2.4 Doctoral program issues: commentary on companion dissertations  (Page 3/14)

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). Student performance was examined through pretest to posttest mean differences of students in the experimental, traditional, and comparison groups.

The IALS consisted of six lessons taught in a 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.

Major conclusions. Students using the IALS approach experienced the greatest success in strengthening mathematics skills. Students using both the IALS and textbook approaches learned the intended science knowledge and writing skills.

The IALS approach resulted in significant academic gains for all genders, ethnic groups, academic standings, instructional programs, and learning preferences with the following exceptions: gains in science knowledge were comparatively lower for ESL students, as were gains in mathematics skills for the gifted. 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 two abstracts presented are the same with the exception of the conclusions section. Additionally, the abstracts of all three dissertations note in a footnote that the study is a part of a three-part companion dissertation. This should clearly be noted in the abstract, particularly as words are used that are the same, and to readers reading without this notation, it may appear as plagiarism. The note would stand to clarify that point. Recommendations for the misconception of plagiarism not to occur would be to alter each of the abstracts to be relevant to only that particular aspect of the meta-analytic study. Perhaps the method and purpose may remain the same in general, but the specific aspect of the individual dissertation reported should be more prominent. Specify the larger sample, but hone in on the individual study’s sample. The conclusions section is the only area in the abstract that make these three abstracts different to the public’s review. More specificity to the individual studies is recommended in this type of meta-analytic companion dissertation as students collaborate and write their dissertations.