALYSIS OF THE DATA 80 82 Hypothesis 1 83 Hypothesis 2 84 Hypothesis 3 85 Hypothesis 4 86 Hypothesis 5 87 Hypothesis 6 88 Hypothesis 7 89 Hypothesis 8 90 Hypothesis 9 viii Page Chapter 91 Hypothesis 10 92 Hypothesis 11. 93 Hypothesis 12 94 Hypothesis 13 95 Hypothesis 14 96 SUMMARY OF FINDINGS REC01.21ENDATIONS AND V. SUMMARY, CONCLUSIONS, 97 IMPLICATIONS 97 SUMMARY 97 The Purpose 97 The Population 98 Procedures 99 Findings 99 CONCLUSIONS IMPLICATIONS FOR FURTHER RECOMMENDATIONS AND 100 RESEARCH 102 BIBLIOGRAPHY 110 APPENDICES Roles and ProjectGuide to APPENDIX A--Teacher 111 Objectives andInstructional Planning 128 APPENDIX B--GroupB--Professional Sequence Order of IOTAObservation APPENDIX C--Hierarchial 132 Scales and Descriptors for Establishmentof APPENDIX D--Pilot Test 139 Interobserver Reliability 142 APPENDIX E--TheRole of the Observer ix LIST OF TABLES Table Page 1. Variety of Activities and Student Participation In On-site Experiences for Group A: First Semester . , 48 2. Variety of Activities and Student Participation in On-site Experiences for Group A: Second Semester. 51 3. Variety of Activities and Student Participation in On-site Experiences for Group B: Second Semester. 52 4. Over-all Schematic for Treatment Groups in Pilot Project 55 5. Reliability for Four Observers on a 45 Minute Sixth Grade Math Class Observation Made in
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