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Role of the Hawthorne Effect in Possible Influence on the Effect in Educational Experiments. Methodology

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Role of the Hawthorne Effect in Possible Influence on the Effect in Educational Experiments. Methodology DOCUMENT RESUME EA 001 237 ED 021 308 24 By- Cook, Desmond L. FINAL THE IMPACT OF THE HAWTHORNEEFFECT IN EXPERIMENTAL DESIGNSIN EDUCATIONAL RESEARCK REPORT. Ohio State Univ., Columbus. Spons Agency- Office of Education(DHEW), Washington, D.C. Bureau ofResearch. Report No- P- 1757 Bureau No- BR- 5- 0726 Pub Date Jun 67 Contract- OEC- 3-10-041 Note- 213p EDRS Price MF-$1.00 HC-$8.60 Descriptors-*BEHAVIORAL SCIENCE RESEARCH,EDUCATIONAL EXPERIMENTS*EDUCATIONAL RESEARCH, DESIGN, *RESEARCH FIELD STUDIES LITERATURE REVIEWS REACTIVE BEHAVIOR,*RESEARCH luZTHODOLOGY, TABLE'S (DATA),*VALIDITY Identifiers-*Hawthorne Effect Project objectives included (1)establishing a body ofknowledge concerning the role of the Hawthorne effect inexperimental designs in educationalresearch, (2) assessingtheinfluence of the Hawthorneeffect on educational experiments conducted under varyingconditions of control, (3)identifying the major components comprising the effectand (4) suggestingmethodological approaches tocontrol the possible influence on theeffectineducational experiments.Methodology and procedures involved (1) establishing afield research situation inwhich selected variables were introduced andmanipulated as possible cues togenerate the effect, and (2) analyzing completedpublished studies to determineif results of such studies could be explained on the basisof the possible presenceof the Hawthorneeffect. Field research findings showed nosystematic relation to theachievement gains to cuing variables or to awarenessof experimentation. Analysisof the literature revealed no systematicrelationship between study resultsand control proceduresemployed. (Author/TT) EA 001 Z37 U.S. DEPARTMENTOFFICE OF HEALTH, OF EDUCATION EDUCATION& WELFARE ED 021308 THISPERSON DOCUMENT OR ORGANIZATION HAS BEEN REPRODUCED ORIGINATING IT.EXACTLYPOINTS AS RECEIVEDOF VIEW OR FROM OPINIONS THE POSITIONSTAID DO NOTOR POLICY. NECESSARILY REPRESENT OFFICIALOFFICE OF EDUCATION =rn =-In (-) o °.ir->= a ..,zrn => rt=0cu-I la-s C -h rir CI:9 rtn t..... 0 m 0.)M0C -h0al --fDIWRa -V MCC-, -i0 Zill 0= rt.(1)0z pa >r°Z --hthal70 Crn0-n %,=0- pa -I>3n Lo....4ON r-gEnrn70 171,7 -T1 cnrn-I t.A.)m0I 0.-.1 rn-Ixi0-13 0n(1)a' -*0=ED o>rn z-110 Pa>rn z 0- IP- vs-I "rn70>11 2 >CI'V373MIr->-Izrn C,rn tasAr% 'tfti6Vesii1, THE IMPACT OF THE HAWTHORNEEFFECT iN EXPERIMENTALDESIGNS IN EDUCATIONAL RESEARCH Project No. 1757 Contract No,, 0E-3-10-041 Desmond L. Cook June 1967 The research reportedherein was performed pursuantto a contract with theOffice of Education, U. S.Department of Health, Education, andWelfare. Contractors undertaking such projects under Governmentsponsorship are encouraged to express freelytheir professional judgmentin the conduct of the project. Points of view or opinionsstated do not, therefore, necessarily representofficial Office of Education position or policy. The Ohio StateUniversity Columbus, Ohio Contents Acknowledgments00.0 0 0 0 0 . 0 000000000 0 0 0 Chapter I - Introduction 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 The Problem0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 Relevant Literature0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3 Objectives of the Study0 0 0 0 0 0 0 0 0 0 0 0 12 A Conceptualization of the Hawthorne effect Phenomenon 0 0 . 00.0 o , 0 .000 0 . 0 14 Organization of the Report 0 0 0 0 0 0 0 0 0 0 0 17 Chapter II- Methodology and Procedures0 0 0 0 0 0 0 0 18 Field Research Phase0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 18 Experimental Design. 0 0 0 0 0 0 0 0 0 0 0 0 0 19 Selection of Experimental Sample . 0 0 0 0 0 0 23 Orientation of Participating Teachers. 0 0 0 26 Instrumentation and Data Collection. 0 0 0 0 0 29 Literature Analysis Methodology 0 0 0 0 0 0 0 0 0 0 37 Research Areas investigated. 0 0 0 0 0 0 0 0 * 0 37 Abstracting Procedure0 0 0 0 0 0 0 0 0 0 0 0 0 39 Chapter IlB - Field Research Results 0 . .0.0 0 0 0 . 43 introduction 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 43 Cues, Awareness, and Achievement 0 0 . 0 0 0 0 0 43 Duration of Study0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 56 Teacher interview Results. 0 0 0 0 0 0 0 . 60 Chapter IV - Literature Analysis Results . 0 0 . 0 0 0 0 63 Control Procedures for the Hawthorne Effect 0 0 0 . 63 Definitions and Suggested Controls . 0 0 0 0 0 0 63 Control Procedures as Related to Experimental Results.°00 .. 0 0 0 0 0 0 0 0 0 0 0 00 70 Study Duration and Results. 0 0 0 0 0 0 0 0 0 0 0 0 80 Mechanical Changes and Study Results0 0 0 0 0 0 0 0 0 94 Chapter V - Discussion, Conclusions, and Implications. 0 0 99 Introduction 0 . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 99 Discussion . 0 0 0000 0 0 0 0 0 0 0 0 0 Conclusions. 0 0 0 0 0 0 0 0 0 0 0 0 0 :: 1729 Implications 0 . 0 0 . 0 0 0 0 0 0 0 0 0 0 0 0 G 120 Chapter Vi - Summary .0..0.0.0 0.0 0.. 125 0 125 The Problem0 0 00000000 910000 0 Procedure.0 ..........0000000 0 126 Results0000000000000 0 0 0 0 000 0 127 o o 129 Conclusions. 0 0 0000000 n 0 o 0 o o o 0 129 1mplications . 000000000000000 131 References 0 . 000000 0000000000006000 Bibliography . 0 0 00000050000000000000 e 139 Appendix A - Instructions to Teachers.000000000 . A-1 Appendix B - Development of the Awareness inventory. 0 . B-1 Appendix C - Literature Analysis Materials 0 o 00 0 o C-1 o C-1 Part 1 - Major Areasof Research. 0000000 o C-6 Part 2 - Abstract Summary Form. 000000009 Part 3 - Abstracting Procedure - Experimental Teaching Methods Studies . 0 o 0 0 o 0 0 0 C-7 This report has been prepared in compliance with thepublication instructions for Dmaring Substantive 22.22LIA Based on Research aojects, Supportedlathe Office of Education, Bureau of Research, issued August 18, 1966. Acknowled ments A research investigation of the scope and magnitude as that reported in this document could not possibly have been undertaken and concluded without the assistance of many persons and agencies. The contributions of such persons and agencies should be noted so that their efforts will be recognized. Appreciation is expressed first to the Cooperative Research Program of the U, S. Office of Education for providing the funds to conduct the project. Without such support, the activities reported herein would have taken much longer to accomplish. The contributions of Dr. David L, Clark, formerly Associate Dean, College of Education, The Ohio State University, to the development of the original proposal and his continuing suggestions during the course of the project were of immense value, Special acknowledgment is made of the suggestions and comments received from Dr, Julian Stanley, University of Wisconsin, and Dr. Leonard Feldt, University of lowa with regard to the experimental design and statistical analyses of the data respectively. Recognition of their contributions, however, should not be construed to mean that the design and statistical analyses employed had their full approval, Dr. Lewis Coon served in the position of Associate for Mathematics and was responsible for conducting the field research phase of the total project, n ddition to carrying out an in-service program for a two year period, he was responsible for most of the tasks associated with the analysis of data and the preparation of a report dealing with this aspect of the project. Several persons contributed to the literature analysis phase of the total project, Collectively, their contributions facilitated this total activity. Among the persons working on this phase of the project were Waiter Caiinger William Gephart, Judy Gerken, Jo Ann Adrion King, Fred Lawrence, and Penny Tricket. Fred Lawrence developed most of the abstracting procedures used in the literature analyas. Jo Ann Adrion King pulled together most of the materials relating to the literature analysis into a comprehensive report wh!ch served as the basis for the chapters presentlng this phase of the project. Initial development of thf,inventoey to measure awareness of experimental participazion herein was undertaken by Fred Lawrence and Jo Ann Adrion King, The development of the final instrument was the contrlbution of Herbert Muktarian, iv A special debt of gratitude is owed to the Columbus Public School System, Dr. Harold Eibling, Superintendent, for granting the project staff permission to use selected classrooms for a two year period of time with a minimum ofadministrative difficulties. Concurrent with this acknowledgment is a special note of thanks for the contributions of the participating teachers, many of whom were required to learn the new mathematics to fulfill their role in the classroom. Such a project as this would not have moved far without the talents and skills of the project secretaries. Mrs. Kay Taylor helped to initiate the project and was followed by Miss Barbara Kinney who served most of the total project time, Mrs. Marilyn Mamrick typed most of the final draft material as well as the final manuscript, Their contributions are deeply appreciated. Appreciation is also expressed to Dr, Egon Guba, formerly Director, Bureau of Educational Research and Service, The Ohio State University, both for providing sufficient released time to conduct the project and for his many valuable comments and suggestions.
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