A comparison of student achievement in individualized and traditional electricity-electronics programs and the effects of educators' attitudes Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/h989r556w

Descriptions

Attribute NameValues
Creator
Abstract or Summary
  • The study was designed to determine if students using the individualized instruction method, scored significantly higher on a 30 question achievement test than did students in more traditional group paced programs. The study also attempted to determine if attitudes displayed by educators, as measured on an attitude scale, aided in the implementation of individualized instructional programs. The specific questions formulated to investigate this study were: 1. Do students who have been taught in individualized instruction programs achieve at a higher level than students taught in more traditional graded programs? 2. Are the attitudes of educators who implement innovative programs the same as the attitudes of educators who continue with traditional teaching methods? 3. Does in-service training dealing with solving implementation problems have any appreciable effect on the attitudes of educators who are implementing innovative programs? 4. Is a positive attitude towards innovation by teachers, counselors and administrators evident and measureable? Procedure The selected population of students and instructors participating in the study was from Oregon's community colleges and secondary schools. Fifty-four high school and community college educators responded to both pre-test and post test instruments by the cut-off date resulting in an 87% return. One hundred sixty-three high school students and 107 community college students responded to a pre-test and post test instrument by the cut-off date resulting in a 70% return. Student achievement was measured by an achievement test (Appendix A) administered by each participating secondary school and community college teacher in a pre-test/post test design as outlined by Campbell and Stanley (1963). The raw scores were compiled and recorded according to population category. The attitudes of the teachers, counselors and administrators were measured with the use of the Rokeach. Dogmatism Scale (Appendix A). All of the teachers, counselors and administrators who were involved with the electricity-electronics students responded to the scale. The scales were administered in the same pre-test/post test pattern as the student achievement test and at the same point in time. The scores were compiled and recorded according to population category. Analysis of Data The one-way analysis of covariance with unequal n's was used to analyze the statistical significance of (1) student achievement levels at both secondary schools and community colleges, and (2) teachers', counselors' and administrators' attitudes towards innovation at both secondary schools and community colleges. The statistical analysis was accomplished by computer programming. Summary of Findings 1. The results of the study indicated there was no difference in the achievement levels of secondary school students taught by individualized instruction methods as compared to traditional methods in electricity-electronics courses. According to the questionnaire scores in this study, the type of teaching method used in this particular subject indicated no substantial difference in student achievement. 2. Further results indicated there was no difference in the achievement level of community college students taught by individualized instruction methods as compared to traditional methods in electricity electronics courses or electronics technology courses. According to the questionnaire scores in this study, the type of teaching method used for this particular subject indicated no substantial difference in student achievement. 3. Based upon the scores of the modified Rokeach Dogmatism Scale both secondary school and community college educators exhibited equal supportive attitudes towards those people they worked with. 4. Secondary school and community college educators did differ sharply in their dogmatic attitudes depending upon whether or not they were involved in implementing innovative programs. The scores as indicated on the modified Rokeach Dogmatism Scale showed that the innovative group was much less dogmatic than the traditional group in the pre-test and that this difference widened significantly at the post test. 5. The control group of educators exhibited a rigid attitude at the pre-test and this attitude became more rigid at the post test. The experimental group, on the other hand, tended toward a flexible attitude at the pre-test and this attitude was even more flexible at the post test. 6. The increasingly less dogmatic and flexible attitudes of the experimental group of educators as shown by the scores on the post test indicated that in-service training might have been a factor in reinforcing positive attitudes towards innovation and towards continued implementation of innovative programs. 7. The scores of the experimental group of educators clearly indicated that teachers, counselors and administrators had to be in accord before implementation and continuation of innovative programs was successful in both secondary schools and community colleges.
Resource Type
Date Available
Date Copyright
Date Issued
Degree Level
Degree Name
Degree Field
Degree Grantor
Commencement Year
Advisor
Non-Academic Affiliation
Subject
Rights Statement
Peer Reviewed
Language
Digitization Specifications
  • File scanned at 300 ppi (Monochrome) using Capture Perfect 3.0.82 on a Canon DR-9080C in PDF format. CVista PdfCompressor 4.0 was used for pdf compression and textual OCR.
Replaces
Additional Information
  • description.provenance : Approved for entry into archive by Patricia Black(patricia.black@oregonstate.edu) on 2013-12-04T15:47:20Z (GMT) No. of bitstreams: 1 LudlowGerald1973.pdf: 989943 bytes, checksum: c59b7c2e68df55c90f74a08451289d9b (MD5)
  • description.provenance : Submitted by Georgeann Booth (gbscannerosu@gmail.com) on 2013-12-04T01:11:58Z No. of bitstreams: 1 LudlowGerald1973.pdf: 989943 bytes, checksum: c59b7c2e68df55c90f74a08451289d9b (MD5)
  • description.provenance : Made available in DSpace on 2014-01-07T19:18:28Z (GMT). No. of bitstreams: 1 LudlowGerald1973.pdf: 989943 bytes, checksum: c59b7c2e68df55c90f74a08451289d9b (MD5) Previous issue date: 1972-06-07
  • description.provenance : Approved for entry into archive by Patricia Black(patricia.black@oregonstate.edu) on 2014-01-07T19:18:28Z (GMT) No. of bitstreams: 1 LudlowGerald1973.pdf: 989943 bytes, checksum: c59b7c2e68df55c90f74a08451289d9b (MD5)

Relationships

In Administrative Set:
Last modified: 08/07/2017

Downloadable Content

Download PDF
Citations:

EndNote | Zotero | Mendeley

Items