2.4 Doctoral program issues: commentary on companion dissertations  (Page 2/14)

May (1991), McConaghy (1991), and Nolt (1991) are examples of three companion dissertations that represent such a meta-analytic model. McConaghy’s abstract follows and demonstrates the meta-analytic quality of the approach related to learning and teaching in the elementary school. His study reflects the portion of the study that is related to teachers.

Statement of the problem. The study was designed to explore the following problem: Does the IALS approach, utilizing hands-on science based activities integrated with mathematics and language arts and emphasizing a cooperative learning-teaching strategy, enhance learning of science, mathematics, and writing skills among diverse groups of fourth grade students; and does this approach evoke interest by these students and their teachers?

Procedure. The study was conducted by a three-member research team. The team developed the IALS around the theme of magnetism, developed and organized the support materials, trained the teachers, collected and analyzed the student and teacher data, and reported the findings in three companion dissertations. Part 1 analyzed data related to student performance, Part 2 analyzed data pertaining to student responses, and Part 3 analyzed data related to teacher responses.

The population included 348 students from 16 fourth grade classes from three school districts. The design of the study included an experimental group receiving the IALS treatment (n = 248), a traditional group, receiving a textbook treatment (n = 67), and a comparison group receiving no specific treatment (n = 23).

The IALS consisted of six lessons taught in an 8 week period. A Student Activity Book containing the activities of the IALS was included to serve as a means of collecting student responses to those activities. Also included was a Teacher's Guide including related objectives, goals, materials, preparation, investigative procedures, and content. All materials were provided in a classroom kit.

Teachers were interviewed to determine their preparation for utilizing the IALS, involvement of students in the IALS approach, meeting of stated learning goals, and satisfaction with the cooperative learning-teaching strategy.

Major conclusions. Teachers were able to effectively utilize the IALS approach, but recommended additional time be provided for teaching the individual lessons. Teachers were able to involve students and meet the established learning goals. Cooperative learning-teaching was not clearly viewed as favorable or unfavorable. Additionally, the overall study determined that an IALS could be developed and effectively implemented by elementary teachers among diverse groups of fourth grade students. ftn*This study was conducted in a three-part effort by team members Patricia Nell May (pub.# 9134976), Robert M. McConaghy (pub.# 9134977), and Sally K. Nolt (pub.# 9134985). (¶1-6)

The abstract of one of the companions is also shared as follows so that the relationships of two of the three companions can be made by the reader. The other companion dissertation in this trio is related in similar fashion. May’s (1991) study reflects the student research component to the problem and her abstract follows.