GRADUATE STUDY

Bibliographical Entry
Hamby, J.L. (1995). An assessment of the Applied Biology/Chemistry curriculum in selected Oklahoma schools.
Unpublished doctoral dissertation, Oklahoma State University, Stillwater.

Problem
Traditional science teaching methods may be an ineffective preparation venue for students assuming careers in a
technologically advanced labor market. A curriculum which stresses an applied approach employing the cooperative
learning method may be a more effective means of teaching a diverse base of scientific information. For this reason,
the relative effectiveness of an applied science curriculum needs to be evaluated.
Comments - The problem statement was very lengthy and needed to be reread several times to understand the point
of the study. The problem did, however, agree with the title and had an educational significance.

Purpose
The purpose of this study was to compare the Applied Biology/Chemistry (ABC) curriculum taught using the
cooperative learning method with the traditional biology curriculum taught using more typical instruction by means of
student scores on a standardized biology test and science attitude survey.
Comments - The purpose was clearly stated, agreed with the title and problem, and was limited to the researchers
capabilities and resources. The purpose agreed with the problem in that it will evaluate the effectiveness of the ABC
curriculum. However, the purpose revealed that this was done by comparing scores on a standardized biology test
and science attitude survey.

Objectives
Specifically, the study sought to compare pre-test and post-test scores on: (a) the National Association of Biology
Teachers/National Science Teachers Association (NABC/NSTA) biology test of those students taught the ABC
curriculum using the cooperative learning method in selected Oklahoma schools; (b) the NABT/NSTA biology test of
those students taught the traditional biology curriculum using typical teaching methods in selected Oklahoma schools;
(c) the NABT/NSTA biology test of those students taught the ABC curriculum using the cooperative learning method
with those taught the traditional biology curriculum using typical teaching methods in selected Oklahoma schools; (d)
the science attitude survey of those students taught the ABC curriculum using the cooperative learning method in
selected Oklahoma schools; (e) the science attitude survey of those students taught the traditional biology curriculum
using typical teaching methods in selected Oklahoma schools; (f) the science attitude survey of those students taught
the ABC curriculum using the cooperative learning method with those taught the traditional biology curriculum using
typical teaching methods in selected Oklahoma schools.
Comments - The authors objectives were attainable. They included enough information to accomplish the purpose
and will help solve the problem. The author also included a list of hypotheses which were constructed to achieve the
objectives of the study.

Review of Literature
The author provided an overview of the available literature in science education as it pertained to the objectives of the
Applied Biology/Chemistry curriculum. The review of literature was very detailed; however, there were a limited
number of citings used within the text. Section titles were: (1) Introduction; (2) Applied Basic Science Courses; (3)
Cooperative Learning; (4) The Nature of Effective Instruction; (5) Attitudes Towards Science; (6) Related Research;
and (7) Summary. Reference citations appeared correct and used proper APA style. Practical and theoretical
reasoning was included and similar studies were cited.

Procedures
The pre-tests were administered to students within the first four weeks of the 1993-94 academic year. One of two
versions of the NABT/NSTA biology test, differing in only item order, was randomly administered to each student. All
of the science attitude surveys were identical in content and form. Both the ABC and traditional students were
provided identical instructions. During the last three weeks of the school year, the post-tests were given. The
alternative version of the achievement test was given to each student.
Comments - The research design was adequate and the data gathering procedures were explained. The instrument
was not described in detail but the sample appeared adequate. The author explained the situation clearly and
reviewed the statistical techniques.

Findings
The findings indicated that use of the ABC biology curriculum produced significant gains versus the traditional biology
curriculum on the NBTA/NSTA biology test. In addition, analysis of the science attitude survey revealed no significant
differences for either the ABC biology students or the traditional biology student.
Comments - The findings were objectively reported; however, there appeared to be some errors in the report. At one
point the author referred to a significant gain at the alpha = .05 and in the same paragraph said there was no
significant gain at the alpha = .05. The tables were well designed and could stand alone. The narrative was clear and
could also easily stand alone. From my knowledge, the statistical results appeared correct.

Summary
There was a summary of everything from the introduction right through the hypotheses and procedures. This
appeared redundant as it was the exact same material used to start chapters one, three, and five. Tables were
included in the summary.
Conclusions
There was a conclusion included for each objective and the basis for those conclusions was stated. The conclusions
were logically stated and related to the logic included.

Recommendations
A list of recommendations was given in relation to the outcomes of the study. However, there was not a
recommendation for each pertinent conclusion. But there was a rationale for each recommendation. The
recommendations were clearly stated and ideas for further research were included.
List of References
The format of the references listed was consistent with APA style and were from a variety of sources including
journals, books, and theses.
Overall Critique of the Study
Strengths - This was a much needed study in that it was the basis for the recommendation on whether or not the ABC
curriculum was effective.
Weaknesses - After reading the study, it could have been better organized and checked for errors.

References: http://www.okstate.edu/ag/agedcm4h/academic/aged5980a/5980/critique1.htm

JOURNAL
Bibliographical Entry
Bowen, B.E., & Agnew, D. (1986). Effects of classroom testing by microcomputer. Journal of AATEA, 27(4), 2-7.

Problem
Microcomputers are being used for a variety of purposes, but research about their instructional effectiveness lags
behind adoption rates for the technology. Further, there is a limited research base about the effects of microcomputers
in vocational agriculture on learning in the affective, cognitive, and psychomotor domains. The research base is even
more shallow when effects of testing students by computer technology are explored.
Comments - The problem statements agreed with the title and seemed to be of educational significance. The problem
was not clearly visible to the average reader, and it required several readings to establish why the researchers felt this
study needed to be done. It was limited to the researchers capabilities and resources.

Purpose
This research tested hypotheses about how effectively microcomputers could be used to administer an objective
classroom test to students who had studied and used computer technology.
Comments - The purpose was clearly and concisely stated and agreed with the title. It was limited to the researchers
capabilities and resources.

Objectives
Specifically, the study sought to determine: (a) the effect taking an objective final examination by microcomputer
would have upon student cognitive performance; (b) the effect this method of testing would have on student attitude
about computers immediately after the examination; and (c) whether this method of testing would require more time
than conventional paper and pencil testing procedure.
Comment - The authors objectives were answerable, and they chose to obtain them by testing null hypotheses.
These hypotheses were testable and served to help explain the problem.
Review of Literature
The author cited no clear review of literature; however, several appropriate references were used in the introduction
section. These statements contributed to the overall understanding of the subject and to the reasoning for establishing
the problem statement. Suggested section titles would have been: (1) competencies vocational education teachers
need to use computer technology effectively; (2) effects of microcomputers on learning; and (3) effects of testing
students by microcomputer.

Procedures
The treatment followed the post-test only control group design; consequently, the study involved two replications. Both
replications were conducted during a Mississippi State University course. A two stage random assignment was used
in assigning groups and treatments. The three dependent variables measured in this study were: (a) minutes to
complete the test; (b) score on the test; and (c) score on the attitudes about computers instrument.
Comments - The methods used to gather the data for this article were clearly explained. The instruments and
development were explained, and the reliability coefficients of all possible tests were given. The population used was
adequate. No discussion of the statistical techniques was given in this particular section.

Findings
Personal data by treatment and control group was provided in table form and explained with a short narrative.
Hypothesis one - A one way analysis of covariance revealed that the two groups were not significantly different in
terms of their scores on the 35 item final examination.
Hypothesis two - The mean attitudinal scores of the two groups were positive in both replications, and there was no
significant difference in the two groups attitudes about computers.
Hypothesis three - There was a significant difference in minutes required to complete the exam in replication one;
however, there was no significant difference in replication two.
Comments - The findings were well organized, sectioned, and reported objectively. The tables were well organized
but, due to the difficulty of the statistical tests employed, would not stand alone to the average reader.

Summary
There was no summary given.

Conclusions
Conclusions and implications were formulated with the knowledge that subjects for this study used microtechnology
extensively during a computer applications course. In this investigation, final examination scores were independent of
the method of testing. The method of testing was not a determinant of how students felt about computers. Since time
required was not consistent over the two replications, the method of testing as well as other factors appear to
influence the time requirements of test completion.
Comments - The conclusions were based on the findings and logically stated.

Recommendations
"Additional research is needed in other classroom settings to see if consistent findings about cognitive performances,
time requirements, and attitude are achieved."
Comments - The recommendations were limited to a call for additional research in the area.

List of References
The format used in listing references was consistent and all references given were cited in the article. The authors
cited a variety of sources although they used mostly recent sources due to the newness of the topic.

Overall Critique
This was a very in-depth research project, particularly for a journal article. For the most part, it was well written
and well organized. There was a definite need for a short review of literature to develop the situation. The article
did get a little complicated in the reporting of data due to the complicated statistical procedures used. Overall, it
was a very interesting, significant contribution to the field of research.

Reference: http://www.okstate.edu/ag/agedcm4h/academic/aged5980a/5980/example2.htm