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Title: Academic freedom in a time of crisis.
Creator: Lewis, Celia, Shlakman, Vera, Jaffe, Louis
Date Issued: 1948
PURL: http://purl.flvc.org/FCLA/DT/2795854
Subject Headings: Teaching, Freedom of.
Format: Document (PDF)

Title: A resource unit : Americanism vs. communism.
Creator: Florida. State Department of Education.
Abstract/Description: This item is part of the Political & Rights Issues & Social Movements (PRISM) digital collection, a collaborative initiative between Florida Atlantic University and University of Central Florida in the Publication of Archival, Library & Museum Materials (PALMM).
Date Issued: 1962
PURL: http://purl.flvc.org/fau/fd/FA00002794
Subject Headings: Communism -- Study and teaching.
Format: Document (PDF)

Title: Effects of tutoring strategies and noninstructional variables on nontraditional students' reading comprehension scores.
Creator: Hill, Betty Griswold., Florida Atlantic University, Burrichter, Arthur W.
Abstract/Description: A semester-long study examined the effect of tutoring strategies on nontraditional students' reading comprehension scores. Specifically, the study investigated the interaction among two tutoring strategies--computer-aided and traditional teacher-directed instruction--and three noninstructional variables--gender, age, and computer comfort. One hundred and forty-nine students, 57 percent of the original group, completed the study. The subjects, 25+ years old, represented a cross section of...
Show moreA semester-long study examined the effect of tutoring strategies on nontraditional students' reading comprehension scores. Specifically, the study investigated the interaction among two tutoring strategies--computer-aided and traditional teacher-directed instruction--and three noninstructional variables--gender, age, and computer comfort. One hundred and forty-nine students, 57 percent of the original group, completed the study. The subjects, 25+ years old, represented a cross section of nontraditional students likely to be found in freshmen reading classes at a community college. All the students were enrolled in a college credit reading course designed for those who need assistance in improving their reading comprehension. Data were collected from responses on questionnaires completed by the students and from two reading tests taken by the students. A pretest was administered at the beginning of the study; a posttest was administered at the end of the study. The students received the same classroom instruction. The instructor was the same for all the students in the study. In addition to the regular classroom instruction, each student participated in 15 hours of tutoring. The control group was tutored 15 hours in a teacher-directed setting; the experimental group completed 15 hours using the Quantum Educational Developmental Lab. Analyses of variance were conducted to test six hypotheses related to strategies, age, gender, and computer comfort. The findings suggest the students' scores improved with the application of each tutoring strategy. The noninstructional variables of gender and computer comfort did not appear to have a significant effect on the reading comprehension of individuals in this study. However, a significant difference was noted in relationship to age groups and computer-aided tutoring.
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Date Issued: 1995
PURL: http://purl.flvc.org/fcla/dt/12422
Subject Headings: Tutors and tutoring, Teaching
Format: Document (PDF)

Title: AN INVESTIGATION OF THE RELATIONSHIPS BETWEEN THE VARIOUS CHARACTERISTICS OF SELECTED COLLEGE TEACHERS AND THE TEACHING METHODS THEY EMPLOY IN THE CLASSROOM.
Creator: BRAUNSTEIN, SUSAN TABOR, Florida Atlantic University, Voss, Stephen
Abstract/Description: Introduction. Students and faculty agree that there is a great need to improve teaching at the community college. Although students learn in a variety of styles, many teachers rely on just a few teaching methods. This over-reliance on too few methods is a serious problem. Purpose of the Study. The purpose of the study was to investigate the relationship between an instructor's educational preparation and experience and the choice of instructional methods employed in the classroom. Procedures....
Show moreIntroduction. Students and faculty agree that there is a great need to improve teaching at the community college. Although students learn in a variety of styles, many teachers rely on just a few teaching methods. This over-reliance on too few methods is a serious problem. Purpose of the Study. The purpose of the study was to investigate the relationship between an instructor's educational preparation and experience and the choice of instructional methods employed in the classroom. Procedures. The data were collected by direct observation, and the instrument was administered by one observer. Both format and procedure were identical for all observations. The population observed was the entire teacing staff at Florida Institute of Technology, Jensen Beach Campus. Factors considered for correlation with method use included vocational or academic teaching area, part-time or full-time status, exposure to professional education courses, and exposure to methodology workshops. Findings of the Study. The research data indicated that the mean number of methods employed by vocational instructors was higher than the number employed by academic instructors, and part-time instructors had a higher mean number of methods than full-time, although neither gain was statistically significant. Exposure to professional education courses seemed to have no effect on the number of methods employed as both those with and those without such courses employed the same number of methods. The only factor which did yield a statistically significant difference in means was exposure to methodology workshops. The research data indicated that teachers believed training in method and student learning style had little influence on method choice. Factors which were found to be important were course content, preferred teaching style, and class size. Recommendations. It was recommended that further studies should be undertaken to clarify the importance of training in methodology as a determining factor in method choice; to establish what instructors know about student learning styles; to provide a knowledge base on actual behavior of part-time instructors; and to determine the precise nature of those workshops which have proven, by direct independent observation, to have a positive correlation with the number of methods employed.
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Date Issued: 1982
PURL: http://purl.flvc.org/fcla/dt/11794
Subject Headings: Teaching, Community college teachers
Format: Document (PDF)

Title: TEACHING METHODS, STRATEGIES AND TECHNIQUES IN USE IN FLORIDA COMMUNITY COLLEGES, FACTORS INFLUENCING THEIR USE AND THE NEED FOR ADDITIONAL METHODS, STRATEGIES AND TECHNIQUES.
Creator: TOBACK, DENNIS MARK, Florida Atlantic University
Abstract/Description: The problem of instructing the student is especially acute in the community college due to the diversity of the student population. With such marked differences in educational and achievement levels of students, it would be expected that a wide spectrum of different teaching methods, strategies and techniques would be used by the faculty in their attempts to meet the instructional needs of the students. The purpose of this research was twofold. First, to assess the inventory of instructional...
Show moreThe problem of instructing the student is especially acute in the community college due to the diversity of the student population. With such marked differences in educational and achievement levels of students, it would be expected that a wide spectrum of different teaching methods, strategies and techniques would be used by the faculty in their attempts to meet the instructional needs of the students. The purpose of this research was twofold. First, to assess the inventory of instructional methods, strategies and techniques in current use by Florida community college teachers and why they were being used. Second, to determine if additional methods, strategies and techniques were needed by these faculty and if so, to identify them as well. The data were collected via a written survey instrument. The descriptors were weighted so as to produce both the percent and strength of usage of the response. The identical format was utilized to assess both methods in use and methods needed. Twenty-two of the twenty-eight Florida community colleges participated in the project. A total of 2,065 surveys were distributed and 1,543 were returned. The return rate was a strong 75%. It appears that the faculty recognize that the system as currently designed and structured encourages the use of the lecture methods, and that they wish to become more proficient in its delivery. Other data concerning student learning styles, as seen by the faculty, seem to indicate that the faculty also recognize the diversity of student learning styles and believe that students may be more responsive to methods other than lecture types.
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Date Issued: 1981
PURL: http://purl.flvc.org/fcla/dt/11780
Subject Headings: College teaching--Florida
Format: Document (PDF)

Title: A VALIDATION STUDY OF A PIAGETIAN TYPE DIAGNOSIS OF COMMUNITY COLLEGE STUDENTS' COGNITIVE FUNCTIONING ABILITIES.
Creator: ALLMAN, PAULA DARYL., Florida Atlantic University
Abstract/Description: The purpose of this study was to examine the possibility of diagnosing community college students' cognitive functioning abilities, in social science content areas, by means of a Piagetian type clinical diagnosis. In addition, analyses were made to determine the relationships between isolated constructs of cognitive functioning and certain demographic variables. The initial expectation was that factor analysis would yield constructs aligned with constructs of cognitive functioning delineated...
Show moreThe purpose of this study was to examine the possibility of diagnosing community college students' cognitive functioning abilities, in social science content areas, by means of a Piagetian type clinical diagnosis. In addition, analyses were made to determine the relationships between isolated constructs of cognitive functioning and certain demographic variables. The initial expectation was that factor analysis would yield constructs aligned with constructs of cognitive functioning delineated by Piaget. It was also expected that the diagnosis would significantly distinguish between the three strata of subjects as the strata were formed on the basis of the subjects' past levels of academic performance. On the other hand, it was not expected that the diagnosis would be discriminatory in reference to other demographic variables studied. Observation of the results of the factor analysis confirmed the expectations regarding the Piagetian aligned factor structure of the diagnosis and offered a construct validity and reliability estimate of approximately .86. Observation of the results of the relational studies served to support the stated expectations except that measures related to three of the constructs were discriminatory along the dimension of sex. Twelve factors or constructs aligned with Piaget's theory were isolated. The constructs represented both a concrete operational and an abstract operational level of cognitive functioning for most of the cognitive tasks diagnosed. Seven of the factors discriminated significantly (p<.001) between the strata and, in all cases, discriminated in favor of stratum three, the stratum with highest past level of academic performance. The subjects in the stratum with the lowest level of academic performance, stratum one, and frequently stratum two subjects were functioning at a concrete operational level during the diagnosis. The important findings of this research necessitate immediate and continuous research of Piagetian remediation approaches based on the diagnosis and remediation of the learner's cognitive functioning abilities.
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Date Issued: 1972
PURL: http://purl.flvc.org/fcla/dt/11624
Subject Headings: Cognition, Social sciences--Study and teaching, Remedial teaching
Format: Document (PDF)

Title: EFFECTS OF INFUSING ECONOMIC AND MARKETING CONCEPTS ON STUDENT ACHIEVEMENT IN COLLEGIATE-LEVEL BASIC MARKETING COURSES.
Creator: CHADBOURNE, BRUCE DEMING, Florida Atlantic University, Buckner, Leroy M., Siebert, Barry W.
Abstract/Description: The purpose of this study was to determine the feasibility of developing the marketing competencies of students by infusing the basic concepts of economics and marketing into the introductory marketing course. The curricular resources for the infusion were the 24 Economic/Marketing (E/M) Learning Activity Packages (LAPs), developed by Interstate Distributive Education Curriculum Consortium (IDECC). The study was designed to compare the mean-gain scores of (a) students taught in basic...
Show moreThe purpose of this study was to determine the feasibility of developing the marketing competencies of students by infusing the basic concepts of economics and marketing into the introductory marketing course. The curricular resources for the infusion were the 24 Economic/Marketing (E/M) Learning Activity Packages (LAPs), developed by Interstate Distributive Education Curriculum Consortium (IDECC). The study was designed to compare the mean-gain scores of (a) students taught in basic marketing classes by a lecture/textbook method with (b) students who received the infusion of IDECC's E/M LAPs through lecture and transparencies; self-study introductory printed material; and lecture and transparencies with topics sequenced according to the recommendations of IDECC. The nonequivalent control-group design was used because the 77 students in the study represented the four sections of the marketing course, and were thus not selected randomly but were the result of normal registration. The groups were administered a pre-test and a post-test using questions from IDECC's Random Access Test Bank. Post hoc survey was completed on the last day of class to determine the attitudes of students regarding their learning experiences. Major findings and conclusions were that: (1) There was no significant difference in the four groups' mean-gain scores at the .05 level of significance; (2) There was no statistical evidence to indicate a significant difference in learning achievement when students were categorized by degree program and number of econmic and management courses completed; (3) Prior marketing experience, in the concept-infused group which had topics sequenced according to the recommendations of IDECC, made a significant difference in mean-gain scores at the .05 level of significance; (4) Fifty-nine percent of the students who learned economic/marketing concepts through the infusion process positively changed their attitudes toward selecting a career in marketing. This compares to 38 percent in the group taught traditionally; (5) Proper sequencing of economic/marketing concepts within marketing curricula can enhance the learning of researched-based marketing competencies; and (6) The IDECC E/M LAPs instructional delivery system, which has been used predominately in secondary and junior college environments, can become an integral part of marketing curricula in higher education to provide tighter competency fits between the expectations of employers and prospective employees.
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Date Issued: 1985
PURL: http://purl.flvc.org/fcla/dt/11870
Subject Headings: Marketing--Study and teaching, Economics--Study and teaching
Format: Document (PDF)

Title: STYLE DEVELOPMENT IN PAINTING AND IMPLICATIONS FOR COLLEGE LEVEL STUDIO TEACHING.
Creator: OBRENTZ, EVAN JON., Florida Atlantic University
Abstract/Description: Style development in painting is an important aspect in the maturation of the artist. In the propulsive theory, inspiration and critical control dictate the development of the work of art. In the finalistic theory, the final image is cognated in pre-production and dictates the work. Emphasis on style development is necessary in the college art studio. It is the single most important aspect in personal growth and success. Influences on style development include: a consistency in the work, the...
Show moreStyle development in painting is an important aspect in the maturation of the artist. In the propulsive theory, inspiration and critical control dictate the development of the work of art. In the finalistic theory, the final image is cognated in pre-production and dictates the work. Emphasis on style development is necessary in the college art studio. It is the single most important aspect in personal growth and success. Influences on style development include: a consistency in the work, the physical act of painting, media, psychological integration with personal expression, societal or technological stimuli, personality, and originality. A program to foster style development stresses a professional association between student and instructor where roles are defined, and freedom in the studio exists. Students write contracts to determine objectives and projects. Galleries and alternative spaces provide additional areas for expression. The program is complemented by indivualized readings, peer discussions, critiques, and written evaluations.
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Date Issued: 1983
PURL: http://purl.flvc.org/fcla/dt/14177
Subject Headings: Art--Study and teaching, Painting--Study and teaching
Format: Document (PDF)

Title: A COMPARISON OF A MODULAR AND A TRADITIONAL APPROACH TO INTRODUCTORY COLLEGE POETRY INSTRUCTION.
Creator: OSEROFF, ABRAHAM., Florida Atlantic University
Abstract/Description: Statement of the Problem: To understandable pres sure s for accountability from legislators, parents, students, and other taxpayers -- and from within -- educators must respond by designing new curricula and evaluating them with the increasingly sophisticated tools of educational measurement. Findings: 1. Contrary to the hypothesized outcome, the traditional treatment group exceeded the gain in achievement of the modular treatment group beyond that expected through chance fluctuation. Using...
Show moreStatement of the Problem: To understandable pres sure s for accountability from legislators, parents, students, and other taxpayers -- and from within -- educators must respond by designing new curricula and evaluating them with the increasingly sophisticated tools of educational measurement. Findings: 1. Contrary to the hypothesized outcome, the traditional treatment group exceeded the gain in achievement of the modular treatment group beyond that expected through chance fluctuation. Using multivariate analysis of variance for pre- post poetry achievement stratified by treatment and sex, with the pretest as covariate, a significant interaction effect was obtained ( F = 10. 450 for treatment, p < .01). No significant main effect of sex or interaction effect of sex x treatment was obtained. 2. Each group gained significantly in achievement, at the .05 level. The F statistic obtained for the traditional treatment group was 44.3427 ( p < .001) and the F statistic obtained for the modular treatment group was 10.771 (p < .01). 3. Attitude levels did not change significantly nor differ significantly although there was a slight numerical superiority favoring the modular group.
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Date Issued: 1972
PURL: http://purl.flvc.org/fcla/dt/11623
Subject Headings: Poetry--Study and teaching
Format: Document (PDF)

Title: CORRELATES OF OCCUPATIONAL SATISFACTION: INDICATORS FOR CURRICULUM EVALUATION AND REVISION OF A LAW ENFORCEMENT PROGRAM.
Creator: TUCKFIELD, JACK GILCHRIST., Florida Atlantic University, Buckner, Leroy M.
Abstract/Description: This ex post facto study was conducted (1) to determine if police officers attending an institution of higher education differed in their occupational interests from a criterion group of police officers and, (2) to determine if a pattern of academic interests could be identified from the curriculum of a specific community college and, (3) to determine if there were any differences in academic achievement between police officers who reflect a high occupational interest and police officers who...
Show moreThis ex post facto study was conducted (1) to determine if police officers attending an institution of higher education differed in their occupational interests from a criterion group of police officers and, (2) to determine if a pattern of academic interests could be identified from the curriculum of a specific community college and, (3) to determine if there were any differences in academic achievement between police officers who reflect a high occupational interest and police officers who reflect a low occupational interest. The sample consisted of 105 students who (1) had achieved an Associate of Arts degree from Miami-Dade Community College and, (2) were enrolled in the Criminal Justice baccalaureate program at Florida International University and, (3) were employed as a full-time, sworn, police officer with a law enforcement agency. Each subject completed a demographic data gathering form and a Strong-Campbell Interest Inventory, and official permanent record of grades (transcript) was obtained for each subject. The data from these instruments were processed using three statistical procedures to examine six null hypotheses relevant to the central question as to whether occupational interest would be reflected in academic achievement. The first statistical procedure was a test used to determine if the criterion group and the experimental group were from the same population. No significant difference was found between these groups which supported the use of the Strong-Campbell Interest Inventory as the major instrument used in this study. The second statistical procedure was a multiple regression using a Pearson Product Moment correlation which examined the relationships between the independent variable and the dependent variables. The independent variable was the scores achieved by the sample of the Police Officer Scale of the Strong-Campbell Interest Inventory while the dependent variables were (1) the cumulative grade point averages, (2) the grade point averages for the required general education courses, (3) the grade point averages for the elective courses and, (4) the grade point averages for the law enforcement courses. No significant relationships were found between these variables. The third statistical procedure, a multivariate analysis of variance, was a final attempt to glean further insights from the data. This analysis divided the sample into those who scored high on the Police Officer Scale and those who scored low on the same scale. Again, no significant differences were found. Therefore, since the criterion group and the experimental group are apparently from the same population and the multiple regression and correlation procedures do agree, it appears that the data, as presented, have no further secrets. Since it appears that this researcher anticipated a relationship that was not reflected in this study, there is a strong implication that the liberalization of elective choices fer students may have to be reconsidered. Further research in this area is encouraged using more variables and by examining the problem on a state-wide basis to control for possible regional or institutional biases.
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Date Issued: 1978
PURL: http://purl.flvc.org/fcla/dt/11715
Subject Headings: Police--Study and teaching
Format: Document (PDF)

Title: THE TEACHING OF INTRODUCTORY ANTHROPOLOGY.
Creator: CIANI, JEANETTE TAYLOR., Florida Atlantic University, Sears, William H., Dorothy F. Schmidt College of Arts and Letters, Department of Anthropology
Abstract/Description: In this thesis I have attempted to design an introductory anthropology course and to consider the most effective way to teach it. Extensive use of teaching aids such as films and laboratory specimens is recommended to provide the best understanding of the course material. Each of the areas of anthropology is considered and examples are given of materials available which should prove useful in the treatment of the topic.
Date Issued: 1973
PURL: http://purl.flvc.org/fcla/dt/13571
Subject Headings: Anthropology--Study and teaching
Format: Document (PDF)

Title: THE TEACHING OF THE ECONOMIC PRINCIPLES COURSE: A BEHAVIORAL APPROACH.
Creator: BEER, MAX P., Florida Atlantic University, Redman, Milton, College of Business, Department of Economics
Abstract/Description: The desire to render college curricula and college teaching more effective has resulted in ever increasing debates about content and method of instruction of the Economic Principles Course. The purpose of this thesis is to examine the behavioral approach to the subject matter of a one quarter macro-principles course. In addition to the question of method the problematical aspects of content and purpose are also examined. The question of what to teach and to whom to teach it has not been...
Show moreThe desire to render college curricula and college teaching more effective has resulted in ever increasing debates about content and method of instruction of the Economic Principles Course. The purpose of this thesis is to examine the behavioral approach to the subject matter of a one quarter macro-principles course. In addition to the question of method the problematical aspects of content and purpose are also examined. The question of what to teach and to whom to teach it has not been resolved and an attempt is made in this thesis to provide a rationale for the development of a substantive content which would provide the student with means to make relatable interpretive use of the knowledge gained.
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Date Issued: 1972
PURL: http://purl.flvc.org/fcla/dt/13524
Subject Headings: Economics--Study and teaching
Format: Document (PDF)

Title: WRITING IN THE CONTENT AREAS: A SURVEY OF THE INSTRUCTIONAL USES OF WRITING IN SELECTED CENTRAL FLORIDA HIGH SCHOOLS.
Creator: MCGEE, NANCY RASCO., Florida Atlantic University
Abstract/Description: The purpose of this study was to describe the ways in which secondary English, mathematics, science and social studies teachers utilize writing as an instructional methodology. Conclusions: 1. Although they consider writing important to success in their disciplines, high school teachers in the four major content areas do not frequently assign writing as an instructional activity. 2. Assigned writing is brief and consists primarily of exposition and reporting given fer the purpose of extending...
Show moreThe purpose of this study was to describe the ways in which secondary English, mathematics, science and social studies teachers utilize writing as an instructional methodology. Conclusions: 1. Although they consider writing important to success in their disciplines, high school teachers in the four major content areas do not frequently assign writing as an instructional activity. 2. Assigned writing is brief and consists primarily of exposition and reporting given fer the purpose of extending and/or expanding in-class activities. 3. Writing instruction is done through in-class supervision of the writing process, but outlining, revision/rewriting, and correcting errors are seldom used as teaching techniques. 4. Teachers are concerned with content more than form in commenting on student writing and in evaluating that writing. 5. The teaching of writing is seen primarily as the responsibility of the English teacher by both teachers and students. 6. Note-taking is the most widespread non-assigned writing task in the high school content areas as reported by both teachers and students. 7. High school students want to learn to write and associate their need for writing instruction with specific forms and improved communication.
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Date Issued: 1977
PURL: http://purl.flvc.org/fcla/dt/11705
Subject Headings: Teaching--Aids and devices
Format: Document (PDF)

Title: The relationships among nursing program attributes, nurse faculties' personal attributes and preferences for learner-centered instruction.
Creator: Papes, Kathleen A., Florida Atlantic University, Guglielmino, Lucy M.
Abstract/Description: The changing health care environment and student population are challenging faculty to create a learning environment supportive of adult students. This study explored relationships among nursing program attributes, nurse faculties' personal attributes and preferences for learner-centered instruction, measured by the Principles of Adult Learning Scale (PALS). Predictor variables included 19 personal and 16 program attributes. Thirty BSN/MSN programs and 30 ADN programs with a minimum...
Show moreThe changing health care environment and student population are challenging faculty to create a learning environment supportive of adult students. This study explored relationships among nursing program attributes, nurse faculties' personal attributes and preferences for learner-centered instruction, measured by the Principles of Adult Learning Scale (PALS). Predictor variables included 19 personal and 16 program attributes. Thirty BSN/MSN programs and 30 ADN programs with a minimum enrollment of 150 students were randomly selected. A faculty member in each school completed a program data sheet and distributed 10 faculty questionnaires. The sample included 298 faculty (50%). Descriptive statistics were reported by attributes and program, and tested for statistical significance. Six multiple regression analyses were completed. Overall, faculty were teacher-centered. Associate degree faculty were more teacher-centered than baccalaureate and higher degree faculty who, in turn, split between teacher-centered and learner-centered instruction. Teaching, research, professional service, community service, and clinical practice were rated as to their importance to faculty and perceived importance to faculties' institutions. Teaching was the most important role to faculty and believed to be the most important role to their institutions. Notably, there was incongruence among other faculty ratings. Three null hypotheses were rejected at the .05 alpha criterion. Of three models using the total sample, the personal and program attributes model accounted for 30% of variance in overall mean PALS scores, with significant contributions from self-study of adult learning principles, type of student taught, and rank. Dividing the total sample by program, the BSN/MSN personal and program attributes model accounted for 30% of variance in overall mean PALS scores. Recommendations include self-administration of PALS and analysis of responses for staff development programs; use of the model as part of program evaluation; and development of mission effectiveness programs to examine congruence of personal and organizational philosophies. Suggestions for further research include testing of the PALS' factors, population invariance, and subscale reliability; development of an associate degree program model; study of classroom and clinical dimensions of teaching style; and study of the effectiveness of adaptation strategies to learner-centered instruction.
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Date Issued: 1998
PURL: http://purl.flvc.org/fcla/dt/12585
Subject Headings: Nursing--Study and teaching
Format: Document (PDF)

Title: Training of engineers in the USSR.
Creator: Nekhamkin, Losif Grigor’evich
Abstract/Description: This item is part of the Political & Rights Issues & Social Movements (PRISM) digital collection, a collaborative initiative between Florida Atlantic University and University of Central Florida in the Publication of Archival, Library & Museum Materials (PALMM).
Date Issued: 1960
PURL: http://purl.flvc.org/fau/fd/FA00002567
Subject Headings: Engineering – Study and teaching – Soviet Union
Format: Document (PDF)

Title: An Introductory Calculus Course for Management Majors.
Creator: Young, Raymond Brandon, Brumbaugh, Douglas K., Burgess, Ernest E., Florida Atlantic University
Abstract/Description: The purpose of this study was the development of a one trimester calculus course to meet the special needs of management majors at Embry-Riddle Aeronautical University. A traditional calculus course was previously required of these students and the traditional course provided subjects for the control group in a pretestposttest quasi-experimental design. The experimental course that was developed was different from the traditional course that it was designed to replace in several major...
Show moreThe purpose of this study was the development of a one trimester calculus course to meet the special needs of management majors at Embry-Riddle Aeronautical University. A traditional calculus course was previously required of these students and the traditional course provided subjects for the control group in a pretestposttest quasi-experimental design. The experimental course that was developed was different from the traditional course that it was designed to replace in several major respects. The slope of a tangent line and the area under a curve as motivation for the derivative and definite integral, respectively, in the traditional course were replaced with examples that seem more relevant to management students. The concept of a limit is nearly eliminated from the experimental course. Intuitive arguments are used instead of formal proofs as are given or cited in a traditional course. The achievement of an experimental group who took the experimental course was compared with the achievement of a control group who took the traditional calculus course offered for management majors. Achievement was measured by final examination scores and course grades. When these measures of achievement were statistically adjusted for initial differences in the control and experimental groups, using prerequisite course grades, the experimental group was significantly above (p < .01) the control group.
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Date Issued: 1984
PURL: http://purl.flvc.org/fau/fd/FA00000717
Subject Headings: Curriculum planning, Calculus--Study and teaching
Format: Document (PDF)

Title: EFFECTIVENESS OF THE USE OF BEHAVIORAL OBJECTIVES WITH AND WITHOUT STUDENT SELF-EVALUATION TESTS IN THE TEACHING OF INTERMEDIATE ALGEBRA AT THE COMMUNITY COLLEGE.
Creator: EVERETT, EUNICE FLEMING., Florida Atlantic University, Cook, Joseph B.
Abstract/Description: The literature reveals some studies dealing with behavioral objectives, but few of these concern the community college. Almost no research has dealt directly with student self-evaluation testing. The purpose of this study was to determine whether the use of behavioral objectives with and without student self-evaluation testing could improve achievement and reduce attrition in Intermediate Algebra at the community college. Three Intermediate Algebra sections at Broward Community College, Ft....
Show moreThe literature reveals some studies dealing with behavioral objectives, but few of these concern the community college. Almost no research has dealt directly with student self-evaluation testing. The purpose of this study was to determine whether the use of behavioral objectives with and without student self-evaluation testing could improve achievement and reduce attrition in Intermediate Algebra at the community college. Three Intermediate Algebra sections at Broward Community College, Ft. Lauderdale, were each randomly subdivided into two classes. The investigator and a colleague each taught three classes, each class by a different instructional method. The control method LR involved traditional lecture and test review. In the experimental treatment LOR, references were made to stated lists of behavioral objectives during the lectures and review sessions. Treatment LOS was identical to LOR, except that review was replaced by self-evaluation testing. Students returned the self-evaluation tests after keying them and noting the objectives missed. A comprehensive pretest was administered the first class meeting. This same test served as a posttest and course final examination. Six unit tests were administered during the term. Student achievement was measured by the raw posttest score (A(,1)) and by a composite score of unit test and posttest percentages (A(,2)). Seven research hypotheses relating to the independent variables instructional method, instructor, and sex, and their interactions, were tested for both measures. Separate analyses of covariance with the covariates age and pretest score were performed to test the seven hypotheses for A(,1) and A(,2). No significant differences were found for A(,1). Sex, however, was found to be significant in affecting A(,2), F (1, 81) = 5.150, p (LESSTHEQ) .026, with females achieving higher scores than males. Differences in A(,2) due to method were near significance, F (2, 81) = 2.928, p (LESSTHEQ) .059. The mean A(,2) score for method LR was 1.39 above that of LOR and 6.99 above that of LOS. The analyses of covariance indicated that pretest scores did significantly affect both A(,1) and A(,2), p (LESSTHEQ) .001. Six research hypotheses tested the effects of method, instructor, sex, method and instructor acting together, method and sex acting together, and course time interval upon withdrawal rate, WR. Chi-square tests were applied to the withdrawal data. Withdrawal rate varied significantly with respect to sex at the .05 level; 56.3% of the males withdrew; 41.1% of the females withdrew. Method and sex acting together were found to affect WR. Females withdrew significantly less than males within method LR, (chi)('2)(1) = 8.978, p (LESSTHEQ) .01. Finally, 25.5% of the students taking the pretest withdrew between Unit Tests 1 and 3, prior to the completion of the review of Elementary Algebra. It was concluded that for Intermediate Algebra, composite scores are better measures of achievement than single posttest scores, that pretest scores can be used as predictors of achievement, that female students are more persistent and achieve better than males, and that students tend to withdraw during the review units of the course. Further, the use of behavioral objectives did not significantly affect student achievement in lecture-taught classes. Self-evaluation testing had a negative effect on achievement--perhaps due to anxiety resulting from the testing format. Research needs to further explore the use of self-evaluation testing as a learning tool. The causes of heavy attrition in Intermediate Algebra, particularly the attrition of males, need to be found. Also, more research is necessary to verify the usefulness of pretest scores as predictors and composite scores as measures of achievement in Intermediate Algebra.
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Date Issued: 1980
PURL: http://purl.flvc.org/fcla/dt/11770
Subject Headings: Algebra--Study and teaching (Higher)
Format: Document (PDF)

Title: THE EFFECT OF THE INDIVIDUALIZED MANPOWER TRAINING SYSTEM INSTRUCTION PROGRAM IN BASIC MATH SKILLS ON THE ACHIEVEMENT LEVEL AND DROPOUT AND FAILURE RATE OF MATHEMATICS OF BUSINESS STUDENTS AT DAYTONA BEACH COMMUNITY COLLEGE (FLORIDA).
Creator: MILLER, KATHLEEN NOBLE., Florida Atlantic University
Abstract/Description: The purpose of this study was to determine if requiring business mathematics students at Daytona Beach Community College (DBCC) to participate in a remedial mathematics program would increase their achievement level and decrease the failure and dropout rate. The 80 students enrolled in business mathematics who scored at the 9.9 grade level or below on the Test of Adult Basic Education (TABE), math fundamentals section, adapted from the California Achievement Test, 1967 edition, participated...
Show moreThe purpose of this study was to determine if requiring business mathematics students at Daytona Beach Community College (DBCC) to participate in a remedial mathematics program would increase their achievement level and decrease the failure and dropout rate. The 80 students enrolled in business mathematics who scored at the 9.9 grade level or below on the Test of Adult Basic Education (TABE), math fundamentals section, adapted from the California Achievement Test, 1967 edition, participated in the experiment. A posttest only control group design with randomization was developed. The 80 students were randomly divided into two groups. The treatment group participated in the Individualized Manpower Training System (IMTS) remedial program; the control group did not. Three achievement tests were developed, validated and administered to the students in both groups. The Finn Multivariate statistical program for multivariate analysis of variance (manova) and the SPSS statistical program for one-way analysis of variance (anova) were used to determine if no significant difference existed at the 0.05 level between the achievement levels of students who receive remedial instruction and those who did not. The scores from the three achievement tests were analyzed. The results of the manova and anova procedures indicated that the achievement level of the treatment group was significantly higher than the achievement level of the control group, and that the effects of the three achievement tests within each group were interacting. The SPSS program for chi square was used to determine if there were no significant differences between the number of students in the treatment group and control group who passed, failed or dropped the course. The computed chi square was not significant at the 0.05 level. Thus, no significant differences existed between the number of students in the treatment and control group who passed, failed or dropped the course. The conclusions drawn from the findings include: (1) Requiring business mathematics students at DBCC to participate in the IMTS diagnostic/prescriptive remedial program in business mathematics skills will raise their achievement level. (2) The IMTS remedial program in basic mathematics skills is not likely to significantly reduce the failure or dropout rate of business mathematics students at DBCC.
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Date Issued: 1983
PURL: http://purl.flvc.org/fcla/dt/11843
Subject Headings: Mathematics--Remedial teaching, Business mathematics
Format: Document (PDF)

Title: A CURRICULUM DESIGN FOR THE STUDY OF ETHNIC SURVIVALS.
Creator: Diaz, Carlos F., Florida Atlantic University, Cook, Joseph B.
Abstract/Description: The problem examined by this study is that there is no conceptual design for teachers and students in the social sciences for (1) organizing ethnic content and (2) comparing and analyzing ethnic group experiences. The following research questions were addressed: (1) What factors about the experiences of ethnic groups inhibit or promote the retention of original cultural characteristics? (2) Which of the original cultural characteristics of an ethnic group were lost voluntarily and which were...
Show moreThe problem examined by this study is that there is no conceptual design for teachers and students in the social sciences for (1) organizing ethnic content and (2) comparing and analyzing ethnic group experiences. The following research questions were addressed: (1) What factors about the experiences of ethnic groups inhibit or promote the retention of original cultural characteristics? (2) Which of the original cultural characteristics of an ethnic group were lost voluntarily and which were lost as the price for inclusion into the larger society? (3) What factors account for the different rates of retention of original cultural characteristics among various ethnic groups? (4) What is the significance of presenting material in the social sciences from a monoethnic perspective? (5) Among the original cultural characteristics that ethnic groups have, which are most susceptible to extinction or modification? (6) What is the effect of the length of stay of an ethnic group in the host society on the retention of original cultural characteristics? and (7) What is the difference in the retention of original cultural characteristics, if any, among ethnic group members who settled in rural or urban areas? The study reviewed the literature in two categories: literature on the topic of ethnicity and works on incorporating ethnic content to create a multiethnic curriculum. The literature on ethnicity produced a series of characteristics which help to define the parameters of ethnic identity. This literature also gives steps which facilitate or retard the integration of an ethnic group in the host society. The literature on teaching ethnic content revealed some very useful approaches, models and typologies. Host materials in this field were found to have been published in the last decade. This literature did not produce a detailed design that could be used in the classroom to analyze the factors which affect the retention or loss of an ethnic group's original cultural characteristics. The theme developed in this study begins with an analysis of selected characteristics of an ethnic group's original culture. Experiences of an ethnic group which modified one or more of the characteristics of original culture were identified. The final phase is the determination of what characteristics selected survived until the present and in what form. The design then documents the characteristics at the point of origin, passing through the modifying experiences and the extent to which the characteristics chosen survived. The initial design was sent to a panel of experts in multiethnic education. Their reactions were then incorporated into a revised design. The revised design was then applied to three ethnic groups: Black, Cuban and Jewish-Americans. These groups were chosen because they represent ethnicity along racial, national and religious lines. The application of the design revealed that the design contained the flexibility to accommodate the analysis of different types of ethnic groups. The design was of significant assistance in examining and classifying information on each of the three ethnic groups as well as providing a framework from which a summary about each group could be compiled. Several recommendations for future research were made as a result of this study. The recommendations are: (1) Future research could focus on a cross-national comparison of an ethnic group's adaptation in two or more societies. (2) An analysis of stages of ethnic identification and the factors that affect this spectrum of identity is recommended. (3) More study needs to be done on cultural characteristics developed by an ethnic group which are neither derived from its original culture nor similar to patterns found elsewhere in the host society.
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Date Issued: 1980
PURL: http://purl.flvc.org/fcla/dt/11764
Subject Headings: Social sciences--Study and teaching
Format: Document (PDF)

Title: A COMPARATIVE STUDY OF THE EFFECTIVENESS OF REGULARLY ASSIGNED, REGULARLY COLLECTED, PROMPTLY CORRECTED, AND PROMPTLY RETURNED HOMEWORK IN COMMUNITY COLLEGE MATHEMATICS CLASSES.
Creator: DYER, PATRICIA WOODWORTH., Florida Atlantic University, Burgess, Ernest E.
Abstract/Description: This study was designed to determine the effects of requiring student completion and submission of homework problem assignments, their correction and return, on a regular basis, on community college student achievement in two mathematics courses. These courses were introductory college algebra (designated Mathematics X) and college algebra (designated Mathematics Y). Additionally, student persistence in the courses was studied. Implications of the study included the following: 1. Requiring...
Show moreThis study was designed to determine the effects of requiring student completion and submission of homework problem assignments, their correction and return, on a regular basis, on community college student achievement in two mathematics courses. These courses were introductory college algebra (designated Mathematics X) and college algebra (designated Mathematics Y). Additionally, student persistence in the courses was studied. Implications of the study included the following: 1. Requiring homework problem assignments to be completed and submitted on a regular basis as a teaching aid is acceptable for the instructor who approves of this practice. For the instructor who does not, any other teaching tool currently in use is equally effective. 2. Proper placement in the mathematics sequence may be the influential factor for persistence. This was indicated by the one statistically significant experimental outcome. Recommendations for further study included the following: 1. Determination of methods to improve instruction in community college mathematics courses. 2. Determination of improved placement techniques for students in community college mathematics courses. 3. Determination of factors which increase persistence. 4. Determination of factors which will reduce the large within-groups variance found in this study (which may be the placement techniques mentioned above).
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Date Issued: 1976
PURL: http://purl.flvc.org/fcla/dt/11664
Subject Headings: Mathematics--Study and teaching (Higher), Homework
Format: Document (PDF)

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