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This is to certify that the
dissertation entitled
The Relationship of Faculty Content Specialty
To the Subject Matter of Presentations
Designed to Teach a Process

presented by

James Scott Foster

has been accepted towards fulfillment
of the requirements for

PhD degree in Mailing ,
Educational Psychology,
and Special Education

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THE RELATIONSHIP OF FACULTY CONTENT SPECIALTY
TO THE SUBJECT MATTER OF PRESENTATIONS
DESIGNED TO TEACH A PROCESS

By

James Scott Foster

4 // '7 a g;

A DISSERTATION
Submitted to
Michigan State University

in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

Department of Counseling, Educational Psychology
and Special Education

1982

ABSTRACT
The Relationship of Faculty Content Specialty

To the Subject Matter of Presentations
Designed to Teach a Process

By

James Scott Foster

Criticism of the American system of education has
.forced educators to reassess goals, revise curricula and
:reform teaching methodologies. Trained personnel have
emerged in a number of new areas, including instructional
«development, to assist educators through this change process
effectively and efficiently. While it is necessary to
receive diverse training to be called an instructional
developer, practical experience gives the developer the
extra "feel" for his work.

A small part of this practical experience seems to be
iJI direct conflict with one aspect of diffusion research.
Practical experience encourages developers to choose
exammples outside the content area of a client to whom they
are demonstrating a process for possible adoption. The
diffusion research suggests such examples should come from
within the content area of the client to hasten the
understanding of a process if not the adoption of it.

.An experiment was designed with the hypothesis that
certified secondary teachers who worked through a content-
related instructional module (reading or mathematics) would

not learn as much about an instructional process as

James Scott Foster

certified secondary teachers who worked through a non-
content-related (neutral) instructional module (the
environment) .

A sample (N=66) ‘of volunteers was taken from the
population of certified secondary teachers from three areas
in the State of Michigan. This sample worked through the
experimental stimulus material, finishing with a posttest.
The posttest mean scores were analyzed to measure how well
the subjects learned the process of writing behavioral
objectives.

Analysis of the data failed to provide statistical
significance for any of the primary and secondary hypotheses.
As a result, null hypotheses could not be rejected.

Variables indicating trends or significance within
experimental groups included sex, previous experience
writing behavioral objectives (prior knowledge of the
process), supplying appropriate definitions of the term
"Behavioral Objective" (an additional indicator of prior
knowledge), educational level of subjects and population
of the city or town where subjects were employed. Variables
indicating no significance or trends included age,
integration within the social system, and rigidity.

Recommendations for replication include 1) increasing
sample size, 2) refinement of the instrumentation, 3) a
more appr0priate experimental setting and 4) person-to-

person presentation.

© Copyright by
JAMES SCOTT FOSTER
1982

DEDICATION
This effort is dedicated to my parents,
Norman and Amelia Foster;
My lovely wife,
Bonnie Kathleen;
and my attractive, intelligent daughters,
Stacy Michelle and Holly Cheree

iii

ACKNOWLEDGMENTS

Over the years many individuals contributed to my
professional growth, Dr. Elwood Miller for his encouragement
of me to enter the program; Dr. Curtis McCarty for his
faith in my interpersonal skills and intellectual
capabilities in conjunction with the Instructional
Development Institute; Dr. Bruce Miles for his patience
and understanding during the research phase of my graduate
education. Special thanks to Dr. Lawrence Sarbaugh for his
statistical insight which expanded my approach to data
analysis for future endeavors.

Specific to completing this dissertation, three special
people are acknowledged: Dr. Marcia Andersen for her
guidance through the computer program used to analyze the
data collected for this study; Virginia Wiseman who
provided correct answers to any question I could think to
ask during the last decade; and Julie Ploshehanski whose
magic fingers put my thoughts and words on the printed pages
that follow.

And finally to my daughters who kept my feet on the
ground by being glad my book was done so I could "read them

theirs again". To which I am grateful.

iv

TABLE OF CONTENTS

LIST OF TABLES ........................................ Vii
LIST OF FIGURES ....................................... ix
Chapter
1. INTRODUCTION TO THE STUDY ..................... 1
Introduction ............................... 1
Instructional Development and the IDI ...... 2
Need for the Study ......................... 4
Purpose of the Study ....................... 6
Statement of Hypothesis .................... 6
Methodology ................................ 7
Scope of the Study ......................... 8
Definitions of Terms ....................... 9
Summary .................................... 9
2. REVIEW OF LITERATURE .......................... 12
A Review of the Concept: Instructional
Development ........................... 12
Theoretical Framework of the Study ......... 15
An Instructional Development Component:
Behavioral Objectives ................. 19
Content Specialty and Process Learning
Interference .......................... 22
Demographic and Personological Variables... 24
Summary .................................... 28
3. PROCEDURES AND METHODOLOGY .................... 31
Statement of the Problem ................... 31
Hypotheses ................................. 31
Nature of the Sample ....................... 32
Data Collection Measures ................... 33
Demographic ........................... 33
Inventory ............................. 35
Instructional Package ................. 39
Posttest .............................. 39
Experimental Setting ....................... 43
Randomization Procedures ................... 44
Design ..................................... 45
Analysis ................................... 47
Summary .................................... 48

V

4. ANALYSIS OF DATA ............................. 51
Review of Experimental Procedure ........ 51
Hypotheses .............................. 52
Primary null hypothesis ............ 52
Secondary null hypotheses .......... 57
Age ........................... 57
Integration with the Social
System ................... 58
Rigidity ...................... 58
Sex ........................... 60
Educational Level ............. 60
Knowledge of the Instructional
Process .................. 64
Cosmopoliteness ............... 67
Summary ................................. 68
5 . SUMMARY , CONCLUSIONS AND RECOMMENDATIONS ..... 7 3
Summary ................................. 73
Conclusions ............................. . 74
Discussion of Conclusions ............... 75
Primary hypothesis ................. 75
Secondary independent variables.... 78
Sex ........................... 78
Educational Level ............. 80
Knowledge of the Instructional
Process .................. 80
Cosmopoliteness ............... 81
Discussion of the Study ................. 83
Recommendations ......................... 86
Implications ............................ 87
APPENDIXES ............................................ 90
A. Demographic Report ............................. 90
B. Inventory of Beliefs ........................... 93
C. Instructional Package - Neutral Examples ....... 96
D. Instructional Package — Selected Pages
With Reading Examples ..................... 130
E. Instructional Package - Selected Pages
With Mathematics Examples ................. 155
F. Instructional Package - Without Examples ....... 180
G. Performance Objectives Assessment .............. 190
BIBLIOGRAPHY .......................................... 195
General References ................................. 199

vi

4-2.

4-3.

4—4.

4-5.

4-6.

LIST OF TABLES

Chi Square Results on Posttest Item Groups ......

Mean Scores and Difference for Two Treatment
Groups and One Control Group with Two
Types of Content (Reading and

Mathematics).. .............................

Mean Scores and Difference for Two Treatment
Groups and One Control Group with Two
Types of Content (Reading and

Mathematics) ...............................

Analysis of Variance for Major Effects Within
Each Content Group and Across Treatment

Conditions (N=1O per cell) .................

Pearsonian Correlation of Posttest Scores
with Selected Demographic Variables
for Two Types of Content and Two
Treatments Plus One Control (Each cell

N=1O Unless Otherwise Noted) ...............

Mean Scores and Difference for Two Treatment
Groups and One Content Group with Two
Types of Content (Reading and

Mathematics) for the Variable, Sex .........

Analysis of Variance for Effects of the
Variable, Educational Level, Within
Reading with Content Examples Group and

Mean Scores for Each Educational Level .....

Analysis of Variance for Effects of the
Variable, Educational Level, Within
Each Content Group and Across Treatment
Conditions and Mean Scores for Each

Educational Level (N=10 per cell) ..........

vii

. 42

54

54

. 56

59

. 61

62

. 63

4-8.

4-9.

4-10.

4-11.

Mean Scores and Difference for Two Treatment
Groups and One Control Group with Two
Types oijontent (Reading and
Mathematics) for the Variable,
Knowledge of the Instructional
Process. (Indicator: Previous
Experience writing Objectives) ............. 65

Mean Scores and Difference for Two Treatment
Groups and One Content Group with Two
Types of Content (Reading and
Mathematics) for the Variable,
Knowledge of the Instructional
Process. (Indicator: Definition of
Behavioral Objective) ...................... 66

Analysis of Variance for Effects of the
Variable, Cosmopoliteness, Within
Each Content Group and Across
Treatment Conditions and Mean Scores
for Each Population Level (N=10 per
cell) (Indicator: Population of city/
town in which employed.) ................... 69

Analysis of Variance for Effects of the
Variable, Cosmopoliteness, Within
the Total Qualified Sample Group
and Across Treatment Conditions and
Mean Scores for Each Population Level
(Indicator: Population of city/town in
which employed.) ........................... 70

viii

LIST OF FIGURES

3-1. Item Groups Used in Posttest Content Validity ...... 41
3-2. Posttest Only Control Group Design ................. 46
4-1. Age Histogram of Subjects .......................... 57

ix

CHAPTER 1

INTRODUCTION TO THE STUDY

Introduction

 

The American education system has been increasingly
criticized from a number of sources concerning
administrative and teaching priorities, practices and
procedures. "My child is in high school but he can't read."
"School personnel are already overpaid for what they do;
I'm not going to vote for any millage." "What good is this
course going to do me anyway, I'm not going to college."
These comments are merely representative of the
communications received by schools either directly or
indirectly from members of the communities they serve. The
external pressures presented by such groups as parents,
students and business leaders, coupled with internal
reactions to those pressures, are forcing educators to
reassess educational goals, revise curricula and reform
teaching methodologies in an attempt to adapt their efforts
to the needs of their communities.

Action and reaction occurs when change is introduced
to the status quo. Traditions are stable and time-tested
while change is unstable and new. This pushing-pulling
process creates a "forced change" in the educational
system.which is not without consequences and rewards.

1

Making this process more effective for all has opened
new areas of training for personnel who want to become
professionally prepared to efficiently handle the change

process. One such area is instructional development.
Instructional Development and the IDI

The specialists in instructional development are
trained to work with content specialists (clients) to
design and implement systems of instruction that are more
efficient and effective. Training for such a position is
necessarily general. As indicated by Stowe (1970):

Instructional development is the beneficiary
of many other areas of expertise including various
trends of thought in psychology, communication
theory, management theory, information science,
psychometric theory, cost-effectiveness analysis,
curriculum, programmed instruction, computer-
assisted instruction, individually-prescribed
instruction, and of course the specialities which
comprise educational media. The technology of
instructional development is obviously eclectic,
drawing upon many disciplines, but it is single-
minded in its task orientation--the facilitation
of learning under the most efficient conditions.

While such trained individuals are useful in dealing
with change, there are only so many to go around. To
facilitate this change in American education on any grand
scale would require greater numbers of trained personnel
including the Instructional Development Specialist.

For this reason a group of Instructional Developers

from four institutions, (Michigan State University,

¥

1Richard Stowe, "What is Instructional Development?"
(Position paper, Indiana University, October, 1970), p. 2.

Syracuse University, University of Southern California and
United States International University), designed and
developed a program for public school personnel in an
effort to give individuals concerned with local education
the tools, procedures and guidance for planned change.
These institutions formed a consortium in 1965-66 called
the National Special Media Institutes (NSMI). Among the
various projects developed by this group was the
Instructional Development Institute (IDI). Consortium
Director Dr. Charles Schuller describes the five-day
institute in this manner:

The IDI is a carefully designed and thoroughly'
tested training program to train teams of teachers,
administrators, policy makers, and specialists in
curriculum, instructional media and other areas in
the process of developing instructional systems.
The IDI's were developed over a three-year period
under a USOE grant to NSMI. The 40-hour IDI
training program is designed to provide initial
skills and competencies in applying instructional
systems principles to learning and teaching
problems in a local school or school district...
The Institutes are aimed particularly at school
systems with limited resources, substantial numbers
of academically or culturally deprived students,
and a real desire to find innovative and effective
solutions to consequent learning and instructional
problems. Each of the units or modules in the
40-hour program has been field tested and revised
several times and the entire Institute program was
evaluated and revised in four prototype Institutes
conducted in major school systems during 1970-72,
including Detroit, the Phoenix Indian Schools,
Atlanta, and Minneapolis. Further evaluation and
refinement was Eontinued in 39 IDI's conducted
during 1971-72.

2Charles Schuller, "Instructional Development Institute
Program of the University Consortium for Instructional
Development and Technology (UCIDT)", typewritten paper,
Michigan State University, November, 1972, p. 7.

The Instructional Development Institute is mentioned
since the stimulus material used in this study was
extrapolated from a portion of the Institute's instructional

materials.

Need for the Study

 

The role of instructional developers, like their
training, can be multifaceted. Given the appropriate
resources, they can design, develop and implement an
instructional system, Or they can be part of a team,
bringing a particular expertise and contributing to the
total effort of the team. Developers can also use their
skills to train and counsel others in the process of
instructional development giving guidance and advice as
the clients proceed to develop their own instructional
system,

While it may be necessary to receive training in such
diverse areas as those quoted from Stowe to be called an
instructional developer, it is pertinent to add to one's
educational expertise the experience of working with people
in an instructional development setting. It is the
experience of working with people (clients) for the benefit
of other peOple (learners) that gives the instructional
developer the extra "feel" for his work. Any practical,

day-to-day "rules of thum are useful for all developers
as they gather these experiences. Haney (1968) calls these

rules heuristics.

Heuristics are the mark of experience, not
conflicting with formal preparation in theory and
methodology, but somehow apart from it. Often
intuitively felt, heuristics are sometimes
articulated and passed in oral tradition, as rules
of thumb, from one academic generation to another.
(p. 360) In the case of instructional development,
the heuristics...act as unifying elements to tie
together and make workable the discrete steps of
the hypothetical model.

A particular heuristic prompts this study. It is

stated by Barson, et a1, (1968): "Don't let subject matter
l'. 4

 

interfere with an understanding of process This

 

statement advises developers to choose examples outside the
content area of the person to whom they are demonstrating

a process for possible adoption. Otherwise the client may

take intellectual issue with the content in the program and
miss the salient features of the process.

The implications of this "rule of thumb" can be helpful
for a number of developmental situations. However, it does
seem to be in direct conflict with one aspect of research
dealing with the diffusion of innovations summarized by
Rogers (1971). According to data gathered on diffusion,
the speed or rate of adoption of a given innovation is
increased if it can be perceived as advantageous,
compatible, easily tried, uncomplicated and observable. To

extrapolate from this, it would seem to indicate that

 

3John B. Haney, Phil C. Lange, and John Barson, "The
Heuristic Dimension of Instructional Development,"
Audiovisual Communications Review, 16 (Winter 1968): 361.

4John Barson, Instructional Systems Development: A
Demonstration and Evaluation Project (Washington, D. C.
U. S. Dept. of HEW, 'TJune, 1967]). P 80.

 

 

choosing examples from within the content area of the
client would at least hasten the understanding of a process
if not the adoption of it.

The disparity between these two beliefs warrants
further investigation. The justification of a study to
explore and clarify the difference between what seems to
be (Rogers) and what may be (Barson) lies in its value to
those who practice instructional development. For if the
experimental evidence supports Barson's heuristic, then
the study will provide an important developmental strategy

for all instructional developers.

Purpose of the Study

 

The purpose of this study is to answer the following
question:

Will the content of an instructional message, which

is similar to the content specialty of certified

secondary teachers, interfere with the learning of

a process illustrated by the instructional message?

Specifically the study will measure the performance of
learners on a written posttest after they have completed
a self-instructional learning package. The packages have

been designed to emphasize content specialty (reading and

mathematics) and content neutrality (environment).

Statement of the Hypothesis

 

The general hypothesis subject to test in this study
suggests the content of an instructional message, which is
similar to the content specialty of certified secondary

teachers, will interfere with the cognitive learning of

the process illustrated by the instructional message.
Certified secondary reading and mathematics teachers who
work through a content-related instructional package will
learn less because of content interference than certified
secondary reading and mathematics teachers who work through

a non-content-related (neutral) instructional package.

Methodology

 

The population for this study was all certified
secondary teachers from three areas in the State of
Michigan ranging from medium rural to large urban
communities. The sample was restricted to qualified
subjects who were certified to teach at the middle school,
junior high school or high school and whose content
specialty was reading or mathematics.

The experimental design is a posttest only control
group design. Demographic and attitudinal information
provided data useful for the analysis of the secondary
hypotheses; an instructional learning package provided the
major stimulus for the experiment; and the posttest provided
the mean scores for data analysis of the primary and
secondary hypotheses.

A variety of settings were used to expedite the
experiment. Volunteers were recruited from three areas in
the State of Michigan. From the total number of volunteers
(N=66), sixty qualified subjects were divided equally (N=10)
into the six experimental cells determined prior to the

initiation of the study. Randomization techniques were

designed and are discussed in Chapter 3.

Data analysis was completed using the MIDAS (Michigan
Interactive Data Analysis System) computer program. This
system.was designed and written by the staff of the
Statistical Research Laboratory of the University of
Michigan. The appropriate analyses are reported in

Chapter 4.

Scope of the Study

 

Previous research related to the particular
theoretical dichotomy examined in this study is limited.
However a study by McCarty (1970) dealt with the same
concern. It is McCarty's study that is being replicated
by this research. A constructive replication is attempted
rather than a literal one. Lykken (1968) describes a
constructive replication as a "deliberate avoidance of

5 To construct such

imitating the first author's methods."
a replication, it is necessary to utilize the empirical
statement established by the first author and then formulate
the particular methods of sampling, measurement and data
analysis necessary to carry out the replication. Although
the empirical statement remains intact, the replication

includes a number of independent variables either not

considered or not significant in the McCarty study. These

5David T. Lykken, "Statistical Significance in Psycho-
logical Research," Psychological Bulletin 70 (3) (1968),
quoted in Walter R. Borg and Meredith D. Gall, Educational
Research: an Introduction (New York: David McKay Co.,
1971), 291.

 

 

gt

v...

9;

IL!)

variables and other related literature are presented in

Chapter 2.

Definition of Terms

 

The following terms are explained or defined to
maintain clarity and consistency throughout this study.

Behavioral Objective: a precise statement indicating the

 

performance expected of the learner in terms of
specific skills and concepts as a result of exposure
to the instructional material.

Instructional Module/LearningiPackage: instructional

 

material designed to be used by the learner either
without teacher intervention or with a minimum of
teacher assistance; includes subject stimuli,
provision for responses, immediate feedback and

self-testing for self-evaluation.

UQIDT: University Consortium for Instructional Development
and Technology; post-grant organization replacing the
National Special Media Institutes (NSMI) and
incorporating an additional member, Indiana University.

Summary

Criticism of the American system of education has
forced educators to reassess goals, revise curricula and
reform teaching methodologies. Within the past several
years trained personnel, equipped to effectively guide
educators through the change process, have emerged in a

number of new areas, including the area of instructional

6Educational Technology: A Glossary of Terms,
Association for Educational Communications and Technology
(Washington, D.C. [1979]). p. 60.

 

10

development.

While it is necessary to receive diverse training to
be called an instructional developer, practical experience
is necessary to give the developer the extra "feel" for his
work. Sharing these day-to-day "rules of thumb" are useful
for all developers. Haney (1968) calls these rules
heuristics.

A particular heuristic prompts this study: "Don't let

 

subject matter interfere with an understanding of process".
This heuristic does seem to be in direct conflict with one
aspect of research dealing with the diffusion of
innovations summarized by Rogers (1971): the speed or rate
of adoption of an innovation. The heuristic encourages
developers to choose examples outside the content area of
a client to whom they are demonstrating a process for
possible adoption. Diffusion research suggests such
examples should come from within the content area of a
client to hasten the understanding of a process if not the
adoption of it.

The purpose of this study is to answer the following
question:

Will the content of an instructional message, which

is similar to the content specialty of certified

secondary teachers, interfere with the learning of

a process illustrated by the instructional message?

In Chapter 3, the primary and secondary hypotheses

derived from the above question are listed, the nature of

 

7Barson, Instructional, p. 80.

 

 

11

the sample is discussed and data collection measures used
are presented. A description of the experimental setting,
randomization procedure and design of the study are also
included in Chapter 3.

Analyses of all primary and secondary hypotheses with
supportive data are presented in Chapter 4.

Previous research related to the.particu1ar
theoretical dichotomy is limited. However, a study by
McCarty (1970) dealt with the same concern. It is
McCarty's study that is replicated constructively by this
research study. This replication contains a number of
independent variables either not considered or not
significant in the McCarty study. These variables and

other related literature are presented in Chapter 2.

CHAPTER 2

REVIEW OF LITERATURE

A Review of the Concept: Instructional Development

 

The field of instructional development has grown to
incorporate a wide variety of practitioners, philosophies,
and practices. Instructional development models abound,
each one professing to be more appropriate than the one's
it preceded. Each practitioner seems to have a particular
definition of instructional development. Consider these
samples:

...The term usually signifies an analytic procedure
for devising and managing a set of experiences for
a finite, describable student population with the
intent of facilitating atgainment of a specified
set of learning outcomes.

Instructional development may be simply defined as
a systematic way of analyzing curriculum and
instructional problems and of developing validated
practical solutions.

...The appropriate integration of expertise and
experience such that a catalytic environment exists
for the systematic application of knowledge and
technology to the design, production and evaluation
of communication environments which accurately
reflect or effectively improve the greater society

8Dennis Hoban, "The Instructional Developer", Audio
’Visual Communication Review 22 (Winter 1974): 454.

9

 

 

Schuller, Consortium, p. 7.

 

12

13

in which the instructional system is embedded.10

...It is a systematic way of designing, carrying

out and evaluating the total process of learning

and teaching in terms of specific objectives based

on research and human learning and communication

and employing a combination of human and non-human 11
resources to bring about more effective instruction.

ID is a process employed to design and bring into
being another process called instruction in order
to ensure high quality, efficient learning.12

...A process for improving the quality of
instruction.

...The systematic design, implementation, and
evaluation of instruction....instructional
development focuses on the effectiveness of the 4
academic program in facilitating student learning.

 

10Thomas E. Harries, "Instructional Development: A
Definition", unpublished paper, Symposium on Instructional
Development, Michigan State University, 1 May 1971, p. 7.

11Elwood E. Miller, "Directions for Instructional
Development", unpublished paper, Symposium on Instructional
Development, Michigan State University, 29 April 1971, p. 2.

12Paul W. F. Witt, "Instructional Development, What?
Why? How? Who?", unpublished paper, Symposium on
Instructional Development, Michigan State University,
1971, p. 8.

13Kent L. Gustafson, "Toward a Definition of
Instructional Development", paper presented to the
Instructional Development Division, Association for
Educational Communications and Technology, Philadelphia,
Pennsylvania, March 1971, p. 1.

14Joseph J. Durzo, Robert M. Diamond and Philip L.
Doughty, "An Analysis of Research Needs in Instructional
Development," Journal of Instructional Development 2
(Summer 1979): 4.

 

l4

Implicit in these samples are commonalities that are
indicative of the concept of instructional development no
matter how it is defined and applied. DevelOpers first
concern themselves with process; starting somewhere, using
a variety of resources, continually testing, revising, and
evaluating, and ending up somewhere else. This process
could be cyclical, i.e. ending up back at the beginning.
However a second commonality, change, directs the developer
to work through the process to produce something better
(Or at least different) than what originally existed. If
the developer returns, through process and change, to the
original beginning, it is likely that no process or change
was necessary.

Common to all instructional development is the focus
on instruction. Developers attempt to provide avenues and
alternatives to disseminate information and knowledge from
individuals with a particular data base to those who want
or need it. Developers do not directly attempt to change
the individuals involved in the instructional process.
However, they do attempt to change the process of
communication and dissemination of information between the
individuals involved. The final result of this process of
changing instruction is the last commonality, learning.
After all the hard work, if the receiver has not learned,
has not changed his behavior, then instructional development
has not worked properly and the process must start again.

As Stowe has stated, instructional development ... is

'15

single-minded in its task orientation -- the facilitation

of learning under the most efficient conditions."15

Theoretical Framework of the Study

 

Instructional developers spend a great amount of time
and effort attempting to affect change in their clients'
instructional methodologies. They try to provide clients
'with instructional methods, aids and resources that will
lead to an effective culmination of the problem-solving
process. In doing so the developer will most likely
present something to the client that the client will find
new and different. Acceptance of something new and
different can be a source of conflict in the developer-
client relationship. Attention to this conflict has been
reflected through the research and publications on the
subject of diffusion of innovations.

The cause of this type of conflict between the
developer and the client is the reaction to an innovation.
The innovation, whether defined by Rogers (1971), Grabarz
(1972), Cuba (1968), Heywood (1965), or others, does not
lead to conflict until two or more individuals react to it.
While research on types of innovations (i.e., Camaren, 1966;
Edwards, 1973; Hamann, 1971; Haven, 1973; Mahbubani, 1972)
may add to the developers knowledge base, it is research on
the diffusion process that will assist developers to

effectively cope with the innovation-presentation conflict.

 

15Stowe, Development, p. 2.

 

16

As stated in Chapter 1, Rogers (1971) indicates the
rate of adoption of an innovation will be increased if it
can be illustrated to the adopter to have five
characteristics.

1. Relative advantage - degree to which an innovation
is perceived as better than the idea it supersedes.

 

2. Compatibility - degree to which an innovation is
perceived as being consistent with the existing
values, past experiences and needs of the
receivers.

 

3. Complexity - degree to which an innovation is
perceived as difficult to understand and use...
In general, those new ideas requiring little
additional learning investment on the part of
the receiver will be adopted more rapidly than
innovations requiring the adopter to develop
new skills and understandings.

 

4. Trialability - degree to which an innovation may
be experimented with on a limited basis.

 

 

5. Observability - degree to which thg results of an
innovation are visible to others.1

Helsel (1972) reported that teachers perceptions of relative
advantage and compatibility were found to be positively
related to their acceptance of an innovation. No other
characteristics were found significant in comparison to

17 An implication from earlier

acceptance of an innovation.
information described by Cartwright (1966) indicates that
those people who are to be changed and those who are to

exert influence for change must have a strong sense of

 

16

17Ray A. Helsel, "Teachers' Acceptance of Innovation
and Innovation Characteristics", The High School Journal 56
(November 1972): 71.

Rogers, Diffusion, p. 22.

 

 

l7

belonging to the same group.18 Thus compatibility may
extend to the developer who is presenting the innovation
to the potential adopter. Discussing Rogers on diffusion
and motivation to learn, Butler (1977) touches on the same
possibility.

...it is usually best to cite in simplified terms
the major unifying concepts and principles and to
relate them to previous knowledge at the very
onset, thus providing a framework of meaning for
the subsequent more detailed and more specific
information. The more meaningful the material is
to the learner, the better the learner can
organize and learn it...It is best to use words
familiar to the learner and to explain all
unfamiliar and technical terms as they are used,
not before.19

The other half of the dichotomy examined in this
research is familiar to many instructional developers.
Haney, Lange and Barson (1968) discussed a number of
heuristics for instructional developers. Heuristic #14
advises developers to present examples to their clients
outside the content specialty of those clients.

...Show a program in another subject...In this way

he will learn how the process works without getting

embroiled in content controversy...Then, after the
new process or device itself is understood, (he)
has an informed basis for imagining and considering
its various applications to his own subject-matter

speciality. Once he is favorably disposed in
general toward its possible applications, he is

 

18Dorwin Cartwright, "Achieving Change in People", in
The Planning of Change: Readings in the Applied Behavioral
Sciences, ed. Warren G. Bennis, et al (New York: Holt,
Rinehart and Winston, 1966). P. 702.

19F. Coit Butler, "The Major Factors that Affect
Learning: A Cognitive Process Model", Educational
Technology 17 (July 1977): 8.

 

 

18

ready to consider constructively specific

illustrations in his own field. This is the time

to introduce specialized examples - when he wants

to build on them.
Barson (1967) presented his views at the DAVI Convention
in 1967.

For example...introduce...a programming device...

(he's) an English instructor...Don't show an English

program...Get one on contract law...Ask if it's a

valid contract or not.. This permits him to examine

the characteristics and principles of the device

without first debating the subject matter issue.

Don't throw contract law...to a lawyer--throw him

one on punctuation.2

Even though experimental evidence promoting this mode
of operation is lacking, it is likely many developers
incorporate this viewpoint into their practice. Aside
from the McCarty study which will be scrutinized in this
chapter, no studies have been found which directly examine
this viewpoint experimentally. Yet the heuristics still
are presented and referred to in the literature without
question. In the Winter, 1980, issue of the Journal of
Instructional Development, the original Haney, Lange and
Barson article was reprinted followed by an article adding
to the original heuristic list. None of the original
heuristics were changed, added to or challenged. In
another journal Gustafson presented a learning plan for
faculty members. It included a set of learning and

motivation components. A portion of the plan is quoted

here:

 

20Haney, Heuristic, p. 368.

1Barson, Instructional, p. 84.

19

Component II - Provide Guiding Information
D. Provide examples and samples of
prototypes and finished products
in other areas.

 

 

 

Component III - Provide Meaningful Context
A. Show examples of finished - but not
too polished-products - via media,
field trips, reports, etc. Select
outside client's subject area and 22
flexible human examples if possible.

 

 

As many others have done since 1968, the author of the
above components has internalized the particular heuristic
involved in this research as a normal part of professional

knowledge and expertise.

An Instructional Development Component:

 

Behavioral Objectives

 

Instructional developers use a variety of educational
techniques to assist their clients through the development
process. Specific organizational techniques are especially
useful during the development of instructional strategies,
methodologies and product evaluation plans. One technique
used to assist clients during all three of the above phases
is the behavioral objective. The use of this technique
assists the developer and client in formulating and
evaluating the resultant learner behavior which directly
relates to the initial content statements. Thus, the
ability to write behavioral objectives is relevant to the

instructional development process and is the content around

 

22Kent L. Gustafson, "Improving Instructional
Development: Faculty as Learners", Educational Technology
15 (May 1975): 36. Emphasis by J.S. Foster.

20

which this Study is designed.

Reviewing the behavioral objective literature was
largely a process of making a list of those who believed
and those who didn't. It was humanism versus
behavioralism, accountability versus academic freedom,
teaching to the test versus criterion-referenced testing.
Geis (1977) even went so far as to divide learning into
two aspects, training and education. He felt objectives
were more appropriate for training than education and that
training was more appropriate in the primary school
curriculum with education more appropriate at the secondary,
post-secondary level.23

Objectives accomplish little by themselves. They can
be used effectively if they are developed by objective
users, with materials designed from the objectives and used
in objective-based programs. Baker (1968), referenced in
Niedermeyer and Sullivan (1978), gives credence to such a
claim, finding no difference between the performance of
learners whose teachers were provided with precise
behavioral objectives and those whose teachers used general

non-behavioral objectives with the same instructional

 

23George L. Geis, "Education, Training and Behavioral
Objectives", Educational Technology 17 (May, 1977): 33.

 

21

materials not specifically designed from the objectives.24

The stimulus material for this study was adapted from
the behavioral objectives learning package developed and
tested for the Instructional Development Institute by the
University Consortium for Instructional Development and
Technology (UCIDT) (Refer to Chapter 1 for a description
of the Institute and a definition of the Consortium.) This
objectives learning package is a "how to" instructional
program. It presents a simple A (Audience), B (Behavior),
C (Conditions), D (Degree) format for writing objectives.

The objectives section of the Instructional Development
Institute began with this 30-page learning package which
was similar in style to programmed instruction. No outside
references or media were used to complete the package; just
the package, a pencil and a l-hour time period. A ten-item
test completed the package. Subsequently, participants
were given the opportunity to practice writing objectives.
Since only one hour was given to finish the package, it was
expected that test scores would reflect the structured
time frame with high and low scores. The principle of

individual differences would preclude any validity of the

 

24E. L. Baker, "The Differential Effect of Giving
Behavioral and Non-behavioral Objectives to Teachers on the
Achievements of Their Students", paper presented at annual
meeting of the California Educational Research Association,
Berkeley, California, 1968, cited by Fred C. Niedermeyer
and Howard J. Sullivan, "Prospects for School Acceptance of
Objectives-Based Instructional Programs", in Behavioral
Objectives: The Position of the Pendulum, ed. Miriam B.
Kapfer (Englewood Cliffs, New Jersey: Educational Technology
Publications, 1978), p. 127.

22

package exemplified by the test scores received under these
conditions. High scores for all was not the objective.
High scores for those who could learn the material in one
hour was the objective. It is this process of writing

obj ectives which is to be learned and measured in this

study.

Content Specialty and Process Learning Interference

An example of the interference phenomenon occurred in
the presence of this researcher during one of the
Instructional Development Institutes in 1974 near
Indianapolis, Indiana, and prompted this study. This
institute's participants were mainly reading specialists
from throughout the state. Thus, the content specialty of
reading was more than adequately represented.

Day 3 of the IDI began with the showing of a film from

the television series, Room 222, entitled "Funny Money".

 

The first half of the film was shown, a discussion followed
and the rest of the film was presented. The story of the
film revolved around a teacher's attempt to motivate
StUdents to read in a remedial reading class. After the
firSt half of the film, the institute participants divided
into discussion groups, each with 13-15 participants. The
particular discussion group I observed started as most
Others . However as the discussion leader began to lead the
group to the symptom of motivation, the participants began

to take issue with the methods used by the film's teacher,

the type of class represented and the way reading was being

23

taught. It was difficult for the discussion leader to
bring the group back on track. There was no immediate way
to measure whether or not this interruption caused any loss
of learning. However it did indicate the phenomenon
existed.

In developing this study and reviewing relevant
literature, only one study directly related to this
phenomenon. Research by McCarty (1970) dealt with the same
theoretical concern. The purpose of his study was to
ascertain the effect specific content messages had on the
adoption of a particular innovation: compressed speech.
Content-designed messages were used with groups of
Mathematics, Science and Biology teachers in an effort to
Persuade the teachers to accept the innovation. It was
hyPothesized that the content of the messages would hinder
the rate of acceptance of the innovation by interfering
with the process of learning for those faculty whose
content specialty matched the content of the messages. The
I"isults of the study did not confirm his hypotheses at a
statistically significant level.25

In personal conversations with Dr. McCarty, he
encouraged replicating the study for it might provide

valuable feedback if certain changes were made in the
-\

25Curtis J. McCarty, "The Relationship of Faculty

Eggtent Specialty to Instructional Development Activities
to Ethe Subject Matter Relatedness of Presentations Designed
Statncourage Further Usage" (PhD dissertation, Michigan

e University, 1970).

24

experimental aspect of the study. As a result of the
conversations, two important modifications were made for
this replication. First, McCarty used a language
laboratory for his experimental setting. This worked well
to control unwarranted variables but was artificial as a
setting for instructional development consultation.
Secondly, McCarty's population was composed of Biology,
Earth Science and Mathematics teachers. While he initially
felt these specialities would have dissimilar backgrounds,
in retrospect it appeared that there were several
commonalities. The sample groups needed more divergence on
the characteristic of content specialty. The experimental
setting and content specialty sample groups were changed

for this study.
Demographic and Personological Variables

The possibility exists that variables other than
content specialty could provide interference with learning
even though content specialty interference is the primary
effeet under study. Demographic and attitudinal information
obtained prior to the introduction of the stimulus material
Will provide the data necessary to determine any amount of
interference these "secondary" variables may have on
learning.

Sachs (1976), whose exploratory study compared select
Characteristics of innovators in an attempt to determine
differences, found a number of demographics which were not

Significant indicators of any difference between the two

25

ggroups. The variables would seem to have no significant
eeffect in terms of learning interference. However others
laave found evidence supporting certain variables relating
‘to the acceptance or rejection of innovations.

Haven (1973) found size of school district taught in
and age of the teacher significantly related (p‘<.05) to
accepting or rejecting innovations while other variables,
i.e., educational level, sex, amount of prior experience
and grade taught, were not significantly related. Nussel
(1969) indicated two possible obstructions to change might
be: 1) the older...the (teacher) the less receptive he is
to innovation in the school, and 2) teachers with more than
fifteen years of experience are more likely to discourage

innovations....26

This indication included a suggestion
for further research for substantiation. Baldridge (1975)
suggests that individual characteristics do not have the
'widely argued effect of producing more innovative behavior
among individuals involved in organizational changes.27
'The lack of consistency found in the literature reviewing
idemographic variables relating to innovation-adoption

iwarrants inclusion of those variables in this investigation.

 

26Edward J. Nussel and Mildred Johnson, "Who Obstructs
igngovationTfl Journal of Secondary Education 44 (January,
9): 10.

27Victor J. Baldridge and Robert Burnham, "Organiza-
tional Innovation: Individual, Organizational, and
Eknvironmental Impacts", Administrative Science Quarterly 20
(June, 1975): 168.

 

26

Interference in learning may not be limited to the
‘Jariables previously mentioned. The inherent
(characteristics of an individual's personality could
laccount for the same phenomenon. While a number of these
internal traits have been utilized in research describing
'human behavior, i.e., authoritarianism, dogmatism, concept
differentiation, categorizing, et a1., only one may have an
effect on learning given the experimental situation and
stimulus material the subjects will face in this study.
That characteristic is rigidity. Leach (1967) described
rigidity "as a neurologically determined peculiarity of
perception, as a type of perceptual defence and as a

"28 In

manifestation of basic personality variables.
Leach's article, there is reference to Frenkel-Brunswik's
research on rigidity which started from research in
psychoanalysis. Frenkel-Brunswik (1950) reports rigidity
as an intolerance of ambiguity.29
Although there may be numerous ways to describe this

trait, there are certain descriptive elements contained in
‘the concept of rigidity: a relatively narrow cognitive
(nading structure, a fairly closed cognitive belief system,

6: strong attitude about absolute authority and a low

tcilerance toward anything new. The trait is quite close to

n

28Penelope Jane Leach, "A Critical Study of the
lxiterature Concerning Rigidity", British Journal of Social
€533 Clinical Psychology 6 (1967): 19.

29

 

Ibid., p. 26.‘

27

the concept of dogmatism. However Rokeach (1954) states
that both concepts refer to a form of resistance to change
but that "dogmatism, by definition, is more general
referring to the total organization of one's belief system

whereas rigidity refers to the degree of isolation between

regions."30 Selecting rigidity as a variable instead of

dogmatism rests with another Rokeach differentiation.
Rigidity refers to person-to-thing contacts whereas
dogmatism is manifested almost necessarily in situations
involving person-to-person communication.31 This
experimental study concerns the person-to-thing concept,
31-8 . , subjects working through the learning package.

An indication that rigidity might be an important
Variable to consider came from a Rokeach study (1960)
referred to by Biggs (1971). Three variables -
neL‘lroticism, introversion and rigidity - were manipulated
to determine what motivation effect would be more
appropriate given the interaction between the variables.
The results showed that the kind of motivation is a direct
flmction of rigidity, although its intensity will vary
according to the other two factors.32

In essence, if a

deSired behavior is to occur, given particular rigidity

 

 

30Milton Rokeach, "The Nature and Meaning of Dogmatism",
R§X¢iological Review 61 (1954): 200.

31Milton Rokeach, The Open and Closed Mind (New York:
Basic Books, 1960), p. 40.

. 32J. B. Biggs, Information and Human Learning (Glen-
VIEW, Illinois: Scott, Foresman and Company, 1971), p. 51.

F.“

(I)

28

scores, motivation will be activated intrinsically. This
particular study indicated the motivational effect would

be negatively or positively intrinsic depending upon whether
the rigidity scores were high or low respectively. The
implication for this study is that there may be an
interaction between rigidity scores, the "new" material in
the learning package and how the subjects will react to it
(motivation effect), and the resultant posttest scores.

The possibility of such an interaction indicates the
necessity of including the concept of rigidity in the study
as a variable that may relate to any significance obtained

from the experiment and the accompanying analysis.

Summary

The field of instructional development has grown to
incorporate a wide variety of practitioners, philosophies,
and practices. Each practitioner seems to have a
particular definition of instructional development.
Implicit in the definitions are four commonalities:
process, change, instruction and learning.

Developers spend a great amount of time and effort
attempting to affect change in their client's instructional
methodologies. In doing so, the developer will most likely
present something to the client that the client will find
new and different. This can be a source of conflict
between developer and client. Attention to this conflict
has been reflected through research and publications on the

subject of diffusion of innovations.

29

The theoretical framework of the study is presented.
Deductions from literature by Rogers (1971), Helsel (1972),
Cartwright (1966) and Butler (1977) reinforce the technique
of presenting information to clients using examples from
within the content specialty of the client. On the other
hand, Haney, Lange and Barson (1968), Barson (1967) and
Gustafson (1975) lend credence to presenting examples
outside the content area of the client. In both cases
adoption of an innovation is the intended goal.

Reviewing the behavioral objective literature became
largely a process of making a list of those who believed
and those who didn't. It was humanism versus behavioralism,
accountability versus academic freedom, teaching to the
test versus criterion-referenced testing. The stimulus
material for this research was adapted from the
Instructional Development Institute and presents a simple
format for writing objectives.

Content specialty and its potential interference with
process learning is described with an examination of a
personal experience of this researcher in a professional
setting and with a review of McCarty's study. McCarty
(1970) researched the same theoretical concern but his
hypotheses were not confirmed at a statistically
significant level.

The last section of this chapter is devoted to the
literature describing the "secondary" independent variables

to be scrutinized in this research. Since there was some

C)

30

inconsistency regarding literature reviewing demographic
variables, i.e., the variable age would be significant in
one study but not in another, those variables are included
in this study. In addition, the evidence for including

the personological variable of rigidity is reviewed.

CHAPTER 3

PROCEDURES AND METHODOLOGY
Statement of the Problem

The purpose of this research was to determine if,
under experimental conditions, certified secondary teachers
could learn an instructional process from instructional
Inaterial designed with content similar to their own content
specialty. It was hypothesized that teachers who worked
‘through a content-related instructional module would learn
'less about an instructional process than teachers who
vvorked through a non-content-related (neutral)

instructional module.
Hypotheses

The following primary and secondary hypotheses for this
StUdy have been converted into the null form.

Primary hypothesis: there will be no difference
in posttest mean scores for certified secondary
teachers who work through a content-related
instructional module and for certified
secondary teachers who work through a non-
content-related instructional module.

 

Secondary hypotheses: there will be no difference
in posttest mean scores for certified secondary
teachers who work through an instructional module
based on the differentiation provided by the
variable, age.

 

31

32

there will be no difference
in posttest mean scores for certified secondary
teachers who work through an instructional module
based on the differentiation provided by the
variable, integration with the social system.

there will be no difference
in posttest mean scores for certified secondary
teachers who work through an instructional module
based on the differentiation provided by the
variable, rigidity.

there will be no difference
in posttest mean scores for certified secondary
teachers who work through an instructional module
based on the differentiation provided by the
variable, sex.

there will be no difference
in posttest mean scores for certified secondary
teachers who work through an instructional module
based on the differentiation provided by the
variable, educational level.

there will be no difference
in posttest mean scores for certified secondary
teachers who work through an instructional module
based on the differentiation provided by the
variable, knowledge of the instructional process.

there will be no difference
in posttest mean scores for certified secondary
teachers who work through an instructional module
based on the differentiation provided by the
variable, cosmopoliteness.

Nature of the Sample

 

The sample (N=66) was taken from the population of
certified secondary teachers from three areas in the State
Of Michigan. These areas ranged from medium rural to large
urban communities. Only teachers who taught reading or
mathematics during the 1979-80 academic year and were
certified to teach at the middle school, junior high school

or high school level were eligible for this study.

33

Certified teachers who taught both reading and mathematics
'were disqualified from the sample due to the crossover of
subject matter. All the participants volunteered for the
study and worked in one of the three areas.

Demographic information included age, sex, years of
teaching experience, current teaching area, current grade
level taught, current degree status, population of city or
town where employed and additional educational information
specific to the study. Age of the qualified subjects
(N=60) ranged from 23 to 62. Gender of the subjects was
34, female; 26, male. Years of teaching experience ranged
from.2 years to 32 years. There were 5 elementary
teachers, 29 middle or junior high teachers, and 30
secondary teachers (N=60). (Some teachers taught at more
than one level.) All subjects had at least a BA degree.
Only one participant had a PhD. The population of the
communities where the subjects worked ranged from under
5,000 to over 200,000. Other data gathered from the
demographic form (Appendix A) will be covered in the Data

COllection Measures section .
Data Collection Measures

Demographic The demographic instrument used in this
study was designed to gather data by the self-report

method. The subjects responded to all items unassisted
unless they specifically asked the examiner for assistance.

The instrument was the primary data gathering tool for the

34

first six secondary hypotheses.

The first page was revised after a small pilot (N=3),
conducted to determine average time to complete the
demographic, indicated that the descriptor, "current
teaching area", was an inadequate indicator of content
crossover. An additional descriptor, "subjects certified
to teach", was added to further describe this area and cue
the examiner to verbally interrrupt the subjects and seek
clarification of their response to the new descriptor if
inecessary. Through this addition eleven subjects were
identified as possible disqualifiers and, after
clarification, two were disqualified for currently teaching
looth reading and mathematics. All disqualified subjects
«:ompleted the entire learning experience so that other
<data, i.e., scores for posttest validity, would be used
from their materials. Seven of those identified were
reading teachers who were certified to teach mathematics
bUt had not done so for at least the past academic year
(1979-80). The remaining two subjects were teaching
mathematics and certified to teach all subjects but had not
taught English or reading for at least the past academic
year (1979-80).

The descriptor, years of experience, was divided into
three levels to provide finer analysis of the variable,
integration with the social system.

The last page of the demographic instrument related to

the variable, knowledge of the instructional process.

35

This page was designed to acquire data about the
participants' knowledge and usage of behavioral objectives

and mastery learning.

Inventory, The last of the secondary hypotheses,

 

rigidity, was investigated through the use of an

abbreviated edition (Appendix B) of The Inventory of

 

Beliefsy Form I developed by the Intercollege Committee on

 

Attitudes, Values, and Personal Adjustment for the American
Council on Education during the Cooperative Study of
Evaluation in General Education in 1951 at Michigan State

33 The instrument was offered for use in this

College.
research by Dr. Arvo Juola and Dr. Irv Lehmann, Learning
and Evaluation Services, Michigan State University.

The original Inventory of Beliefs scale consisted of
"120 pseudo-rational cliches to which the subject is asked
to respond by means of a four-element key: strongly agree,
agree, disagree, and strongly disagree...(lt) is designed
to distinguish (those) who tend to accept stereotypes and
who are dependent and rigid in their attitudes and values
from those who are more mature in their viewpoints and who

tend to be more adaptable in their beliefs and attitudes...

A high scorer is thought to be more mature, flexible,

 

33General Education: Explorations in Evaluation, The
Final Report of the Cooperative Study of Evaluation in
General Education of the American Council on Education,
Paul L. Dressel, Director, Lewis B. Mayhew, Assistant
Director, American Council on Education (Washington, D.C.,
[1954]).

36

adaptive, and democratic in his relationships with others;
a low scorer is immature, rigid in outlook, compulsive,
and authoritarian in his relationships with others.
Reliability coefficients range from .68 to .95 with a
median r=.86...The test-retest reliability is .71 (Lehmann
and Ikenberry)".34

To use the original scale would have added too much
time to each individual experiment (30-45 minutes).
Instead a short form of the scale was extrapolated from
the battery of 120 cliches. Thirty statements were chosen
as the measuring device for the variable, rigidity.

The 120 original items represented the areas of
Humanities, Social Science and Political Science. To keep
similarity to the original, ten items from each area were
chosen to make up the short form (N=30). Since some of
the clichés were emotionally-laden, an effort was made to
minimize this measure's impact on the main effect of this
research. Items were disqualified for the following
reasons:

1. Statements whose content in 1951 was
inappropriate for 1979-80. (Dated items)

2. Items relating directly to the content
areas of reading or mathematics.

3. Cliches relating to specific races,
religion, languages and countries.

Appendix B indicates the 30 items used to create the short

 

34Irv Lehmann and Paul Dressel, "Critical Thinking,
Attitudes, and Values in Higher Education", Michigan State
University, 1962, p. 20-21 (Monograph).

37

edition.

To determine the reliability of the short form, a
separate collection of individuals (N=l6), using the test-
retest method, responded to the inventory over a six month
period. All participants in the test-retest reliability
study had to either be actively seeking a college degree
or had already received a college degree. The first test
was conducted with the inventory subjects, one at a time,
starting June 14, 1978, and ending July 12, 1978. The
retest was conducted with all available subjects (N=15),
again one at a time, between December 14, 1978, and
February 20, 1979.

Scores could range from 0-30. An accepting response
of 1 or 2 (strongly agree or agree) to any item is given
no credit. Responses of this nature would result in an
overall low score indicating rigid outlook, authoritarian
nature and inflexible in relating with others. A rejecting
response of 3 or 4 (disagree or strongly disagree) to any
item is given one point. Responses of this nature would
result in an overall high score indicating adaptive,
flexible behavior and democratic in relating with others.

As with all other analyses in this study, significance
levels of .05 or less are considered statistically
significant. The test-retest reliability for this group
(N=15) was .68. This was a significant correlation

(p<.005).

38

While r=.68 may seem low, this correlation is
considered more than adequate given the length of time
between test-retest. In Anderson's study (1978) it was
noted that "definition of low is...relative to the length
of time between the test and the retest. It seems obvious,
and in fact has been shown by Thurlow (1971), that a period
of two weeks between tests would prove more reliable than
a period of two years between tests (£=0.9l at 2 weeks as
opposed to £=0.26 at 2 years). Nunnally and Durham's
(1975) discussion of reliability testing suggests that an
interval of two weeks be used between tests...In Navy
enlisted men...test-retest correlations vary from 0.90 (one
inonth interval) (Rahe, 1975)...to 0.55 (six month interval)
(Sarason et a1, 1975)...

...The only time correlations below 0.90 were ever
rweported, was when time intervals between the test-retest

d. "35

e)<ceeded a one month time perio This would suggest a

higher correlation coefficient might be obtained if the
tiJne interval between the test and the retest was much less
truan the time interval used to determine the reliability of
the inventory.

Other demographic data from the inventory group was

analyzed but no statistical significance was found.

 

 

35Anderson, Marcia Susan Decann, "Life Changes and
Itltless in Two Drug Treatment Modalities", (Ph.D.
d1ssertation, University of Michigan, 1978), p. 34.

39

Instructional Package The self-instructional learning
package used in this research was designed, developed,
tested, and revised by the University Consortium for
Instructional Development and Technology and utilized in
various Instructional Development Institutes (IDI) across
the country. This original form allowed an individual to
learn the process of writing behavioral objectives in a
relatively short period of time. Only the sections on
objectives were used. (There is a section on learning
activities which is not relevant to this study.)

Four specific revisions of the IDI instructional
package were developed for this study. One was used for
subjects proceeding through the instructional package
twithout examples that matched the content specialty of
their current teaching area. All the examples in this
Imackage had been changed to a non-related (neutral) content,
tlle environment (Appendix C).

Two forms were used with examples of content specialty,
orie fer subjects who taught reading (Appendix D), and one
for subjects who taught mathematics (Appendix E). All the
examples in both forms were changed to match those content
sPecialties.

The last edition was without any examples (Appendix F).
The= participants proceeding through this instructional

Package had only the explanatory material to read.

£3§JEEEE§E The posttest followed the same fonmat as the

test: 'used with the original learning material in the IDI.

40

The original test was used as an indicator of how quickly
participants internalized the contents of the learning
package. Given one hour to work with the objectives
material, participants were given 10 minutes to complete
the lO-item IDI Objectives test. Test scores were used to
make up teams for a two-hour game designed to provide
objective writing practice. High scores (scores of 7-10)
were paired with low scores (0-4) to help equalize the
talent for the game.

For this study, the test was expanded from 10 to 20
items and subjects were given as much time as they needed
to finish the learning package. The original test covered
the definitions of the four parts of an objective, examples
of behavior (4 items) and conditions (2 items). This
study's posttest covered the same four definitions and
4-item.examples for each of the four parts of an objective.
No time limit was imposed on the subjects taking the
posttest. References in the test to reading, mathematics
and the environment were changed to reflect none of those
content areas. (Appendix C)

All subjects (N=66) took the posttest after finishing
the instructional package. The posttest was used to
measure how well the subjects learned the process of
‘writing objectives.

Content validity for the posttest was determined by
using the Chi square statistic. The posttest was divided

into four item groups. Each item group was designed to

41

measure the cognitive learning of the subjects for all four
parts of an objective: audience, behavior, conditions and
degree. The four item groups consisted of five multiple-
choice questions each. The first question in each item
group was designed to elicit a recognition of the
definition of the terms audience (Question #2), behavior
(#4), conditions (#3), and degree (#1). The last four
questions in each item group were designed to elicit a
recognition of an example of each of the parts of a
behavioral objective. Figure 3-1 indicates the item groups
for each of the four objective parts. (See Appendix G for

specific posttest items referred to in Figure 3-1).

 

POST TEST ITEM GROUPS

 

Audience Questions #2, 17, 18, 19, 20

Objective Behavior Questions #4, 5, 6, 7, 8

 

Parts Condition Questions #3, 9, 10, 11, 12

Degree Questions #1, 13, 14, 15, 16

 

Figure 3-1.--Item Groups Used in Posttest Content Validity

The Chi square statistic indicated significance in
each item group. (Table 3-1) Lack of significance within
item groups can be attributed to two known factors:

1. Lack of variance for a particular item

2. A difference between definition questions and
example questions.

Table 3-l.--Chi Square Results on Posttest Item Groups

N=66

Item group: audience

Questions #2,17,18,
19,20

Item group: behavior

Questions #4,5,6,7,8

Item group: conditions

Questions #3,9,10,
11,12

Item group: degree

Questions #1,13,14
15,16

.42

Significant Associations

DF=1

 

Question #

 

#17.

18

#17, 19

#18.

#5.
#5.
#6.
#6.
#7.

#9.
#9,
#9.

#10.
#10.
#11.

#15.

19

mmVVO‘

ll

12
ll
12
12

16

9<2

16
6

44.

45.

9650
2538
0180

.8422
.2265
29.
28.
25.

3270
3590
4250

.4516
.8409
.1079
36.
32.

8190
9130
5970

.9942

__IL__
.0000

.0124
.0000

.0089
.0072
.0000
.0000
.0000

.0063
.0029
.0135
.0000
.0000
.0000

.0082

43

Table 3-1 shows the validity of the posttest varied
statistically as determined by the Chi square technique.
Two item groups, behavior and conditions, showed a
significant association between the example questions.
Item group, audience, showed a significant association
between three of four example questions. Item group,
degree, showed a strong association between two of four
example questions. There was no significant association
between any definition question (#1,2,3,4) and any example

questions.

Experimental Setting

 

A variety of settings were used to gather data for
this experiment. Once volunteers were identified, they
worked through the materials at a location mutually
agreeable to both the examiner and the subject, i.e.,
homes, classrooms, resource centers, school libraries.
Data collected for this study started in July, 1979, and
ended in March, 1980.

When the subject was ready to proceed, the examiner
put the demographic, inventory and instructional package
in that order in front of the participant. The individual
was instructed by the examiner to complete the demographic
first, inventory second, and finally, work through the
instructional package. The subject was told that a
posttest would follow the instructional package and would
test only the information contained in the instructional

package. When finished with the instructional package, the

44

participant was given the posttest. After completing

the posttest, stimulus materials were collected and the
subject was thanked and excused.

The experimental time period varied with each
individual and with the type of stimulus material they

received. On the average, subjects working with the

stimulus material for the experimental groups, with
content specialty examples and with content neutrality
examples, spent 1% hours in the activity. Subjects
working with the stimulus material for the control group,

without any examples, spent a hour in the activity.

Randomization Procedures

Stimulus materials for both reading and mathematics
groups had been ordered in this manner: with content

examples, without content examples, without examples, with

content examples, without content examples, and so on. As

‘volunteers were found, they received the stimulus material

‘that was on top of the stack for their content specialty,

reading or mathematics. The subjects never knew, until

they were ready to proceed with the experiment, which

stxiimulusmaterial they were to receive. The examiner

kI'lew the order of the different stimulus material but never
knew the particular individual that would receive it until

thté volunteer appeared at the experimental setting.

When a prearranged number of qualified subjects (N=60)

had been processed and an equal number of participants

»45

filled each experimental cell (N=10), the experiment was
considered terminated. If a subject was disqualified
(N=6), the same type of stimulus material was given to the
next eligible participant until a qualified subject was
found. Thus this randomization technique was not violated

by giving stimulus material out of order.

Design

The design was a posttest only control group design.
Two groups of subjects contributed data necessary to test
the hypotheses. The subjects were divided by their content
specialty, either reading or mathematics, and assigned to
one of three experimental treatments per content specialty
depending on the stimulus material they received. One
treatment in each group served as a control.

1. Reading - Module with content examples
Group. These subjects worked through the
instructional package designed with
content examples (reading) and took the
posttest.

2. Reading - Module without content examples
Group. These subjects worked through the
instructional package designed with neutral
examples (environment) and took the posttest.

3. Reading - Module without examples Group.
These subjects worked through the
instructional package designed without any
examples and took the posttest.

4. Mathematics - Module with content examples
Group. These subjects worked through the
instructional package designed with
content examples (mathematics) and took
the posttest.

46

5. Mathematics - Module without content
examples Group. These subjects worked
through the instructional package
designed with neutral examples
(environment) and took the posttest.

6. Mathematics - Module without examples
Group. These subjects worked through
the instructional package designed
without any examples and took the
posttest.

 

TREATMENT

 

With
content
examples

 

Without
Group content

Reading examples
Demographic

 

Report Without

and examples Posttest

Inventory
of Beliefs With
content

 

examples

 

Group Without
Mathematics content

examples

 

 

Without
examples

 

 

 

\

 

 

l”figure 3-2.--Posttest Only Control Group Design

47

The Demographic Report and the Inventory of Beliefs were
designed to gather data relating to the secondary
hypotheses. Posttest mean scores were used to test all

hypotheses.

Analysis

To determine if the experimental manipulations
resulted in better-than-chance learning, posttest mean
scores from the four experimental groups were compared to
each other and to posttest mean scores obtained from the
two control groups. To test the primary hypothesis,
namely, that there was a difference in the amount of
material learned within the reading content group and the
mathematics content group, the posttest mean scores from
the reading-module groups and the mathematics-module groups
were analyzed separately. Analyses of the secondary
hypotheses were done With the data collected from the
demographic and attitudinal information.

The type of data collected, ordinal or interval,
determined the statistical model to be used in the analysis
of data. Two sample t-tests and analysis of variance
(ANOVA) were used to test for major effects between the two
experimental groups. The T and F statistics were used to
test for significance. Analysis of variance, correlation
and two-sample t-tests were used to determine the effect
the secondary independent variables had on the posttest mean

scores. The acceptable level of significance was .05.

48

Summary

It was hypothesized that certified secondary teachers
who worked through a content-related instructional module
would learn less about an instructional process than
certified secondary teachers who worked through a
non-content-related (neutral) instructional module. This
was stated in the null form as well as seven secondary
hypotheses covering the following independent variables:
age, integration with the social system, rigidity, sex,
educational level, knowledge of the instructional process,
cosmopoliteness.

The sample (N=66) was taken from the population of
certified teachers in three communities in the State of
Michigan. All the participants volunteered for the study
and worked in one of the three areas of the state.

The demographic instrument was designed to gather data
by the self-report method. The instrument was the primary
data-gathering tool for the first six secondary hypotheses.
The last of the secondary hypotheses, rigidity, was
investigated through the use of an abbreviated edition

(Appendix B) of The Inventory of Beliefs, Form 1.

 

Reliability of the short form was determined by using the
test-retest method with a separate collection of individuals
(N=l6) over a six month period. As with all analyses in
this study, a significance level of .05 or less is
considered statistically significant. The test-retest

reliability for this group (N=15) was .68. This was a

49

significant correlation. (p<:.005)

Four instructional packages, revisions of the
Instructional Development Institute module on behavioral
objectives, were used as main stimulus material. One
version was for subjects proceeding through the material
without examples that matched the content specialty of
their current teaching area. (Appendix C) Two matched
for subjects who taught reading (Appendix D) and
mathematics (Appendix E). The last version contained no
examples (Appendix F) for subjects in the control group,
proceeding through the instructional package with only
explanatory material to read.

All subjects (N=66) took the posttest after finishing
the instructional package. The posttest was used to
measure how well the subjects learned the process of
writing objectives. Content validity was determined by
using the Chi square statistic.

A variety of settings were used to gather data for
this experiment. Once volunteers were identified, they
worked through the materials at a location mutually
agreeable to both the examiner and the subject. Data
collected for this study started in July, 1979, and ended
in March, 1980.

The design was a posttest only control group design.
Subjects were divided by their content specialty, either
reading or mathematics, and assigned to one of three

experimental treatments per content specialty. One

50

treatment in each group served as a control. The
Demographic Report and the Inventory of Beliefs were
designed to gather data relating to the secondary
hypotheses. The posttest mean scores were used to test
all hypotheses.

TWo sample t-tests and analysis of variance (ANOVA)
were used to test for major effects between the two
experimental groups. The T and F statistic were used to
test for significance. Analysis of variance, correlation
and two-sample t-tests were used to determine the effect
the secondary independent variables had on the posttest

mean scores. Analysis of data is reported in Chapter 4.

CHAPTER 4

ANALYSIS OF DATA

Review of Experimental Procedure

 

The purpose of the study was to answer the following
question:

Will the content of an instructional message, which

is similar to the content specialty of certified

secondary teachers, interfere with the learning of

a process illustrated by the instructional message?

A sample of 66 volunteers was taken from the population
of certified secondary teachers from three areas in the
State of Michigan. The qualified sample (N=60) was divided
equally into two content groups, reading (N=30) and
mathematics (N=30). Members of each content group were
randomly assigned into one of two experimental groups
(N=10; N=10) or one control group (N=10).

Stimulus materials were designed for both content
groups. Part of the stimulus material, a learning package,
was designed specifically for the three reading and
mathematics experimental situations: with content examples,
without content examples (neutral), with no examples.

The posttest contained no references to the three
content areas: reading, mathematics, the environment
(neutral). The test was given after each subject completed

the instructional package and scores were used to measure

51

52

hOW'Well the subjects learned the instructional process,

writing behavioral objectives.

Hypotheses

 

Primary null hypothesis: There will be no difference in
mean scores fOr certified secondary teachers who

work through a content-related instructional module

and for certified secondary teachers who work through

a non-content-related instructional module.

Two sample t-tests and analysis of variance (ANOVA)
were used to test for major effects between the
experimental groups. The T and F statistics were used to
test for significance. The acceptable level of significance
was .05.

An analysis of the appropriate data indicated there
was no difference in posttest mean scores for reading
teachers who worked through a content-related instructional
module and for reading teachers who worked through a non-
content-related (neutral) instructional module, p(18)=
1.00, p<:.33.» (Statistic name, degrees of freedom, value
and probability level). There was no difference in posttest
mean scores for mathematics teachers who worked through a
content-related instructional module and for mathematics
teachers who worked through a non-content-related (neutral)
instructional module, £(18)= 1.31, p‘<.21. (Table 4-1.)

Since there is no statistical difference between the
mean scores of the experimental treatment groups for

either the reading or mathematics subject group, the null

hypothesis of no difference cannot be rejected.

53

Higher mean scores were noted for those reading and
mathematics subjects working through the content-related
instructional module. (Table 4-1.) This observation was
in opposition to the expected direction of the findings.

It was hypothesized that content-related examples would
have an interfering effect on posttest scores resulting in
lower mean scores than the mean scores for subjects working
through an inStructional module with non-content-related
examples. The reverse direction of the mean scores, while
not significant at the .05 level, did occur in both content
groups and indicates a possible trend.

Additional analysis was completed to determine if any
other comparison of mean scores would yield statistical
significance. "(Table 4-1 and 4-2.)

There was a marginal difference in posttest mean scores
for reading teachers who worked through a content-related
instructional module and for reading teachers who worked
through an instructional module with no examples, p(18)=
1.90, p (.07. (Table 4-1.) This difference may be
significant but not at the level set for this study
(p< .05).

There was no difference in posttest mean scores for
reading teachers who worked through a non-content-related
(neutral) instructional module and for reading teachers
who worked through an instructional module with no examples,

p(18)= .91, p<.38. (Table 4-1.)

54

Table 4-1.--Mean Scores and Difference for Two Treatment
Groups and One Control Group with Two Types
of Content (Reading and Mathematics)

 

and Difference

Posttest Mean Scores

 

 

 

 

 

 

Content- Non-content- No Significance
related related examples Difference Test
18.0 17.1 ———- 0.9 ‘5? 1.00
Reading 18.0 ___. 16.0 2.0 Es 1.90*
1... 17.1 16.0 1.1 .5? .91
16.7 15.1 -—- 1.6 'Es 1.31
Mathematics 16.7 ____. 17.6 0.9 ‘5? -.91
____. 15.1 17.6 2.5 Es-2.14**
*p<.07 **p<.05

Table 4-2.--Mean Scores and Difference for Two Treatment
Groups and One Control Group with Two Types
of Content (Reading and Mathematics)

 

 

 

Reading
Content-related 18.0
Non-content-
related 17.1
No examples 16.0

 

and Difference

Posttest Mean Scores

 

Mathematics

16.7

15.1

17.6

 

 

Significance
Difference Test
1.3 5? 1.47
2.0 Es 1.62
106 _=-1040

 

55

There was no difference in posttest mean scores for
mathematics teachers who worked through a content-related
instructional module and for mathematics teachers who
worked through an instructional module with no examples,
.E(l8)= -.9l, p«<.38. (Table 4-1.)

There was a difference in posttest mean scores for
mathematics teachers who worked through a non-content-
related (neutral) instructional module and for mathematics
teachers who worked through an instructional module with
no examples, p(l8)= -2.l4, p:<.05. (Table 4-1.) This
difference is not in the expected direction. An explanation
of this finding and mean score trends can be found in
Chapter 5, Discussion of Conclusions.

There was no difference in posttest mean scores for
reading teachers who worked through a content-related
instructional module and for mathematics teachers who
worked through a content-related instructional module,
5(18)= 1.47, p<.l6. (Table 4-2.)

There was no difference in posttest mean scores for
reading teachers who worked through a non-content-related
(neutral) instructional module and for mathematics teachers
who worked through a non-content-related (neutral)
instructional module, p(l8)= 1.62, p‘<.12. (Table 4-2.)

There was no difference in posttest mean scores for
reading teachers who worked through an instructional module
with no examples and for mathematics teachers who worked

through an instructional module with no examples, £(18)=

56

-1.40, p<:.18. (Table 4-2.)

Analysis of variance (ANOVA) was used to test for
major effects using mean scores of each content group
across the three experimental treatment conditions. The F
statistic was used to test for significance. These results
are summarized in Table 4-3.

Table 4-3.--Ana1ysis of Variance for Major Effects Within Each Content

Group and Across Treatment Conditions
(N- 10 per cell)

 

 

 

 

 

Source of Variance Sum of Degrees of Mean

Squares Freedom Square F Value p_
ReadingyCells
Between Categoriesa 20.067 2 10.033 1.7717 .19
Within Categories 152.900 27 5.663
Total 172.970 29

Mathematics Cells

 

Between Categoriesa 32.067 2 16.033 2.4965 .10
Within Categories 173.400 27 6.422
Total 205.470 29

 

aCategories were: content-related, non-content-related, no examples

A hypothesis of no difference between the two content groups
and the three experimental treatment conditions cannot be

rejected at the .05 level of significance.

57

Secondary null hypotheses: There will be no difference in
posttest mean scores for certified secondary teachers
who work through an instructional module based on the
differentiation provided by the following independent

variables.
Age The age of the subjects was collected from the

demographic form used as the first task to be completed
during the actual experimentation. Of the qualified

participants, only one failed to report age (N=59).

AGE HISTOGRAM

 

 

 

 

 

 

 

 

[T |’ 26 16 12 | 3 I 0
15—24 25-34 35-44 45-54 55-64 655. up

 

Figure 4-1.--Age Histogram of Subjects

Correlational statistics were used to determine the
association between the variable, age, and the posttest
mean scores. The T statistic was used to test for
significance.

There is no association between the variable, age, and
posttest mean scores, therefore the null hypothesis cannot
be rejected. Results of the data analysis are summarized

in Table 4-4.

58

Integration with the Social System Three responses
on the demographic provided data for analysis of this
independent variable: years in building, years in system
and years in education. Correlational statistics were used
to determine the association between the variable,
integration with the social system, and the posttest mean
scores.

No association was found between any of the content
groups' mean scores and any of the three variables
describing integration with the social system at the .05
level of significance. (Table 4-4.) The null hypothesis
cannot be rejected.

For the variable, years in building, significance at
the .10 level was found for the Mathematics treatment
group that worked through the non-content-related

instructional module. (Table 4-4.)

Rigidity Correlational statistics were used to
determine the association between the variable, rigidity,
and the posttest mean scores. The T statistic was used to
test for significance.

There is no association between the variable,
rigidity, and the posttest mean scores. Therefore the null
hypothesis cannot be rejected.

Results of this data analysis are summarized in

Table 4-4.

59

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60

Spy Two sample t-tests were used to determine the
relationship between sex, as reported on the demographic,
and the posttest mean scores. The T statistic was used to
test for significance.

Where there were appropriate numbers of each gender,
no significance was indicated. Neither content group
showed significance on this variable: reading, p(28)= .27,
p<.79; and mathematics, E(28)= .93, p<.36. (Table 4-5.)
However the females in both content groups, reading and
mathematics, had higher mean scores than did the males in
both content groups. (Table 4-5: Total Group.) This was
not a significant finding but may indicate a trend. This
will be examined in Chapter 5, Discussion of Conclusions.

In the mathematics control group (with no examples)
there was absolutely no difference in the mean scores,

£(8)= 0, p<1.00. (Table 4-5.)

Educational Level All five degree categories

 

(Appendix A, p. l) were represented by at least one subject.
However not all the experimental cells had subjects in
each of the five categories. As a result of the small Ns
per cell (N=10), a normal distribution on this variable
per cell was not obtained. Data analysis on this variable
is presented with this observation in mind.

Analysis of variance (ANOVA) was used to test for
effects over each content group across the three

conditions. The F statistic was to test for significance.

61

 

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62

Only one group, reading with content examples, showed
significance, F(3,6)= 51.33, p¢(.01. (Table 4-6.) This

significance will be discussed in Chapter 5, Discussion of

 

Conclusions.

 

Table 4-6.--Analysis of Variance for Effects of the
Variable, Educational Level, Within Reading
with Content Examples Group and Mean Scores

for Each Educational Level

 

 

 

 

Source of Variance Sum of Degrees of Mean
Squares Freedom Squares F Value ‘p
Between categories 19.250 3 6.4167 51.333 .01
Within categories .750 6 .1250
Total 20.000 9
Educational Mean
Level .5. Scores
BA 1 14.00
BA+ 4 18.00
MA 4 18.75
MA+ 1 19.00

 

The results of the analysis of the two major content
groups, reading and mathematics, on this variable are
summarized in Table 4-7. A hypothesis of no difference
between the two content gorups and the three experimental
treatment conditions cannot be rejected at the .05 level of

significance.

63

Table 4-7.--Analysis of Variance for Effects of the
Variable, Educational Level, Within Each Content
Group and Aeross Treatment Conditions and Mean
Scores for Each Educational Level (N=10 per cell)

 

 

 

 

Source of Variance Sum of Degrees of Mean

Squares Freedom Square F Value .2
ReadingyCells
Between categoriesa 19.735 4 4. 9337 .8049 .53
Within Categories 153.230 25 6.1293
Total 172.970 29

Mathematics Cells

 

 

 

 

Between categoriesa 17.685 3 5.8949 .8162 .50
Within categories 187.780 26 7.2224
Total 205.470 29
Educational Mean
Level N_ Scores
Reading BA 1 14.00
BA+ 5 17.20
MA 12 12.25
MA+ 11 16.73
PhD 1 20.00
Mathematics BA 1 16.00
BA+ 3 17.33
MA 15 15.73
MA+ 11 17.27
PhD 0

 

aCategories were: content-related, non-content-related, no examples

64

Knowledge of the Instructional Process Data

 

gathered for the variable, knowledge of the instructional
process, came from two parts of the demographic report:
the previous experience question and the behavioral
objective definition request (Appendix A, p. 2).

Two sample t-tests were used to determine the
relationship between this variable and the posttest mean
scores. The T statistic was used to test for significance.

Referring to the previous experience response, one
control group, reading with no examples, had subjects with
previous experience scoring higher on the posttest than
subjects without previous experience. (Table 4-8.) This
was a significant finding, p(8)= 3.43, p<<.01. The
mathematics control group with no examples showed the same
direction of the mean scores but not at a significant
level, £(8)= 1.32, p<(.22. (Table 4-8.)

Analyzing all reading subjects (N=30) and all
mathematics subjects (N=30) separately on the previous
experience response, significance was not found given the
.05 level stated for this study. However the mathematics
group was significant at the .07 level and the mean scores
of both the reading and mathematics group were in the
expected direction. (Table 4-8.)

As for the definition response, the reading group

was significant, p(28)= -2.23, p'<.03. (Table 4-9.)

65

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67

Those reading subjects supplying appropriate definitions*
on the demographic report before the treatment was
administered had higher mean scores than those supplying
inappropriate definitions. The mathematics group mean
scores were in the same direction but not at the
significance level (.05) set for this study. (Table 4-9.)

The two treatment cells in reading for which a
statistical test could be administered indicated very
significant results: content-related group, p(8)= -2.83,
p<<.02; and non-content-related group, E(8)= -4.28,
p<<.003. (Table 4-9.)

In all groups, the subjects with appropriate
definitions of the term "behavioral objective" had higher
mean scores than those with inappropriate definitions.
(Table 4-9.)

Implications from the analysis of both indicators of
the variable, knowledge of the instructional process, will

be presented in Chapter 5, Discussion of Conclusions.

 

Cosmoppliteness Population of the city or town

 

where the subjects were employed was used as the indicator
for cosmopoliteness. A subject with more cosmopoliteness
is from or works in a larger city than a subject with less

cosmopoliteness (Haven, 1973; Sachs, 1976).

 

*

The "appropriate definition" of the term Behavioral
Objective is presented under Definition of Terms in Chapter
1, Introduction to the Study.

 

 

68

Analysis of variance (ANOVA) was used to test for
major effects over each content group across the three
conditions with the F statistic testing for significance.

While no single experimental cell showed significance
on this variable, one content group did: mathematics,
F(5,24)= 3.94, p'<.01. (Table 4-10.) Although
significant, examination of the mean scores for the
mathematics group provided no support for prediction in
either direction (smaller town or larger city). Further
analysis of variance (ANOVA) was undertaken for the entire
qualified sample (included reading and mathematics) to
determine if any predictable direction could be ascertained.
Significance was found from this analysis, F(6,53)= 3.70,
p<(.004, however the mean scores again did not indicate
directional prediction. (Table 4-11.) Examination of this
finding can be found in Chapter 5, Discussion of

Conclusions.

 

Summary

In general, statistical significance has not been
found to support the primary hypothesis. Two sample
t-tests and analysis of variance (ANOVA) were used to test
for major effects between the experimental groups. Only
one comparison showed significance at the .05 level:
mathematics teachers who worked through a non-content-
related (neutral) module and mathematics teachers who
worked through an instructional module with no examples,

£(18)= -2.14, p (.05. (Table 4-1.)

69

Table 4-10.--Analysis of Variance for Effects of the
Variable, Cosmopoliteness, Within Each Content Group
and Across Treatment Conditions and Mean Scores for
Each Population Level (N=10 per cell)

(Indicator: Population of city/town in which employedJ

 

 

Source of Variance Sum of Degrees of Mean
Squares Freedom Square F Value ‘p

 

Reading Cells

 

Between categoriesa 39.578 5 7.9156 1.4242 .25
Within categories 133.390 24 5.5579
Total 172.970 29

Mathematics Cells

 

 

 

 

 

Between categoriesa 92.655 5 18.5310 3.9424 .01*
Within categories 112.810 24 4.7005
Total 205.470 29
Indicator: Mean
Population N. Scores
Reading 0- 4,999 l 18.00
5,000- 9,999 2 15.50
10,000- 24,999 1 19.00
25,000- 49,999 0
50,000- 99,999 8 15.50
100,000-199,999 9 18.11
200,000 or more 9 17.33
Mathematics 0- 4,999 2 19.00
5,000- 9,999 2 17.50
10,000- 24,999 0
25,000- 49,999 2 18.50
50,000- 99,999 7 13.57
100,000-199,999 9 17.57
200,000 or more 8 16.38

 

aCategories were: content-related, non-content-related, no examples
*
p< .01

70

Table 4-11.--Analysis of Variance for Effects of the
Variable, Cosmopoliteness, Within the Total
Qualified Sample Group and Across Treatment
Conditions and Mean Scores for Each Population
Level (Indicator: Population of city/town in
which employed)

 

 

 

 

 

 

 

 

Source of Variance Sum of Degrees of Mean
Squares Freedom Square F Value .p
Totalygualified
Sample Group (N=60)
Between categoriesa 113.22 6 18.8700 3.7036 .004*
Within categories 270.03 53 5.0949
Total 383.25 59
Indicator: Mean
Population N_ Scores
Totalygualified 0- 4,999 3 18.67
sample Gr°“9 5,000- 9,999 4 16.50
10,000- 24,999 1 19.00
25,000- 49,999 2 18.50
50,000- 99,999 15 14.60
100,000-199,999 18 17.83
200,000 or more 17 16.88

 

a
Categories were: content-related, non-content-related, no examples
*
p< .004

71

This finding and mean score trends are discussed in Chapter

5, Discussion of Conclusions.

 

Statistical significance has been sporadically found
from the analysis of the secondary hypotheses. For the
variable, educational level, significance was found for
one group, reading with content examples, F(3,6)= 51.33,
p'<.01. Analysis of variance (ANOVA) was used and the data
is presented in Table 4-7.

For the variable, knowledge of the instructional
process, significance was found in the two indicator areas:
1) previous experience and 2) appropriate definition of
the term "behavioral objective". Two sample t-tests were
used to determine the relationship between this variable
and the posttest mean scores.

Referring to the previous experience indicator, one
control group, reading with no examples, included subjects
with previous experience in writing objectives scoring
higher on the posttest than subjects without previous
experience, £(8)= 3.43, p<(.01. (Table 4-8.)

As for the definition indicator, the reading group
was significant, E(28)= -2.23, p<<.03. (Table 4-9.) Those
reading subjects supplying appropriate definitions before
the treatment was administered had higher mean scores than
those supplying inappropriate definitions. The two
treatment cells in reading for which a statistical test
could be administered indicated very significant results:

content-related group, £(8)= -2.83, p<:.02; and non-content-

72

related group, £(8)= -4.28, p<<.003. (Table 4-9.) In all
groups, the subjects with appropriate definitions of the
term "behavioral objective" had higher mean scores than
those with inappropriate definitions. (Table 4-9.)

For the variable, cosmopoliteness, significance was
found for one content group: mathematics, F(5,24)= 3.94,
p<(.01. Analysis of variance (ANOVA) was used and the
data is presented in Table 4-10. Further analysis of
variance (ANOVA) was undertaken for the entire qualified
sample to determine if any predictable direction of the
_ result could be ascertained. Significance was found from
this analysis, F(6,53)= 3.70, p‘<.004, however the mean
scores did not indicate directional prediction. (Table
4-11.)

In the final chapter, discussion concerning the reasons
for such discoveries and the implications for further

research will be presented.

CHAPTER 5

SUMMARY,CONCLUSIONS AND RECOMMENDATIONS

Summary

Criticism of the American system of education has
forced educators to reassess goals, revise curricula and
reform teaching methodologies. Trained personnel have
emerged in a number of new areas, including instructional
development, to assist educators through this change process
effectively and efficiently. While it may be necessary to
receive diverse training to be called an instructional
developer, it is as important to add practical experience to
one's educational expertise. Practical experience gives the
developer the extra "feel" for his work.

A small part of this practical experience, one of the
"rules of thum " Haney (1968) calls heuristics, seems to be
in direct conflict with one aspect of diffusion research.
The apparent conflict prompted this study. One of the
heuristics encourages developers to choose examples outside
the content area of a client to whom they are demonstrating
a process for possible adoption. Part of the diffusion
research suggests such examples should come from within the
content area of the client to hasten the understanding of a

process if not the adoption of it.

73

74

The results of an experimental procedure designed to
investigate such a dichotomy would be valuable to
developers as an addition to their strategies dealing with
change. Thus an experiment was designed with the
hypothesis that certified secondary teachers who worked
through a content-related instructional module (reading or
'mathematics) would not learn as much about an instructional
process as certified secondary teachers who worked through
a non-content-related (neutral) instructional module (the
environment).

A sample (N-66) of volunteers was taken from the
population of certified secondary teachers from three areas
in the State of Michigan ranging from.medium rural to large
‘urban communities. This sample worked through the
experimental stimulus material, finishing with a posttest.
The posttest mean scores were analyzed to measure how well
the subjects learned the process of writing behavioral

objectives.
Conclusions

Analysis of the data failed to provide statistical
significance at the .05 level for any of the primary and
secondary hypotheses. Significance was found for certain
groups of subjects for particular hypotheses. However,
significance for one group under a particular hypothesis
‘was not significant for another group under the same

hypothesis. As a result, null hypotheses could not be

75
rejected.

Discussion of Conclusions

 

While none of the null hypotheses were rejected, some
of the results obtained through data analysis need to be

examined more closely.

Primary hypothesis Isolated significance and reverse

 

direction of findings was found through data analysis for
the primary hypothesis. Discussion will focus on the
explanation of these occurrences and the examination of the
Inean score trends relating to them.

There was a marginal difference in posttest mean scores
for reading teachers who worked through a content-related
instructional module and for reading teachers who worked
through an instructional module with no examples, £(l8)=
1.90, p'<.07. While this was not a significant finding at
the .05 level set for this study, the direction of the
finding was expected.

The subjects in the experimental cells given
instructional modules with no examples were part of the
control groups in this study. It was not expected, given
the design, that any control group would score higher on
the posttest than the other two experimental groups in each
content category. It did not happen in the above instance.

However, it did happen in the following instance and it was

significant.

76

There was a difference in posttest means scores for
mathematics teachers who worked through a non-content-
related (neutral) instructional module and for mathematics
teachers who worked through an instructional module with
no examples, 3(18)= -2.14, p‘<.05.

To search for an explanation of such an event,
demographic data were explored to determine any variables
the two groups had which might have influenced the direction
of this finding. What was found may have had a definite
influence. Of the subjects in the mathematics without
examples control cell (N=10), 70% (N=7) had previous
experience writing objectives. Of the subjects in the
mathematics non-content-related (neutral) experimental
cell, 30% (N=3) had previous objective-writing experience.

While no significance on this variable was found for
the individual mathematics cells, examination of the trend
(p:<.07) of the mathematics content group toward
significance indicated those with previous experience
writing objectives scored higher on the posttest no matter
which learning module they received. The mean scores of
the reading content group showed the same direction:
previous experience, higher scores. This may lend more
credence to White's contention that an extensive knowledge
base (previous training) provides a greater potential for

change, 36

‘—

,, 36Majorie A. White, Chester E. Raun and David P. Butts,
A. Study of Contrasting Patterns of Inservice Education",
We Education 53 (February, 1969): 18.

77

The higher mean scores noted for both reading and
mathematics groups working through the content-related
modules was also an unexpected finding albeit not a
statistically significant one. It was hypothesized that
content-related examples would have an interfering effect
on posttest scores resulting in lower mean scores than the
mean scores for subjects working through an instructional
module with non-content-related examples. The reference
to the area of prior knowledge in the previous paragraph
may explain why the experimental treatment had little effect
on the expected direction of the mean scores.

Prior knowledge of behavioral objectives allowed many
of the participants to "skim" the instructional module and
still score high on the posttest. Since the content
difference between the modules was confined to the examples,
the degree of prior knowledge may allow a subject to
disregard the examples, "skim" the prose, take the posttest
and score high. While it can not be conclusively stated
this is what happened, a few of the subjects did raise such
a possibility by expressing themselves after the treatment
in this manner: "It was a good review.", "I wish I had had
this module when I was learning how to prepare behavioral
objectives". If this process occurred, the examples would
have no effect on learning; the modules would have no
discernible effect on learning; therefore,\the mean scores
‘would not reflect the expected stimulus material

interference on learning. Further attention to the area of

78

prior knowledge can be found under Secondary independent

 

variables, Knowledge of the Instructional Process in this

 

chapter.

Secondapy independent variables: Sex One of the mean

 

score trends noted as a result of the analysis of data was
the difference between males and females. While the null
hypothesis could not be rejected, the mean scores indicated
females scored higher than males in both content groups.

No explanation for this occurrence can be found in
either the literature review or the data collected for this
study. However this researcher's observations during
experimentation allows for two explanations. While raw
data were not collected on the time taken to complete the
stimulus materials, it was observed that, as a group, the
female subjects spent more time completing the experiment
than did the male subjects no matter which learning package
they received. A secondary observation should be stated
here: some of the females (N=2) took longer because they
had difficulty understanding what was being asked of them
by the stimulus materials and some of the males (N=4)
seemed to be in a hurry to get through the materials. Both
groups of these subjects had lower scores (16 or lower) on
the posttest than the other members of their gender group.

Overall, there seem to be two explanations for the
trend found in this study. First, the females as a group
'may be more thorough in their study of the materials and,

as a result, may have comprehended more leading to higher

79

posttest scores. Secondly, the male subjects as a group
appeared more distracted and hurried as they worked through
their materials. As a result, their comprehension may have
been less leading to lower posttest scores.

These observations and resultant explanations may be
tempered by the indigenous nature of the two groups. If
there are inherent differences in the personological traits
of individuals who choose to teach reading or who choose to
teach mathematics, prose comprehension may be one key factor
explaining the observed differences between females and
males in this study. The stimulus materials were developed
in prose form. The symbolic language of mathematics was
not extensively incorporated into the stimulus material.
Given the majority of female subjects (N=27 out of 30) were
reading teachers while only a minority (N=7 out of 30) of
the mathematics teachers were female, reading comprehension
may have been the key factor in the differences of mean
scores between genders.

The observations and suggestions presented here are
far from conclusive and merely indicate more research is
‘needed to clarify gender-content discrepancies if they
exist. While there are no statistical differences in this
study comparing mean scores according to sex, the potential
cognitive differences between content groups Opens a new
.area of research which should include independent variables

such.as sex in an effort explore dichotomies like the one

presented above.

80

Educational Level As stated in Chapter 4, the small
number of subjects per cell (N-lO) made it very difficult
to obtain a normal distribution. Lack of a normal
distribution negates the practical usage of the statistical
significance found for one group, reading with content
examples, F(3,6)= 51.33, p:<.01. None of the other cells
on this variable showed significance. Therefore it can not
be stated the higher the educational level of individuals,
the higher the posttest scores based on the significant
findings of one experimental cell in this study.

Had significance been shown for at least the total
reading group on this variable, practical usage of the
results might have been possible. Additional data would
have to be gathered on this group and further analyzed
before any conclusions could be reported. Due to the
anonymity of the participants, exploration of this question

is relegated to replication.

Knowledge of the Instructional Process Data analyzed

 

for this variable came from two parts of the demographic
report: the previous experience indicator and the behavioral
objective definition indicator (Appendix A, p. 2.).

This variable seemed to have a great deal of influence
on the mean scores of the experimental groups irrespective
of the "expected direction of the findings". Significance
was found in the reading control group who had previous
experience and higher post-treatment mean scores, p(8)= 3.4,

p‘<.01. As for the definition response, significance was

81

found for both reading experimental cells -- content-
related, 5(8)= -2.83, p<f.02, and non-content-related,
,E(8)= -4.28, p<<.003 -- indicating those giving
appropriate definitions* prior to the treatments had higher
posttest scores. The total reading groups showed
significance on this same indicator, E(28)= -2.23, p<:.03.
The trends for both reading and mathematics groups on both
indicators lend support to the statement that prior
knowledge and/or experience assists individuals to score
higher on the posttest of this study no matter which
instruCtional module they receive.

Regardless of the small N per cell, significance and
trends on this variable seemed to be a viable force behind
the high-or-low score on the posttest. Larger cell sizes
would help clarify the findings found for this variable in
this study. Suggestions for future research in this

particular area will be presented further into this chapter.

Cosmopoliteness Haven (1973) found that the size of

 

the school district taught in was significantly related to
whether an individual accepted or rejected an innovation.
Such a finding was not expected from this study.
Statistical significance was found. The mathematics
content group was significant on cosmopoliteness, F(5,24)=

3.94, p:<.01, as was the entire qualified sample (reading

 

*

The "appropriate definition" of the term Behavioral
Objective is presented under Definition of Terms in Chapter
1, IntrOHuction to the Study.

 

82

and mathematics), F(6,53)= 3.70, p<(.004. However the mean
scores did not indicate a precise directional prediction.
No information in the literature review nor from data
gathered on any other variable in this study could explain
the significance found above. Certain "by-chance" aspects
of the data gathered on this variable may have hindered the
clarity desired.
1. More subjects were employed in highly populated
areas than in smaller populated areas.
2. More variance occurred toward the highly
populated end of this spectrum (50,000
population and higher).*
3. In both content groups, subjects in the 50,000
to 99,999 range had lower mean scores and
greater variance than any other population
category.*
Since no characteristics or other variables could be found
to account for any significance, it would be very difficult
to ascertain posttest scores using this population
indicator as a predictor. At the very best one may predict
posttest scores for each category of cosmopoliteness but
‘without further clarification, it is not recommended because

of the above three aspects of the sample.

 

*
See Table 4-10, Chapter 4, Analyses of Data.

83

Discussion of the Study

Prior to offering recommendations and implications
for future research, it is necessary to review and discuss
specific components of the study and in some instances, the
subjects' reaction to them given the no difference results
of the data analysis.

As discovered during the data analysis activity, the
posttest contained a few questions that were not strongly
associated to each other. This researcher feels that,
‘while the first four questions concerning the definition of
the four parts of an objective were not associated with
any other questions, they are appropriate cognitive
questions that should be asked of anyone using the learning
package designed for this study or the original learning
package used in the Instructional Development Institute.

Of the 20 items on the posttest, only three questions need
to be examined more closely for future usage: #13, 14 and
20. (Appendix G)

The setting for this research varied much more than
*was originally proposed. Initially two group settings were
to be used, one for reading and one for mathematics. No
groups were found that met the criterion for qualification.
“Thus a variety of settings were used for testing with
subject-researcher ratios ranging from 1:1 to 13:1. Care
was taken to meet all subjects at their convenience. None
(If the subjects indicated to the proctor the setting was

inappropriate. It is not known whether any of the settings

84

had a bearing on posttest scores. It is also not known
whether any particular setting was more conducive to this
study than any of the other settings.

An unexpected affective response from many of the

 

subjects was not measured and surprised this researcher.
All of these responses came from subjects in the large
urban areas. The responses seemed to indicate a negative
feeling against the use of state-defined behavioral
objectives for local teacher accountability and evaluation.
Subsequent discussion with these subjects after the
experiment indicated irritation, if not anger, about the
State Department of Education imposing objectives created
at that level on teachers at local levels. The brunt of
this response fell on the concept of behavioral objectives.
Whether this is a factual representation of the current
state of affairs was not at issue. The negative feelings
of these subjects before, during and after the experiment
remains unmeasured. There was no indication whether this
outside influence affected posttest scores.

The nature of using volunteers in research does add a

 

bias to the results. Are the volunteers substantially
different than non-volunteers on the variables under study?
Are findings from studies using volunteers generalizable

to larger populations? The number of non-volunteers was
large as this researcher sought subjects for this research.
Reasons for declinations included lack of time, lack of

interest in being a subject and negative attitude about

85

objectives.

Many of the volunteers were willing to participate yet
reluctant at the same time. Their reluctance was observed
through statements like: "How much time will this take?";
"Can you make sure I get the short form?" (referring to
the half-hour average time to proceed through the control
group package); "I've been paid for participating in
previous research". This reluctance on the part of some
subjects plus the nature of using volunteers in research
indicates this type of bias may have affected the results.

The variable, rigidity, had no effect on posttest mean
scores in this study. Based on the review of the literature,
rigidity was chosen as a variable since participants would
be reacting to a learning package (person-to-thing contact).
Given the lack of statistical support for the hypotheses of
a "known" but heretofore unsupported phenomenon of content
specialty interference, it is possible that a different
personological variable may have an impact on a different
approach to researching this phenomenon. Both this study
and McCarty's research presented stimulus material in an
impersonal manner. This research allOwed participants to
read material and take a pencil test. McCarty's study
allowed subjects to listen to an audiotape presentation
and take a pencil test.

Individuals may react to a person presenting the content
examples of a process instead of reacting to the specially

designed materials with content examples. Thus, the

86

perceived credibility of the individual presenter may

cause the information receiver to react to the examples
presented. The phenomenon may not occur using impersonal
methods to present the process information. Any further
exploration of this observed interference should include

a face-to-face encounter as the stimulus for subject
reaction. If this exploration is carried out, the
personological variable to include would be dogmatism since

this would be person-to-person communication.

Recommendations

 

The findings of this research will hopefully provide
insight for others who may wish to pursue this area of
study. The following suggestions are made to give additional
foresight in planning future explorations.

A. Select a sample size appropriate for statistical
precision. A suggestion of 15-20.subjects per experimental
cell is offered. A definite dichotomy between content
backgrounds of subjects is an important consideration. The
more distinct the dichotomy, the easier it would be to
control for content-crossover.

B. Prepare and/or use a validated attitudinal
instrument to measure affective response to the process/
innovation incorporated in the study. Subjects' feelings
about the stimulus prior to the reaction with the stimulus
is an important indicator of subject perception of the

stimulus.

87

C. Refine the posttest technique to include closely
associated questions which will increase the validity of
the measuring instrument.

D. Create an experimental environment conducive to
recreating a setting in which content interference most
likely would occur. A group presentation setting is a
place to begin. This would allow a person to verbalize

the content specific information to the groups of subjects.

Implications

 

The original heuristic of not letting content
interfere with the understanding of a process remains
statistically unsupported. On the basis of this study, it
remains just that, a heuristic. However, it is the belief
of this researcher that further exploration of the
theoretical dichotomy presented in this study is
warranted and necessary to provide sound advice and
procedures to instructional development specialists. Such
individuals, in their role as change agents, should not
allow subject matter to interfere with an understanding of
process on the part of the client if in fact this content
specialty interference does exist. Future researchers
examining this area will hopefully take into account the
suggestions of past efforts as a positive addition to the
understanding of an apparently complex process.

Based on past experience and this research, this
author will not personally verbalize content specialty

examples when conduCting workshops, training sessions or

88

discussion seminars unless those situations occur within
this author's own content specialty. However, based on
this research, this author would consider using printed
instructional materials exemplifying clients' content
specialty to promote effective learning for those clients.
While it is still unclear from the data analysis of this
study, it may be a preferred method of instruction for
adult learners to use written examples in their own area
of expertise to achieve greater comprehension and promote
learning of instructional information being presented.
This would require additional research before clarity on
this issue can be achieved.

This researcher suggests two other areas for future
consideration. As garnered from this study, prior
knowledge of an instructional process seems to have an
impact on effective learning. Studies of this variable
should consider the extent of this impact and if there is
a point at which it impedes learning. Consideration should
be given to current theories of learning in an attempt to
determine the degree to which prior knowledge affects
patterns of learning.

Research might also focus on gender-content
relationships. Questions have arisen in this author's mind
as to whether sex, content specialty and learning
methodology relate in such a way to show instructional
developers different strategies to use if their clients

are female reading teachers or female mathematics teachers,

89

male geometry teachers or female geometry teachers, etc.

The data analysis of this study merely created the sparks

of inquiry for further research into such areas of interest.
Whether new research is undertaken or replications

are reexamined, hopefully future research will continue

to help provide successful strategies for innovation-

adoption techniques which the instructional developer can

use in presenting new and different ideas to clients without

creating conflict of thought and cessation of the

development process.

APPENDIX A

APPENDIX A
DEMOGRAPHIC REPORT

90

91

DEMOGRAPHIC REPORT

Age Sex: Male Female

 

 

 

Number of years in:
Present school building

 

Present school system

 

Professional education

 

Current Teaching Area: (Z of time for each)
Reading
English
Math
Science

 

 

 

 

Social Science
Other (please specify)

 

Current Grade Level Taught: (If more than one, indicate Z
of each)

Elementary
Middle or Junior High
Secondary or High

 

 

 

Current Degree Status:
BA BA + MA MA + PhD

 

Population of city or town in which you are employed:
200,000 or more
100,000-199,999

50,000- 99,999
25,000- 49,999
10,000- 24,999
5,000- ,9,999

0 - 4,999

 

 

 

 

 

 

 

Subjects you are certified to teach:

 

 

 

92

Yes No ____ Have you had previous curriculum development
experience? '(If Yes, please check
appropriate areas of experience below)

Curriculum planning

Evaluation of textbook or mediated materials

Developing curricular goals

ProduCing instructional materials

writing behavioral objectives

Curricular revision

Other (specify)

 

 

 

Briefly state what the following terms mean to you. Do not
be concerned if you presently are unfamiliar with some or
all of them. The purpose is to establish how much you
presently know before proceeding through the rest of this
exercise.

a) Individualized Instruction

 

 

 

b) Behavioral Objectives

 

 

 

c) Mastery Learning

 

 

 

d) Curricular Goals

 

 

 

e) ABCD Format

 

 

 

f) Enabling Objectives

 

 

 

g) IDI

 

 

 

APPENDIX B

APPENDIX B
INVENTORY OF BELIEFS

93

94

INVENTORY OF BELIEFS

This inventory consists of 30 statements which range over a wide
variety of topics. As you read each statement you are asked to
indicate quickly your agreement or disagreement with it in terms of
the key given below. People have different reactions to these
statements. This is not a test in which there are "right" and "wrong"
answers. What is wanted is your own quick personal reaction.

In responding to these statements you will notice there is no
way provided for indicating a neutral position. It is desired that
you indicate a tendency toward either agreement or disagreement even
though you may prefer to remain undecided. It is important that you
respond to every one of the statements.

KEY: l. I strongly agree or accept the statement.
2. I tend to agree or accept the statement.
3. I tend to disagree or reject the statement.
4. I strongly disagree or reject the statement.

Put the appropriate number from the key in the blank space
provided to the left of each statement.

___ 1. Business men and manufacturers ___ 8. Sending letters and
are more important to society telegrams to congressmen
than artists or musicians. is mostly a waste of time.

__ 2. There is little chance for a __ 9. Ministers in churches
person to advance in business should not preach about
or industry unless he knows economic and political
the right people. problems.

__ 3. Man has an inherent guide to __10. Each man is on his own in
right and wrong--his life and must determine
conscience. his own destiny.

.__ 4. It is only natural and right __11. Labor unions don't
for each person to think that appretiate all the
his family is better than any advantages which business
other. and industries have given

them.

__ 5. Being a successful wife and
mother is more a matter of __12. It's only natural that a
instinct than of training. person should take

advantage of every

__ 6. There is only one real opportunity to promote his
standard in judging art works— own welfare.

-each to his own taste. .
13. The government is more
7. Nobody can make a million interested in winning
dollars without hurting other elections than in the
people. welfare of the people.

14.

15.

16.

l7.

l8.

19.

20.

21.

22.

23.

24.

KEY:

bub-3H

Feeble-minded people should
be sterilized.

The best government is one
which governs least.

A woman who is a wife and
mother should not try to
work outside the home.

The old masters were the
only artists who really knew
how to draw and paint.

You cannot lead a truly
happy life without strong
moral and religious
convictions.

In practical situations,
theory is of very little
help.

A sexual pervert is an
insult to humanity and
should be punished severely.

A lot of science is just
using big words to describe
things which many people
already know through common
sense.

Most things in life are
governed by forces over
which we have no control.

There is a source of
knowledge that is not
dependent upon observation.

Despite the material
advantage of today, family
life now is not as wholesome
as it used to be.

25.

26.

27.

28.

29.

30.

. I strongly agree or accept the statement.

. I tend to agree or accept the statement.

. I tend to disagree or reject the statement.
. I strongly disagree of reject the statement.

Parents know as much about
how to teach children as
public school teachers.

Some day machinery will do
nearly all of man's work,
and we can live in leisure.

There are too many people

in this world who do nothing
but think about the

opposite sex.

There are a lot of things
in this world that will
never be explained by
science.

American free enterprise
is the greatest bulwark of
democracy.

If a person is honest,
works hard, and trusts in
God, he will reap material
as well as spiritual
rewards.

APPENDIX C

APPENDIX C
INSTRUCTIONAL PACKAGE - NEUTRAL EXAMPLES

96

97
INSTRUCTIONAL PACKAGE - NEUTRAL EXAMPLES

OVERVIEW:

There are objectives and there are objectives-some are
commonly associated with goals; some are developed as
principles leading to some desired result; and some are
less exact and are more of a feeling or in the realm of the
philosophical. Objectives can serve as stimulus or as
guidelines. They can even be used as an excuse for ,
inaction or postponement of action. In fact, objectives is
a word that can cover a great many human activities.

In this learning package, we are going to confine ourselves
to:

PERFORMANCE OBJECTIVES

A performance objective should have the following general
qualities:

1. The learner and the instructor have a common
understanding as to what is to be done, and

2. The learner and the instructor have a common and
firm criteria by which a learner's progress and
level of competency may be assessed at a specified
point in time.

we will work with two levels of performance objectives in
this activity:

1. Terminal Performance Objective (TPO); this is the
final performance the learner must exhibit; and

2. Enabling Objectives (EO); these are objectives which
the learner must achieve before he can perform the
Terminal Performance Objective (TPO).

EXAMPLES OF OBJECTIVES:

One of the most significant differences between objectives
in general and performance objectives is similar to the
difference between a shotgun and rifle. The shotgun
discharge pattern expands to cover a larger and larger area
as it moves from.the muzzle, while a rifle bullet is
confined to an exact pattern area and does not change as

it moves further from the weapon. A performance objective
should be tightly defined with a minimum possibility of

the learner misunderstanding what is to be done.

98

GENERAL OBJECTIVE:
Construct a map.
PERFORMANCE OBJECTIVE:

Each student in the map construction unit of the 9th grade
geography course will be able to construct a topographical
map given an unmarked map of an area and a table containing
t0pographical information about that area. The student will
indicate mastery of topographical interpretation, code
formation and mapping technique. The construction must
match the given table information when compared to the
completed area map in the instructor's guide.

It is obvious that one is much longer than the other but
there are some other important differences. What do you
feel are the important differences between them? Think

about it before turning to the next page.

99

DISCUSSION OF DIFFERENCES BETWEEN GENERAL OBJECTIVE AND
PERFORMANCE OBJECTIVE

Difference:

Difference:

Difference:

Difference:

Difference:

Difference:

We at least know in the performance objective
that it is'a topographical map. It is not a
political map, a road map or a papier-mache
map.

We also learn in the performance objective who
is expected to make this map. The defining of
the audience tells us that it is in the map
construction unit and also by identifying it
as 9th grade sets a first standard for final
evaluation.

When the performance objective says "given an
unmarked map...and a table...", the conditions
for the performance are not only stated but
further limited to the materials, and/or time
made available.

 

In the performance objective the student will
be expected to perform in three areas:

1. Topographical interpretation;

2. Code formation;

3. Map visualization;
this is the behavior of the performance.

When the map is constructed it will be
evaluated according to a comparison made with
the completed area map in the instructor's
guide. This is the degree of mastery.

The level of achievement based on the
evaluation is stated in the performance
objective which is the measurement of degree.
(matching the table information=lOOZ)

Turn to page 4. 3

100

Before any of you react negatively to the performance
objective, think about the following:

GENERAL OBJECTIVE:
Take out an appendix.
PERFORMANCE OBJECTIVE:

Each surgical intern on the general service will
remove from a patient an inflamed appendix using the
demonstration surgical equipment furnished and
operating personnel available and demonstrate mastery
of surgical incision, organ isolation, surgical
McKinly technique of removal, antisepsis, surgical
closure and have the patient survive.

Under which objective would you prefer your doctor to have
received his training?

Go on to page 5.

101
FORMAT FOR WRITING OBJECTIVES

Writing an objective is not unlike writing a sentence as to
parts of speech:

1. Who is to do something - the subject of the
sentence;

2. What is to be done - the verb of the sentence:

3. To what is it to be done - the object of the

sentence: and
the modifier in the
sentence.

4. How well is it to be done

Which leads us very cleverly to the-
A, B, C, D's,

of writing objectives. On the left below is a
description of the format, on the right, criteria are
listed which should be contained in each format
statement.

A is for the Audience which Who is to be doing the

 

is to perform the learning? What is the entry
objective level of the students
expected to perform the
objectives?
B is for the expected What observable action will
Behavior of the performer . the learner do?
C is for the Conditions What resources will be used?
under which the audience What time limitations or

will perform.when assessed resource limitations will be
placed on the student's
performance when he is being
evaluated to determine if he
has achieved the objective?
When and where will the
student perform the indicated

objectives?
D is for Degree of Has he mastered the objective
measurement used to satisfactorily?
determine an acceptable (20 out of 20, 19 out of 20;
performance level 4 out of 5, 70% for a

minimum grade of C).

Please turn to page 6 and take the Quiz on the A,B,C,D's
of writing objectives.

102

QUIZ ON ABCD's OF PERFORMANCE OBJECTIVES

'(l)

(2)

Without turning back to page 5 or using any resource
other than your own memory, will youiplease complete
the following items. Use only one word for each item.

A is for

 

B is for

 

C is for

 

D is for

 

Without turning back to page 5 or using any other
resource than your own memory, will you please
complete the following statements by filling in the
blank space or spaces with the word or words required.

a.

Limiting the materials to be used during a
performance is called the

 

of the performance.

The level of which a student proves he has
mastered the objective is called the

 

of the objectives.

The observable action of the learner in the
performance is called the

 

The person(s) who is doing the learning is the
of the objective.

 

When writing performance objectives the writer
should remember the cue letters __,__, ,

Please turn to page 7 to check your responses.

103

ANSWERS TO QUIZ ON ABCD'S OF PERFORMANCE OBJECTIVES

(l)‘ is for Audience

is for Behavior
is for Conditions

UCUJ>

is for Degree

(2) Conditions

9)

. Degree

Behavior
. Audience
A,B,C,D

(DD-00‘

If you made any errors, please review page 5 again before
doing the quiz which follows on page 8.

If you were correct in all your responses, turn to page 8
and take the quiz.

104

ABCD QUIZ

The following are segments of ABCD stated objectives. Below
each segment are listed the four basic components which
should be included in a well-stated objective. Identify, by
circling, the A, B, C, or D component which best represents
each of the objective segments.

EXAMPLE: a junior social science student working on
a project entitled "Man and the Environment".

0 Audience C . Conditions
=. BehaVior D. Degree

1. given the use of a protractor and a globe

A. Audience C. Conditions
B. Behavior D. Degree

2. identify animal life indigenous to the area and write
the adaptive characteristics of those animals

A. Audience C. Conditions
B. Behavior D. Degree

3. answer correctly 10 of the 15 questions asked

A. Audience C. Conditions
B. Behavior D. Degree

4. a tenth grade social studies student with high
mechanical aptitude

A. Audience C. Conditions
B. Behavior D. Degree

5. develop plans for and construct a model of a Navaho
hogan (dwelling)

A. Audience C. Conditions
B. Behavior D. Degree

6. given an outline map of the United States with the
major rivers drawn in but not labeled

A. Audience C. Conditions
B. Behavior D. Degree

Go on to page 9 for answers to Quiz 8

105

ABCD QUIZ ANSWERS

Conditions - Details equipment and resource to be used.
BehaviOr-- Identifyewrite describes performance.

Degree - 10 out of_lS describes satisfactory performance.

DUONH

Audience - 10th grade social studies and high
mechanical aptitude describes student.

U1

Behavior - Develop-construct describes performance.

6. Conditions - Outline map with unlabeled major rivers
describes conditions of performance.

Please turn now to page 10. 9

106

REINFORCEMENT TIME: WHAT HAVE WE LEARNED?

1. In a performance objective the learner and the
instructor have a common understanding as to what is to
be done and the criteria for assessment of the student's
performance are stated.

2. A performance objective will contain four basic
components:

A - Audience, who exactly is expected to perform;

B - The student's expected observable Behavior when
performing;

C - The Conditions under which the student will
perfErm at the time assessment is made.

 

D'- The Degree or point at which a student proves
he has mastered the objective.

 

HELPFUL HINTS FOR YOUR ABCD'S

A: There is a great deal of difference between the
following audiences:

The students will be able to classify a landform
according to its mode of origin and stage of
development: and

The ninth grade geography students working on the
physical aspects unit will be able to classify a
landform according to its mode of origin and stage
of development.

The more exactly you can define your Audience the more
exact is your performance objective and the more remote is
the chance for conquion over for whom the objective was
designed. If you ever order programs and systems from a
catalogue you will appreciate this exactness. If you are
even a student trying to match instructional resources to
your educational needs you will appreciate the exactness.

Continued on page 11. 10

107

B: A description of the student's expected behavior during
the performance of the objective is the core of the
objective. Take the following example:

1. The student will understand the factors involved
in industrial location.

2. Each student in Social Science 112 will be able
to write a one-page essay containing the seven
principle factors involved in deciding upon a
location for an industry of your choice.

In 2 the student will know specifically what the performance
is. In 1, it might take a divine revelation for the
instructor and student to have a common knowledge of what

is to be done. i

C: The stating of the conditions is really fair play. Not
only is the student informed as to the exact conditions
of the performance when he is evaluated, but instructor
and student are also protected from any capriciousness
on the part of either or both.

D: Perhaps the most difficult part of writing the
performance objective is the degree or means of
measuring the performance. Degree can be used as part
of a grading curve, 70% to 80% correct exceed a C,
etc.: or it can be used as an absolute, mastery of...;
or it may be some sort of evaluation by which the
student determines his performance such as comparing
his scores against the mean scores on a test. It should
be at the very least an agreement which instructor
and students can recognize and not subject to differing
interpretations.

Now that we know our A, B, C, D's of writing

PERFORMANCE OBJECTIVES

let's continue on to page 12.

ll

'108

LEARNING DOMAINS FOR OBJECTIVES

Most objectives written by teachers fall into three major learning
domains or classifications called Cognitive, Affective, and
Psychomotor.

l. COGNITIVE LEARNING DOMAIN OBJECTIVES* emphasize remembering or
reproducing something which has presumably been learned, as
well as solving some intellective task for which the individual
has to determine the essential problem and then reorder given
material or combine it with ideas, methods, or procedures
previously learned. Cognitive objectives vary from simple
recall of material learned to highly original and creative ways
of combining and synthesizing new ideas and materials. Simply
stated, cognitive objectives deal with what a student should
know, understand or comprehend (e.g., solve a map location
problem, list five causes, critique a congressional bill on
pollution).

 

 

 

 

2. AFFECTIVE LEARNING DOMAIN OBJECTIVES* emphasize a feeling tone,
an emotion, or a degree of acceptance or rejection. Affective
objectives vary from simple attention to selected phenomena to
complex but internally consistent qualities of character and
conscience. In other words, affective objectives deal with how
a student should feel about something (e.g., listen attentively,
enjoy making relief maps, appreciate the natural environment).

 

3. PSYCHOMOTOR LEARNING DOMAIN OBJECTIVES* emphasize some muscular
or motor skill, some manipulation of material and objects, or
some act which requires a neuromuscular coordination. Stated in
another way psychomotor objectives are concerned with how a
student controls or moves his body (e.g., mixing papier-mache,
painting a topographical map, printing letters on a chart).

 

In essence, Cognitive objectives emphasize THINKING, Affective
objectives emphasize FEELING and Psychomotor objectives emphasize
ACTING.

 

 

SPECIAL NOTE: All objectives overlap into each learning domain. The
thing to look for is the primary emphasis of the objective. Ask
yourself what type of student behavior is really emphasized in the
objective. Is it one of thinking, feeling or acting?

 

 

Turn to next page for examples of Cognitive, Affective and Psychomotor
objectives.

 

*The above definitions are taken from David R. Krathwohl, Benjamin S.
Bloom and Bertram B..Masia, Taxonomy of Educational Objectives,
Handbook II: Affective Domain, New York: David McKay Company, Inc.
1964. 12

 

 

109

SAMPLE COGNITIVE OBJECTIVE

The junior high school student, in section 11,

Will label clouds as being cirrus, stratus, cumulus,
or nimbus,

When shown actual clouds or pictures of them.

He (she) should be able to label 80 percent of the
examples correctly.

00 {75>

Since being able to identify different kinds of clouds
requires the student to understand or comprehend the
categories indicated, this is a cognitive objective.

SAMPLE PSYCHOMOTOR OBJECTIVE

Eighth grade students, completing a unit on map-
making,

Will draw

A map to scale of an area given an aerial photo.
Each map should contain as many of the seven
cultural and physical features that are visible in
the photo.

UOUU 11>

Since being able to draw a map requires the student to
manipulate an object, a pencil or pen, to produce a
product, a map, this is a psychomotor objective.

SAMPLE AFFECTIVE OBJECTIVE

A. High school students, in the social science class,

B Will demonstrate an interest in a clean environment
by choosing to do their class project on some form
of pollution. .

C. The teacher will give them.all the resources he/she
can, but will only do so if the students ask for
suCh assistance.

D. The objective will be considered accomplished if 102
of the class produces suCh a project.

The objective suggests that a student will come to feel more
strongly about the environment. Because increased

interest and not knowledge of the subject is the behavior
involved, this is an affective objective.

Turn to the next page and take the Quiz on Learning Domains.
l3

llO

QUIZ ON LEARNING DOMAINS

DIRECTIONS: Identify the objectives below as primarily emphasizing

EXAMPLE:

Turn

Cognitive (C), Affective (A) or Psychomotor (P) learning.
Place aAC, A, or P in the space at the left of each
objective.

High school students (audience) will show increased concern for
their immediate school environment by cleaning up their own lunch
garbage (behavior) both in the school and on the school grounds
(conditions). A significant decrease in the amount of trash
accumulated according to the custodial staff will indicate
accomplishment of the objective (degree).

1.

t0

Sophomore Beginning Social Science students (audience) will
identify the type of town likely to develop (behavior) given
the natural resources and geographical features of an area
(conditions). They will be able to identify 4 out of 6 town
types correctly (degree).

Geography 1 students (audience) will be able to identify a
variety of objects using only the sense of touch (behavior).
Given 10 objects with differing textures and shapes
(conditions) the students will correctly identify at least
8 out of 10 (degree).

Senior Social Science students (audience) will attribute a
high degree of importance to issues of direct environmental
concern by indicating a high rank order of importance of such
issues (behavior) within a given list of diverse problems
judged to be of less importance (conditions). The smaller the

‘total score, the greater the student's estimate of the

relative importance of environmentally relevant issues
(degree).

Junior high school Social Studies students in the honors
section (audience) will list at least 3 ways that space is
consumed by structures necessary for particular modes of
transportation (behavior). Given 4 modes of transportation
(conditions), the student will give a total of 12 correct
ways space is used (degree).

Sixth grade students beginning a unit on pollution (audience),
will come to value an unpolluted environment. Their concern
for pollution will be measured by the way they discard
papers, wrappers, etc. (behavior). On an outing where they
are given individually wrapped candy and do not know that
their paper discard behavior is being observed (conditions),
the number of wrappers thrown on the ground will be
significantly less than during a previous outing (degree).

the next page for answers to the Quiz. 14

lll

ANSWERS TO QUIZ ON LEARNING DOMAINS

l. C
2. P
3. A
4. C
5. A

If you missed two or less, go on to the next section. If
you missed more than two, review the material on page 12
before going on to the next section, page 16.

15

112

LEVELS OF PERFORMANCE OBJECTIVES

The fact that there are two levels of performance objectives was
introduced earlier.

1. Terminal Performance Objective, (TPO); this is the performance
the student must exhibit when assessment takes place at the
end of the instruction.

2. Enabling Objectives (E0); these are sub-objectives which
state the behaviors that are essential in order for the

learner to achieve the performance of the terminal performance
objective (TPO).

It would further simplify matters if all persons developed objectives
in the same way as moving from the general to the specific. However,
there are people who like to start at the specifics and build to the
general; and others who like to start with fragments and move to
either the general or the specific; and others who start in the middle
and proceed in all directions at once.

Whatever the approach you may eventually follow in writing performance
objectives, this much is important:

A performance objective consists of a terminal performance
objective and the enabling objectives necessary for the
achievement of the terminal performance objective.

A TPO is essential in order that the teacher can plan with the learner
all the necessary activities the learner must engage in if he is to
acquire the new knowledge and/or skill. However, before efficient
planning of this type can occur, teachers must be able to identify
what the steps are that the learner must achieve to enable him to
reach the desired end behaviOr.

For example, if we decide that our TPO is "to fold a paper airplane
from a given sheet of 8%" X 11" paper without any re-creased folds or
mis-aligned angles", then we also have to consider what a student must
be able to do (the enabling objectives) to accomplish such a simple
goal as folding a paper airplane. He must be able to follow the basic
folding pattern, e.g., lst fold in half lengthwise, 2nd fold each
upper corner to the center fold, 3rd fold each half in half again and
fold.each of these three patterns correctly the first time in order

to avoid the extra creases or mis-aligned angles.

In essence then, these are necessary behaviors the student must be
able to achieve before he can fold a paper airplane.

Continued on page l7.
l6

113

‘When he is able to do these activities, he will be able to
perform the TPO. ‘Mastering these behaviors has enabled the
student to achieve the TPO; hence the term-enabling
objectives (EO).

Below is a graphic illustration of another TPO and EO's.

 

TERMINAL The Geography II student will be able
PERFORMANCE to draw a map of an area to scale
OBJECTIVE given the dimensions of that area.

 

 

 

 

 

Given a three-dimensional model
of an area, the student will be
able to represent that area in
two dimensions.

 

 

 

 

 

ENABLING The student will be able to make
OBJECTIVES a map of an area using symbols
and a legend.

 

 

 

 

 

Using wooden blocks the student
will be able to construct a
rough model depicting major
areas of a place with which he
is familiar.

 

 

 

It is important to point out at this time there could be
more specific EO's written for the TPO. For example, the
student must be able to use a ruler, be able to interpret
map symbols, be able to manipulate wooden blocks to depict
a familiar area, etc., etc. It is up to you to determine
how specific the EO's must be: but in order to do so you
must know what the students can or cannot do.

17

114

LESSON SUMMARY: THE RELATIONSHIP OF TERMINAL PERFORMANCE
OBJECTIVES AND ENABLING PERFORMANCE OBJECTIVES

Now that you have worked through the previous pages you
should be aware that EO's are the building blocks for TPO's.
A suggested procedure to follow for writing your objectives
is summarized below:

'(1)

(2)

IDENTIFY THE TPO

The first task then is to determine what is the
terminal performance objective of the
instructional unit. One way to determine the TPO
is to ask what you want the student to be able to
do at the end of the instructional unit, another
is to ask your students or another faculty
member. This at least, provides you with a
starting point. As you begin to break down this
TPO, you may decide that what you at first
thought was the TPO is really an E0. If so,
examine your instructional unit further.

IDENTIFY THE EO's

As you work.with the TPO ask yourself, "What does
the student need to be able to know, feel or do
before he could successfully perform the
performance objective?" You will begin to build
a list of knowledges, feelings, or skills. Then
ask the same question about each of these. "What
does the student need to know or possess before
he can perform that skill, acquire that feeling
or use that knowledge?" In this way you will
gradually establish an order of behaviors, the
EO's. Don't be discouraged if you have problems
identifying EO's the first time you try to do so.
Remember, the process of establishing the order
of objectives is not a simple matter. You often
have to "mess around," slowly building the
arrangement piece by piece as you try it out with
students or as logic tells you to rearrange the
order.

Now it is time to do the terminal performance exercise for
this package so, please turn to page l9.

l8

115

WRITING A TERMINAL PERFORMANCE OBJECTIVE AND ENABLING
PERFORMANCE OBJECTIVES

DIRECTIONS:

write a TPO and derive 3 EO's for that TPO using the
complete ABCD format. Develop objectives to be included in
a high school unit on air pollution which will deal with
causes, effects, conditions aiding pollution, and potential
methods of control.

Once you have written your objectives, you may compare your
work.with an example found on the next page.

19

116

POSSIBLE RESPONSE TO WRITING TPO AND EO's

TPO:

UCUH>

The students in the new air pollution unit,

Will be able to describe in writing air pollution
effects on urban residents,

Restricting the description to health-related
effects,

While including 3 of the 5 types of effects
discussed in the Health Department pamphlet.

E.O. #1:

Unw>

The students in the new air pollution unit,
Will be able to list,

With no memory aids,

Seven sources of urban air pollution.

E.O. #2:

do Udi>

The students in the new air pollution unit,

Will indicate by checking which pictures represent a
high probability of being smoggy,

Using fifteen pictures,

And correctly indicating the 9 which should be
checked.

E.O. #3:

UOUH'P

The students in the new air pollution unit,

Will identify man-made or natural potentials of air
pollution,

Given a list of possible air polluting substances or
sources,

So well that at least 8 of 11 are correctly
identified.

When you have corrected your work, turn to page 21 and
begin to work through the quizzes.

20

117

A FOR AUDIENCE QUIZ

DIRECTIONS: The audience in each of the following

objectives is not well defined.

Rewrite the audience statement so that the who of the
objective is described in greater detail.

EXAMPLE: Given an instance in which man has altered
his environment, the pupil will list two
positive effects and two negative effects
of the alteration. The listed effects will
be examples taken from those generated in
class at the beginning of the unit.

Audience: The sophomore students enrolled in Social
Studies III

 

 

By the end of the 2nd grading period, they should be
able to identify the type of resource use engaged in
by various culture groups present in the world today.
7 out of 10 is required for satisfactorily passing
this objective.

Audience:

Within one mmnth, the ninth grade student will be
able to identify all 8 basic types of foliage
generally found in large urban areas.

Audience:

Given an outline map of the continents of the world,
the student will label each continent correctly. He
will be given 10 minutes to label the continents. No
errors and each continent's name must be spelled
correctly.

Audience:

Answers on page 22.

21

118

AUDIENCE QUIZ ANSWERS

 

Original Audience More Appropriate
Portion Audience Statement*

1. They - Seventh grade students in
beginning Social Science class.

2. Ninth grade student - Ninth grade Botany student in
the Environment unit.

3. The student - Sophomore student in Geography
10.

*Compare your written statement with the example given for
each. Determine if your statement is adequate and what
changeyou might make. When you have finished, go to
Behavior Quiz 1, page 23.

22

119

BEHAVIOR QUIZ 1

DIRECTIONS: In each of the following partial statements of objectives:
a. underline the verb

b. mark the verb acceptable or unacceptable in
BEHAVIORAL TERMS

Acceptable Unacceptable

Example X A) The student will understand four
different pollution control
techniques...

Example X B) Identify by underlining 5 types
of granite from a list...

 

 

 

 

1. Identify by pointing to 10 major
oceans, bays and straits on an.
outline map...

 

2. Know the process of mapmaking...

 

3. Send a letter to the Natural
Resources Department...

 

4. Recognize the rank of the 10
largest cities in Canada...

 

5. Read a city map...

 

6. Illustrate by drawing a
topographical map from a three-
dimensional model...

 

7. Enjoy working on the student
environment monitoring patrol...

 

8. Underline the pictures of 10
living organisms...

 

9. Learn the fundamentals of
diagramming a city design...

 

10. Appreciate the value of knowing 5
essential points on a map...

 

11. Name and label the 10 provinces of
Canada on a blank map showing...

 

12. Explore the identification of
various types of vegetation...

 

Answers on page 24. 23

BEHAVIOR QUIZ ANSWERS

Acceptable

X

|><

IN |><

IN I“

I“ |><

120

Unacceptable

Verb

l.

10.

11.

12.

identify (by
pointing to)

know
send
recognize
read

illustrate (by
drawing)

enjoy
underline
learn
appreciate
name and label

explore

If you had 10 or more correct, go on to the Conditions 1 Quiz on

page 28..

If you have less than 10 correct, turn to the Glossary

for Behavioral Performance Objectives, page 32, and Interpretation of

Verbs, page 33.

After reviewing these do Behavior Quiz 2 on page 25.

24

BEHAVIOR QUIZ 2

121

DIRECTIONS: Underline the verb in each of the following objective
Note in the left hand column whether the
verb is acceptable (A) or unacceptable (U).

statements.

Acceptable Unacceptable

 

 

 

 

 

 

Continued on page 26

1.

A sixth grade social studies student who
likes to draw and paint will draw an
outline map of the continents of the
world. He will label each continent
correctly (100% correct) and will paint
each continent a different color. This
student will complete the project in two
weeks.

A tenth grade social science student will
be able to communicate in writing with an
appropriate agency an opinion in support
of or Opposing a given potential energy
problem. The appropriate agency should be
selected from a list of five. The
communique should include 3 reasons for
support or opposition.

The fifth grade girls in Geography I and
who.have just completed a unit on the
universe will enjoy experimenting with a
telescope.

On a outline map which has been provided,
but without any outside aids such as books
or other maps, the ninth grade geography
student will correctly identify and label
15 major rivers of the United States and
Canada.

Given 10 pictures of animals, plants or
humans and 3 pictures of environmental
areas, the fourth grade student will match
the pictures of the animals, plants or
humans to the pictures of the environmental
areas. An exact match is required.

After completing a unit on geographical
photography, the high school students in
elective geography will understand 4 kinds
of soil erosion and their probable causes.

25

Acceptable Unacceptable

 

 

 

 

Answers on page 27

7.

122

The junior high students in advanced
environmental studies will explain in
writing their knowledge of global
climatic trends and draw 4 conclusions
about their patterns. Limited to four
typed pages.

The fifth grade social studies student
having just completed the unit on the
United States will know the names of 45
of the 50 states and also know 45 of the
50 state capitals. The 45 state capitals
do not have to be from the known 45
states.

26

123

BEHAVIOR QUIZ ANSWER KEY 2

Verb

acceptable 1. draw
label and_paint

acceptable 2. communicate (in writing)
acceptable 3. enjoy

acceptable 4. identify and label
acceptable 5. match

unacceptable 6. understand

acceptable 7. explain (in writing)
unacceptable 8. know

If you had 6 or more correct, go on to Recognizing Conditions Quiz,
page 28. If you had less than 6 items correct, review pages 32 and 33
before going to the next quiz.

27

124

RECOGNIZING CONDITIONS QUIZ

DIRECTIONS:

EXAMPLE:

Sb

Q.
o

b.
C.
d.

b.
c.
d.

b.
c.
d.

b.
c.
d.

From each of the following groups of statements, select
by circling one or more statements which describe the
condition(s) which exist during the time that a student
is being evaluated.

must be able to identify levels of atmosphere
given a set of seven pictures

within a 30 minute period

students in a 10th grade geography class

without the aid of references

33 correct out of a possible 50

9th grade geography class ,
select a proper location of major rivers

draw a scale map of an area

without the aid of a protractor

without any errors

12th grade geographical drafting students

given eight types of transportation
select the correct answer

be able to answer correctly

the 9th grade social studies class

in a period of less than 1 hour

without the aid of a reference map

find the location of a major Asian river
correctly in 50% of all cases

by arranging parallel lines

the student will identify by labeling the 10 major
European cities

from memory and within a 5 minute period

8 out of 10 correct

the student will identify the advantages
given eight city sites

within a period of 50 minutes

using the city planner's guide

Answers on page 29

28

125

RECOGNIZING CONDITIONS QUIZ ANSWERS

1
2
3.
l,
5
6

a Limits
b Limits
a Limits

a-b Limits
c Limits

b-c-d Limits

use of resources
equipment

activity

time and resources
resources and time

activity, time and resources.

If you had more than 4 correct, go on to Degree Statement

Quiz, page 30.

If you had 4 or less correct, review

definition of Condition statement found on page 5 and then
go on to Degree Statement Quiz on page 30.

29

126

DEGREE STATEMENTS QUIZ

DIRECTIONS: Underline the degree part of the following
objective statements.

EXAMPLE: Given four specialized maps, the
first year geography student will
select the appropriate kind of map
every time to answer given
geographic questions.

 

1. Each second semester geography student, given all
the basic cloud formations will identify orally
each of the formations.

2. At the end Of a two week session, the junior high
student will locate, by the use of the card
catalog, five books on pollution named by the
instructor. A maximum of 10 minutes will be
allowed.

3. With a slide projector and seven slides on soil.
erosion, the seventh grade social studies student
will show the slides in proper sequence.

4. Given a map of the Oregon Trail drawn by a fourth
grader, the high school geography student using his
text and additional references, in one class
period, will identify all the correct parts of the
student's map.

5. Using tape recordings of familiar auditory stimuli,
the students in Man and his Environment 101 will,
to the satisfaction of the class, select and
classify four stimuli as to whether each would be
considered a sound or a noise.

Check your response with answers on page 31.

30

127
DEGREE STATEMENTS QUIZ ANSWERS

Each of the formations

Named by the instructor

1
2
3. In proper sequence
4 All the correct parts of the student's map
5.

To the satisfaction of the class

If you did not get them all correct, reread paragraph D,
page 5. If you got all 5 of these correct you have
completed this package. Now it is time to take the
terminal performance exercise for this package so, please
take the Instructional Package Quiz #1 RM.

31

128

GLOSSARY FOR BEHAVIORAL PERFORMANCE OBJECTIVES

VERBS--the action words of-an objective

Verbs and objects combine to make either clear statements or fuzzy
statements about what the learner will be doing when he attains the
objective. Clear statements are important. They are statements of
intent which enable students (and other teachers, administrators or
parents) to know what is important and what is expected. They
eliminate the game of trying to outguess the teacher or the con game
of bluffing it through.

Roger Mager uses the following two lists of words to contrast the
two types of words which are most appropriate to describe behavior:

WOrds Open to Many WOrds Open to Fewer
Interpretations Interpretations

to know to write

to understand to identify*

to really understand to differentiate

to grasp the significance to solve

to learn. to construct

to believe to list

to have faith in to compare

*Acceptable only if used with other terms such as underlining,
circling, etc.

The following verbs were selected from Norman Gronlund's
"Illustrative Verbs for Stating Specific Learning outcomes" list.
The original list was prepared by Calvin K. Claus.

alter formulate arrange reproduce
predict substitute chart compose

. rephrase speak circle carve
combine translate itemize paint
evaluate verbalize organize pantomime
perform calculate square dissect
integrate measure feed button

32

129

INTERPRETATIONS OF VERBS

Read the following paragraph from HOW TO USE BEHAVIORAL OBJECTIVES IN
SCIENCE INSTRUCTION by Koran, MOntague and Hall.

When writing a behavioral Objective, one must use a specialized
verb limited to few interpretations._ Such a verb, which
precisely describes the desired behavior, gives the teacher a sort
of reference point from which he can judge whether the learner has
demonstrated the desired behavior. Some examples of these
specialized verbs, called action verbs, which correspond with
objectives designed to measure thinking are: write, describe,
name, identify, predict, infer, select, state, demonstrate,
construct, estimate, measure, compare, distinguish, and classify.
Another group of verbs which appear to be more appropriate to
measuring the degree of student interest, motivation, and values
are: select, persist, visit, adopt, accept, and support. Such
verbs as understand, know, and learn are not acceptable for writing
behavioral objectives because their meaning is open to many
interpretations.

The following are additional selected verbsfrom Gronlund's

 

Illustrative Verbs for Stating Specific Learning Outcomes. The list
was prepared by Calvin K. Claus.
l. CREATIVE BEHAVIORS
Change MOdify Paraphrase Rearrange
Restructure Retell Synthesize Vary
2. MUSIC BEHAVIORS
Blow' Clap Harmonize Play
Pluck Practice Sing Strum
3. ARTS BEHAVIORS
Assemble Color Draw Frame
MOld Paste Sculpt Varnish
4. DRAMA BEHAVIORS
Act Direct Display Emit
Express Mbve Respond Show
5. COMPLEX, LOGICAL, JUDGMENTAL BEHAVIORS
Analyze Contrast Criticize Decide
Defend Explain Generate Structure
6. LANGUAGE BEHAVIORS
Abbreviate Capitalize Edit Outline
Pronounce Read Summarize write
7. MATHEMATICAL BEHAVIORS
Add Compute Count Derive
Extrapolate Graph Reduce Solve
8. LABORATORY SCIENCE BEHAVIORS .
Calibrate Conduct Convert Demonstrate
Grow Manipulate Prepare Weigh

33

APPENDIX D

APPENDIX D
INSTRUCTIONAL PACKAGE - SELECTED PAGES
WITH READING EXAMPLES

130

131

GENERAL OBJECTIVE:
Write a paragraph.
PERFORMANCE OBJECTIVE:

Each student in the sentence construction unit of the 10th
grade English course will be able to write a five-sentence
paragraph in ten minutes on any tOpic from.the list
presented in class by the instructor. The student will
indicate mastery of proper punctuation, word formation and
basic sentence construction. The paragraph will contain
no punctuation errors, spelling errors and format errors,
all of which shall be determined by the instructor.

It is obvious that one is much longer than the other but
there are some other important differences. What do you
feel are the important differences between them? Think

about it before turning to the next page.

132

DISCUSSION OF DIFFERENCES BETWEEN GENERAL OBJECTIVE AND
PERFORMANCE OBJECTIVE

Difference:

Difference:

Difference:

Difference:

Difference:

Difference:

We at least know in the performance objective
that it is a five-sentence paragraph. It is

not a short paragraph, a long paragraph or a

silly paragraph.

We also learn in the performance objective who
is expected to write a paragraph. The
defining of the audience tells us that it is
in the sentence construction unit and also by
identifying it as 10th grade sets a first
standard for final evaluation.

When the performance objective says "in 10
minutes... the list presented in class", the
conditions for the performance are not only

 

statedfibut further limited to the materials,
and/or time made available.

In the performance objective the student will
be expected to perform in three areas:

1. Proper punctuation;

2. WOrd formation;

3. Basic sentence construction:
this is the behavior of the performance.

When the paragraph is written it will be
evaluated according to the criteria set up by
the instructor. This is the degree of mastery.

The level of achievement based on the
evaluation is stated in the performance
objective which is the measurement of degree.
(no errors=lOOZ correct)

Turn to page 4.

133

ABCD QUIZ

The following are segments of ABCD stated objectives.
Below each segment are listed the four basic components
which should be included in a well-stated objective.
Identify, by circlin , the A, B, C, D component which best
represents each of t e objective segments.

EXAMPLE: an eighth grade reading student working on
pronOuncing words with VV combinations

Audience C. Conditions
Behavior D. Degree

1. given several pictures and a group of word cards

A. Audience C. Conditions
B. Behavior D. Degree

2. read a short story and write out a plot description

A. Audience C. Conditions
B. Behavior D. Degree

3. answer correctly 10 of the 15 questions asked

A. Audience C. Conditions
B. Behavior D. Degree

4. a sixth grade reading student who reads at third
grade level but has a high mechanical aptitude

A. Audience C. Conditions
B. Behavior D. Degree
5. list the words having the same medial consonant
sounds
A. Audience C. Conditions
B. Behavior D. Degree

6. given several selections presenting the same body of
factual'material

A. Audience C. Conditions
B. Behavior D. Degree

Go on to page 9 for answers to Quiz.

134

ABCD QUIZ ANSWERS

1. Conditions - Details resource to be used.

2. Behavior - Readdwrite describes performance.

3. Degree - 10 out of_15 describes satisfactory performance.

4. Audience - 6th grade reading, third grade reader, and
high mechanical aptitude describes student.

5. Behavior - List describes performance.

6. Conditions — Selections presenting the same body of
factual material describes conditions of
performance.

Please turn now to page 10.

135
REINFORCEMENT TIME: WHAT HAVE WE LEARNED?

1. In a performance objective the learner and the
instructor have a common understanding as to what is to
be done and the criteria for assessment of the student's
performance are stated.

2. A performance objective will contain four basic
components:

A - The Audience, who exactly is expected to perform;

B - The student's expected observable Behavior when
performing;

C - The Conditions under which the student will
perform at the time assessment is made.

 

D - The Degree or point at which a student proves he
has mastered the objective.

 

HELPFUL HINTS FOR YOUR ABCD's

A: There is a great deal of difference between the following
audiences:

The students will state two meanings of each word
from a list of five furnished; and

The 9th grade students enrolled in Composition I and
working on the comprehension unit will state two
meanings of each word from a list of five furnished.

The more exactly you can define your Audience the more
exact is your performance objective and the more remote is
the chance for confusion over for whom the objective was
designed. If you ever order programs and systems from a
catalogue you will appreciate this exactness. If you are
even a student trying to match instructional resources to
your educational needs you will appreciate the exactness.

Continued on page 11.
10

136

B: A description of the student's expected behavior during
the performance of the objective is the core of the
objective. Take the following example:

1. The student will understand the principle parts
in a research paper.

2. Each student in the English 116 Composition class
will be able to write a research paper containing
the five principle parts as defined by their
textbook.

Inp2 the student will know specifically what the performance
is.’ In 1, it might take a devine revelation for the
instructor and student to have a common knowledge of what is
to be done.

C: The stating of the conditions is really fair play. Not
only is the student informed as to the exact conditions
of the performance when he is evaluated, but instructor
and student are also protected from.any capriciousness
on the part of_either or both.

D: Perhaps the most difficult part of writing the
performance objective is the degree or means of
measuring the performance. Degree can be used as part
of a grading curve, 702 to 802 correct exceed a C, etc.;
or it can be used as an absolute, mastery of...: or it
may be some sort of evaluation by which the student
determines his performance suCh as comparing his scores
against the mean scores on a test. It should be at
the very least an agreement which instructor and student
can recognize and not subject to differing
interpretations.

Now that we know our A, B, C, D's of writing

PERFORMANCE OBJECTIVES

let's continue on to page 12.
ll

137

LEARNING DOMAINS FOR OBJECTIVES

Mbst objectives written by teachers fall into three major learning
domains or classifications called Cognitive, Affective, and Psychomotor.

1.

COGNITIVE LEARNING DOMAIN OBJECTIVES* emphasize remembering

 

or reproducing something which has presumably been learned, as
well as solving some intellective task for which the individual
has to determine the essential problem and then reorder given
material or combine it With ideas, methods, or procedures
previously learned. Cognitive Objectives vary from simple
recall of material learned to highly original and creative ways
of combining and synthesizing new ideas and materials. Simply
stated, cognitive objectives deal with what a student should
know, understand or comprehend (e.g., write a story, spell a

 

 

 

word, critique a poem).

AFFECTIVE LEARNING DOMAIN OBJECTIVES* emphasize a feeling tone,

 

an emotion, or a degree of acceptance or rejection. Affective
objectives vary from simple attention to selected phenomena to
complex but internally consistent qualities of character and
conscience. In other words, affective objectives deal with how
a student should feel about something (e.g., listen attentively,
enjoy a play, appreciate literature).

PSYCHOMOTOR LEARNING DOMAIN OBJECTIVES* emphasize some muscular

 

or motor skill, some manipulation of material and objects, or
some act which requires a neuromuscular coordination. Stated in
another way psychomotor objectives are concerned with how a
student controls or moves his body (e.g., print letters
correctly, manipulate flash cards, turn pages in a book).

In essence, Cognitive objectives emphasize THINKING, Affective
objectives emphasize FEELING and Psychomotor objectives emphasize

ACTING.

 

 

SPECIAL NOTE: All objectives overlap into each learning domain. The
thing to look for is the primary emphasis of the objective. Ask
yourself what type of student behavior is really emphasized in the
objective. Is it one Of thinking, feeling or acting?

 

 

 

Turn to next page for examples of Cognitive, Affective and Psychomotor
objectives.

 

*The above definitions are taken from David R. Krathwohl, Benjamin S.
Bloom and Bertram B. Masia, Taxonomy Of Educational Objectives,
Handbook II: Affective Domain, New York: David McKay Company, Inc.

1964.

12

138

SAMPLE COGNITIVE OBJECTIVE

A. The junior high school student, in section 2,

B. Will label the letters with long vowel sounds,

C. When shown a list Of written words and an oral reading of those
words.

D. He (she) should be able to label 80% of the examples correctly.

Since being able to label different kinds of words requires the student

to understand or comprehend the categories indicated, this is a
cognitive objective.

SAMPLE PSYCHOMOTOR OBJECTIVE

Third grade students, beginning a unit on handwriting,

Will write

The letters d, b, g, and p using cursive style handwriting.

Each letter will be well-formed and created with a single smooth
stroke.

(3056?:

Since being able to write cursive style requires the student to
manipulate an object, a pencil or pen, to produce a product, the
written letters, this is a psychomotor objective.

SAMPLE AFFECTIVE OBJECTIVE

A. High school students in the remedial reading class,

B. Will demonstrate an increased interest in reading by coming to
class early.

C. The teacher will.have the room open so they may come in early,
but will not provide any special awards for students so dOing.

D. The objective will be considered accomplished if an average of
one-third of the students come early throughout the year and
80 percent come early at least once.

The objective suggests that a student will come to feel more positive
about reading. Because increased interest and not knowledge of the
subject is the behavior involved, this is a affective objective.

Turn to the next page and take the Quiz on Learning Domains.
l3

 

139

QUIZ ON LEARNING DOMAINS

DIRECTIONS: Identify the objectives below as primarily emphasizing
Cognitive (C), Affective (A) or Psychomotor (P) learning.
Place a.C, A, or P in the space at the left of each
objective.

EXAMPLE:

_AL. High school students (audience) will show increased appreciation
of literature by reading four books (behavior) from a list of
supplemental books given each student by the instructor
(conditions). A significant increase (20%) in the number of
students reading the books will indicate accomplishment of the
objective (degree).

___ l. Eleventh grade Interpretive Literature students (audience)
within the first week of the class (conditions) will state
which sentences contain fact and which contain opinion
(behavior). Given 6 sentences (conditions) the student must
accurately identify all six (degree).

 

2. Fifth grade students practicing reading comprehension
(audience) will draw simple pictures (behavior) representing
a list of words given to the students by the teacher
(conditions). The pictures must resemble the words on the
list (degree).

3. High school students enrolled in elective drama (audience) will
enjoy the plays at City Playhouse (behavior) during the Fall
semester (conditions). 80% of the class attending at least
2 of the 5 presentations will constitute achievement of this
objective (degree).

4. Tenth grade reading pupils (audience) given orally the sound
of a VV combination and a list of words (conditions) will be
able to identify from the list the word having the same VV sound
as that given (behavior). 8 out of 10 is considered passing
(degree).

5. Junior high English 1 students (audience) will appreciate their
reading capabilities by picking out the daily paper (behavior)
during their free time (conditions). 10% of the students
picking out the paper to read every free period for 10 weeks
will complete the objective (degree).

Turn to the next page for answers to the Quiz.
14

140

ANSWERS TO QUIZ ON LEARNING DOMAINS

U'J-‘ri-d
>o>ruo

If you.missed two or less, go on to the next section. If
you missed more than two, review the material on page 12
before going on to the next section, page 16.

15

141

When he is able to do these activities, he will be able to
perform the TPO. Mastering these behaviors has enabled the
student.to achieve the TPO; hence the term-enabling
objectives (E0).

Below is a graphic illustration of another TPO and EO's.

 

TERMINAL The tenth grade English student during
PERFORMANCE second semester will be able to divide
OBJECTIVE a sentence into simple sentences given

4 sentences of complex construction
before the end of the 3rd week.

 

 

 

 

 

Given sentences of inverted word
order, the student will be able
to rewrite the sentence in direct
order in one class period.

 

 

 

 

 

ggégé$¥$Es Given a group of independent

phrases, the student will be able
to write a complete sentence by
picking the appropriate phrases
and putting them in proper order
in 10 minutes.

 

 

 

 

 

Given a sentence without punctua-
tion, the student will put the
punctuation in the sentence to
make it grammatically correct.

 

 

 

It is important to point out at this time there could be
more specific EO's written for the TPO. For example, the
student must be able to identify different types of phrases,
be able to distinguish between letters, must be able to
write, etc., etc. It is up to you to determine how specific
the EO's must be: but in order to do so you must know what
the students can or cannot do.

17

142

WRITING A TERMINAL PERFORMANCE OBJECTIVE AND ENABLING
PERFORMANCE OBJECTIVES

DIRECTIONS:

write a TPO and derive 3 EO's for that TPO using the
complete ABCD format. Develop objectives to be included in
a high school unit on interpretation which may include
outcome prediction, pictorial description and story
characterizations.

cow»

E.0. #1:

cow>

E.0. #2:

Uow>

E.O. #3:

unw>

Once you have written your objectives, you may compare your
work with an example found on the next page.

19

 

143

POSSIBLE RESPONSE TO WRITING TPO AND EO's

TPO:
A. High school students in Literature 201,
B. Will identify through inference the main
character's feelings,
C. Given a short story.
D. At least 2 appropriate feelings will be identified.
E.O. #1:
A. High school students in Literature 201,
B. Will draw a picture of a character,
C. Described by a given passage of prose.
D. The class Will decide how close the picture matched
the description.
E.O. #2:
A. High school students in Literature 201,
B. Will state the feeling of the character in a picture,
C. Given a picture depicting an emotional scene.
D. Of the three possible feelings, the student will
pick one.
E.O. #3:
A. High school students in Literature 201,
B. Will be able to identify by their proper names the
main characters in a short story,
C. Given the story.
D. Each main character will be identified.

When you.have corrected your work, turn to page 21 and
begin to work through the quizzes. 20

144

A FOR AUDIENCE QUIZ

DIRECTIONS: The audience in each of the following
objectives is not well defined.

1. Rewrite the audience statement so that the who of
the Objective is described in greater detail.

EXAMPLE: Given a digraph, the pupil will be able
to write 2 different words containing
the same sound of that digraph with no
mistakes.

Audience: The sophomore students enrolled in English

1. By the end of the 2nd grading period, they should be
able to orally pronounce a list of 10 words
containing the same consonant digraphs with less
than three errors.

Audience:

2. Within one month, the ninth grade English student
will complete research on two American short story
writers and.write, in typewritten form, a comparison
and contrast paper on the style of the two authors.
The paper will include at least 4 comparison and
contrast points.

Audience:

3. Given orally a word which follows a CVCe pattern and
contains a long vowel, the learner will be able to
pronounce a written word which follows the same CVCe
pattern with a different long vowel. Proper
pronounciation is required.

Audience:

Answers on page 22. 21

 

AUDIENCE QUIZ ANSWERS

Original Audience
Portion

145

More Appropriate Audience
Statements*

 

1. They -

2. Ninth Grade English
student -

3. The learner -

Seventh grade students in
beginning Language Arts class.

Ninth grade English student
in the short story unit.

Junior high student in the
decoding unit of English I.

*Compare your written statement with the example given for
each. Determine if your statement is adequate and what

change you might make.

When you have finished, go to

Behavior Quiz 1, page 23.

22

BEHAVIOR QUIZ 1

146

DIRECTIONS: In each of the following partial statements of

objectives:

a. underline the verb

 

b. mark the verb acceptable or unacceptable in BEHAVIORAL TERMS

Acceptable Unacceptable

Example X

A)

 

Example. X

B)

 

 

 

 

 

 

 

 

 

 

10.

 

ll.

 

12.

 

Answers on page 24.

The student will understand four
different reading instructional
techniques...

 

Identify by underlining five types
of phrases from a list...

 

Identify by pointing to the
vowel letters...

Know the process of complex
sentence construction...

Send a letter to the Language
Club...

Recognize the main character of
the story...

Read a newspaper article...

Illustrate by drawing a picture
of a story as it is read to you...

Enjoy participating in the drama
class...

Underline the verbs in ten
sentences...

Learn the fundamentals of
diagramming a paragraph...

Appreciate the value of knowing
five essential elements of a story...

Name and label the four types of
novels...

Explore the history of science
fiction...

23

BEHAVIOR QUIZ ANSWERS
Acceptable

.22.

IN IN IN IN IN

IN IN

147

Unacceptable Verb

10.

ll.

identify (by pointing to)
know

send

recognize

read

illustrate (by drawing)
enjoy (participating)
underline

learn

appreciate

name and label

explore

If you had 10 or more correct, go on to the Conditions 1 Quiz on
page 28. If you have less than 10 correct, turn to the Glossary for
Behavioral Performance Objectives, page 32, and Interpretation of
Verbs, page 33. After reviewing these do Behavior Quiz 2 on page 25.

24

BEHAVIOR QUIZ 2

148

DIRECTIONS: Underline the verb in each of the following objective
Note in the left hand column whether the
verb is acceptable (A) or unacceptable (U).

statements .

Acceptable Unacceptable

 

 

 

 

 

 

 

Continued on page 26.

l.

A sixth grade literature student who likes
to draw will sketch three pictures
exhibiting different feelings. He will
label each picture correctly. This
student will complete the assignment in
one class period.

Without any references the ninth grade
beginning English student with 2 years of
advanced language arts experience will
illustrate in writing 4 pairs of words
having the same spelling but different
meanings. The words must be spelled
correctly and must match the meanings
according to webster's New Collegiate
Dictionary.

The fifth grade boys in literature
preparation will enjoy writing poetry
after 2 days of practice. Their reactions
will be monitored by the teacher.

Given five picture questions the third
grade reading student will underline the
figure that does not match the others in
each row. 100% correct required.

In a one-page statement the 11th grade
literature elective pupil given a
magazine ad will differentiate between
what is implied and what is actually
stated in the ad. Class discussion will
determine appropriateness of the
differentiation.

After completing a unit on the use of
literature in society, the eighth grade
advanced lit student will understand the
importance of literature to society.

25

Acceptable Unacceptable

 

 

Answers on page 27.

7.

149

The third grade language arts student, who
walks at least 4 blocks to school 2 out of
5 mornings per week, will explain in
writing (at least 3 sentences) the most
frequent route he uses. Another classmate
must be able to follow his written
directions.

The fifth grade student in Reading 2 will
know the difference between words
containing consonants which are silent
and which are not.

26

150

BEHAVIOR QUIZ ANSWER KEY 2

Verb
acceptable 1. sketch and label
acceptable 2. illustrate (in writing)
acceptable 3. enjoy
acceptable 4. underline
acceptable 5. differentiate
unacceptable 6. understand
acceptable 7. explain (in writing)
unacceptable 8. know

If you had 6 or more correct, go on to Recognizing
Conditions Quiz, page 28. If you had less than 6 items
correct, review pages 32 and 33 before going to next quiz.

27

151

A: RECOGNIZING CONDITIONS QUIZ l

DIRECTIONS: From each of the following groups of statements,
select by circling one or more statements
which describe the condition(s) which exist
during the time that a student is being
evaluated.

EXAMPLE: a. must be able to identify an ode, an epic, and
a limerick

given four examples of poetry

within a 30 minute period

students in a 10th grade reading class

POO

l. a. without the aid of references
b. 33 out of a possible 50
c. 9th grade English students
d. select the proper sentence structure
2. a. state the main idea
b. without pencil and paper
c. without any errors
d. 8th grade reading students
3. a. given a short story
b. select the correct answer
c. be able to answer correctly
d. the 12th grade college literature class
4. a. in a period of less than 1 hour
b. without any assistance from the instructor
c. identify four types of word sets
d. correctly in 50% of the cases
5. a. by arranging sentences
b. the student will compose a short story (% page)
c. without grammatical guides and within 1 class
period
d. 8 out of 10 arranged correctly
6. a. the student will write a 4-stanza poem
b. given the topic
c. within a period of 50 minutes
d. using the outline of procedures for writing

poems

Answers on page 29. 28

152

RECOGNIZING CONDITIONS QUIZ ANSWERS l

1
2
3.
4
5
6

a Limits use of resources

b Limits equipment

a Limits activity

a-b Limits time and resources

c Limits

b-c-d Limits

resources and time

activity, time and resources

If you had more than 4 correct, go on to Degree Statement
Quiz 1, page 30.
definition of Condition Statement found on page 5 and then
go on to Degree Statement Quiz 1 on page 30.

If you had 4 or less correct, review

29

153

DEGREE STATEMENTS QUIZ 1

DIRECTIONS: Underline the degree part of the following

Objective statements.

EXAMPLE: Given twenty words on the blackboard,
the first year reading student will
be able to pronounce orally 80% of
the words in one minute.

 

Each second semester language arts student, given all
the basic information on sentence construction will
identify each one of the rules of formation.

At the end of the two week library session, the junior
high school student will locate, by use of the card
catalog, five books named by the instructor. A
maximum of 10 minutes will be allowed.

With a slide projector and picture slides the seventh
grade reading student will arrange the slides in a
proper story sequence with appropriate narration so
that the slides and narration match and the images are
all right-side-up.

Given a copy of a short story written in a 8th grade
class, the high school reading student using his word
usage text, in one class period, will substitute
different verbs into the story without changing the
action of the story.

Using tape recorded readings of the tryout sessions for
the school play, students in the drama class will, to
the satisfaction of the class, select the proper voice
for each character.

Check your response with answers on page 31.

30

154

DEGREE STATEMENTS QUIZ 1 ANSWERS

1. Each one of the rules of formation
2. Five books named by the instructor

3. In proper story sequence matched with narration
and all images are right-side-up

4. Without changing the action of the story

5. To the satisfaction of the class

If you did not get them all correct, reread paragraph D,
page 5. If you got all 5 of these correct you have
completed this package. Now it is time to take the
terminal performance exercise for this package so, please
take the Instructional Package Quiz #ZR.

31

APPENDIX E

APPENDIX E
INSTRUCTIONAL PACKAGE - SELECTED PAGES
WITH MATHEMATICS EXAMPLES

155

156

GENERAL'OBJECTIVE:
Construct a triangle.
PERFORMANCE OBJECTIVE:

Each student in the geometric construCtion unit of the 10th
grade geometry course will be able to construct a right
triangle which has the hypotenuse and a leg congruent to the
included segments given a protractor and two line segments.
The student will indicate mastery of protractor
manipulation, point-to-point construction and angle
interpretatiOn. The right triangle must match the
illustrated triangle located in the instructor's guide.

It is obvious that one is much longer than the other but
there are some other important differences. What do you
feel are the important differences between them? Think

about it beforeturning to the next page.

157

DISCUSSION OF DIFFERENCES BETWEEN GENERAL OBJECTIVE AND
PERFORMANCE OBJECTIVE

Difference:

Difference:

Difference:

Difference:

Difference:

Difference:

We at least know in the performance objective
that it is a right triangle. It is not an
isosceles triangle, an obtuse triangle or a
love triangle.

We also learn in the performance objective who
is expected to make a triangle. The defining
of the audience tells us that it is in the
geometric construction unit and also by
identifying it as 10th grade sets a first
standard for final evaluation.

 

When the performance objective says "given a
protractor...and two line segments...", the
conditions for the performance are not only

 

statedCbut further limited to the materials,
and/or time made available.

In the performance objective the student will
be expected to perform in three areas:

1. Protractor manipulation;

2. Point-to-point construction;

3. Angle interpretation;
this is the behavior of the performance.

 

When the triangle is constructed it will be
evaluated according to a comparison made with
the illustrated triangle in the instructor's
guide. This is the degree of mastery.

The level of achievement based on the evaluation
is stated in the performance objective which is
the measurement of de ree. (matching the
illuStrated triangle= .)

Turn to page 4.

158

ABCD QUIZ

The following are segments of ABCD stated objectives.
Below each segment are listed the four basic components
which should be included in a well-stated objective.
Identify, by circling, the A, B, C, or D component which
best represents each of the objective segments.

EXAMPLE: an eighth grade math student working on a
contract in long division

Audience C. Conditions
: Behavior D. Degree

1. given the use of a protractor and a graph

A. Audience C. Conditions
B. Behavior D. Degree

2. read and solve a word problem involving the
measurement of weight

A. Audience C. Conditions
B. Behavior D. Degree

3. answer correctly 10 of the 15 questions asked

A. Audience C. Conditions
B. Behavior D. Degree

4. a ninth grade general mathematics student who reads
at fourth grade level but has a high mechanical
aptitude

A. Audience C. Conditions
B. Behavior D. Degree

5. construct the line tangent to the given circle at
the given point

A. Audience C. Conditions
B. Behavior D. Degree

6. given a right prism, its height and all measures
needed for finding the perimeter and area of one base

A. Audience C. Conditions
B. Behavior D. Degree

Go on to page 9 for answers to Quiz.

159

ABCD QUIz ANSWERS

l.
2.
3.

Conditions - Details equipment and resource to be used.
Behavior - Read-solve describes performance.

Degree - 10 out of 15 describes satisfactory
performance.

Audience - 9th grade general mathematics, fourth grade
reader and high mechanical aptitude describes
student.

Behavior — Construct describes performance.

Conditions - Right prism, its height and all measures
describes conditions of performance.

Please turn now to page 10.

160

REINFORCEMENT TIME: WHAT HAVE WE LEARNED?

1. In a performance objective the learner and the
instructor have a common understanding as to what is to
be done and the criteria for assessment of the student's
performance are stated.

2. A performance objective will contain four basic
components:

A - The Audience, who exactly is expected to perform;

 

B - The student's expected observable Behavior when
performing:

 

C - The Conditions under which the student will
perform at the time assessment is made.

 

D - The Degree or point at which a student proves he
has mastered the objectives.

 

HELPFUL HINTS FOR YOUR ABCD'S

A: There is a great deal of difference between the
following audiences:

The students will construct a segment whose length
is the mean proportional between the lengths of
the given segments; and

The 10th grade honors students enrolled in Advanced
Geometry 2 will construct a segment whose length is
the mean proportional between the lengths of the
given segments.

The more exactly you can define your Audience the more
exact is your performance objective and the more remote is
the chance for confusion over for whOm the objective was
designed. If you ever order programs and systems from a
catalogue you will appreciate this exactness. If you are
even a student trying to match instructional resources to
your educational needs you will appreciate the exactness.

Continued on page 11. 10

161

B: A description of the student's expected behavior during
the performance Of the objective is the core of the
objective. Take the following example:

1. The student will understand the relationships
between sets.

2. Each student in theLogic and Proof unit of
Geometry I will draw a Euler diagram which
shows the relationships between a number
ofgsets.

In 2 the student will know specifically what the performance
is. ‘In 1, it might take a divine revelation for the
inStruCtor and student to have a common knowledge of what

is to be done.

C: The stating of the conditions is really fair play. Not
only is the student informed as to the exact conditions
of the performance when he is evaluated, but instructor
and student are also protected from any capriciousness
on the part of either or both.

D: Perhaps the most difficult part of writing the
performance objective is the degree or means of
measuring the performance. Degree can be used as part
of a grading curve, 70% to 80% correct exceed a C, etc.;
or it can be used as an absolute, mastery of...: or it
may be some sort of evaluation by which the student
determines his performance such as comparing his scores
against the mean scores on a test. It should be at
the very least an agreement which instructor and student
can recognize and not subject to differing
interpretations.

Now that we know our A, B, C, D's of writing

PERFORMANCE OBJECTIVES

let's continue on to page 12.

11

162

LEARNING DOMAINS FOR OBJECTIVES

Mest objectives written by teachers fall into three major learning
domains or classifications called Cognitive, Affective, and Psychomotor.

1.

COGNITIVE LEARNING DOMAIN OBJECTIVES* emphasize remembering or

 

reproducing something which has presumably been learned, as well
as solving some intellective task for which the individual has
to determine the essential problem and then reorder given
material or combine it with ideas, methods, or procedures
previously learned. Cognitive objectives vary from simple
recall of material learned to highly original and creative ways
of combining and synthesizing new ideas and materials. Simply
stated, cognitive objectives deal with what a student should
know, understand or cgmprehend (e.g., solve a math problem,

 

 

compute metric weight, critique a theorem).

AFFECTIVE LEARNING DOMAIN OBJECTIVES* emphasize a feeling tone,

 

an emotion, or a degree of acceptance or rejection. Affective
objectives vary from simple attention to selected phenomena to
complex but internally consistent qualities of character and
conscience. In other words, affective objectives deal with how
a student should feel about something (e.g., listen attentively,
enjoy using mathematics, appreciate the value of metric
measurement).

PSYCHOMOTOR LEARNING DOMAIN OBJECTIVES* emphasize some muscular

 

or motor skill, some manipulation of material and objects, or
some act which requires a neuromuscular coordination. Stated in
another way psychomotor objectives are concerned with how a
student cOntrols or moves his body (e.g., manipulating a
protractor, press appropriate calculator keys, properly handle

a slide rule).

In essence, Cognitive objectives emphasize THINKING, Affective
objectives emphasize FEELING and Psychomotor objectives emphasize

ACTING.

 

 

SPECIAL NOTE: All objectives overlap into each learning domain. The
thing to look for is the primary emphaSis of the objective. Ask
yourself what type of student behavior is really emphasized in the
Objective. Is it one of thinking, feeling or acting?

 

 

 

Turn to next page for examples of Cognitive, Affective and Psychomotor
objectives.

 

*The above definitions are taken from David R. Krathwohl, Benjamin S.
Bloom and Bertram B..Masia, Taxonomy of Educational Objectives,
Handbook II: Affective Domain, New York: David McKay Company, Inc.

 

1964.

12

163

SAMPLE COGNITIVE OBJECTIVE

The junior high student, in section 2,

Will approximate the square by repeated division,
. Of five rational numbers.

He (she) should be able to square all 5 to the
nearest thousandth.

UOUUD>

Since being able to square rational numbers requires the
student to understand or comprehend the formulation and
usage of radical phrases, this is a cognitive objective.

SAMPLE PSYCHOMOTOR OBJECTIVE

Third grade students, continuing a unit on metrics,
Will measure,

3 line segments with a metric ruler.

Each measurement should be to the nearest centimeter.

UOUUI>

Since being able to measure line segments requires the
student to manipulate an object, a metric ruler, to produce
a product, a measurement to the nearest centimeter, this is
a psychomotor objective.

SAMPLE AFFECTIVE OBJECTIVE

A. High school students, in the general mathematics
class,

Will demonstrate an interest in math by maintaining
a personal diary of spending.

C. The teacher will give them all the resources he/she
can, but will only do so if the students ask for
such assistance.

D. The objective will be considered accomplished if
10% of the class maintains such a diary.

The objective suggests that a student will come to feel more
positive about mathematics. Because increased interest and
not knowledge of the subjectis the behavior involved,

this is an affective objective.

Turn to the next page and take the Quiz on Learning'

Domains.
13

‘164

QUIZ ON LEARNING DOMAINS

DIRECTIONS: Identify the objectives below as primarily emphasizing

EXAMPLE:

Cognitive (C), Affective (A) or Psychomotor (P) learning.
Place a C, A, or P in the space at the left of each
objective.

A High school students (audience) will show increased appreciation
of mathematics (behavior) by attending the math team contests
(conditions). A significant increase in attendance at the I
sectional event will indicate accomplishment of the objective

(degree).

1.

Turn to

Senior Trigonometry students (audience) will solve three simple
trigonometry problems which require the use of the sine
function (behavior) using a trigonometric table (condition).
The student must correctly find x_in each problem (degree).

Fifth grade students studying metric weight (audience) will
compare, by lifting, the relative weight (behavior) of six
different objects (condition). They must rank these objects
least weight to most weight (degree).

Tenth grade math students (audience) will increase their
appreciation of math utilization and application in daily
living (behavior) after they have practiced the unit on
comparison shopping (conditions). Achievement of this
objective will be indicated by having 15% of those students
voluntarily approach the teacher for assistance concerning
applicability at home (degree).

Junior high school algebra students in the honors section
(audience) will calculate (behavior) the area of a variety of
simple polygons when given relevant dimensions (conditions).
Both their formulation of the problem and their answer must be
correct (degree).

Sophomore algebra students (audience) will show continued
interest in mathematics by enrolling (behavior) in advanced
algebra, trigonometry, statistics or other advanced math
classes given the following semester (conditions). The
objective will be considered accomplished if the enrollments
in these classes are up 20% (degree).

the next page for answers to the Quiz.

14

165

ANSWERS TO QUIZ ON LEARNING DOMAINS

Ln .> u: be :A
>- C) >' n3 (1

If you missed two or less, go on to the next section. If
you missed more than two, review the material on page 12
before going on to the next section, page 16.

15

166

When he is able to do these activities, he will be able to
perform the TPO. Mastering these behaviors has enabled the
student to achieve the TPO; hence the term-enabling
objectives (EO).

Below is'a graphic illustration of another TPO and EO's.

 

TERMINAL The tenth grade math student in

PERFORMANCE Algebra 2 will be able to graph any

OBJECTIVE quadratic relation in order to find
its roots before the seventh week of
the term-

 

 

 

 

Given any algebraic phrase,
the student will indicate
whether or not it is a

 

 

 

 

binomial.
ENABLING Given a linear equation, the
OBJECTIVES student will write it in the
y-form

 

 

 

The student will plot an
ordered pair of rational
numbers representing a point
in the coordinate plane
given a Cartesian graph.

 

 

 

It is important to point out at this time there could be
more specific EO's written for the TPO. For example, the
student must be able to use a graph, be able to interpret
simple algebraic symbols, be able to manipulate a straight-
edge, etc., etc. It is up to you to determine how
specific the EO's must be: but in order to do so you must
know what the students can or cannot do.

17

167

WRITING A TERMINAL PERFORMANCE OBJECTIVE AND ENABLING
PERFORMANCE OBJECTIVES ’

DIRECTIONS:

Write a TPO and derive 3 EO's for the TPO using the
complete ABCD format. Develop objectives to be included
in a high school unit on solving equations and
inequalities which may include translating word problems,
constructing graphs and solving a system of two linear
equations non-graphically.

Once youhave written your objectives, you may compare your
work with an example found on the next page.

19

168

POSSIBLE RESPONSE TO WRITING TPO AND EO's

TPO:

unw>

E.O. #1:

UOUJI>

E.O. #2:

UOUUI>

E.O. #3:

CLOUJ>

Students enrolled in Algebra 3

Will graph and give the solution to

Two linear equations.

Exactness will be determined by substituting the
coordinates into the 2 linear equations.

Students enrolled in Algebra 3

Will find the equation of a line

When given its graph.

The equation must match the one in the instructor's
guide book.

Students enrolled in Algebra 3

Will find the equation of a line

When given any 2 points on the line.

It will be correct if the equation matches exactly
the one in the teacher's guide.

Students enrolled in Algebra 3

Will graph a line on a coordinate plane
Given 4 linear equations

With no errors.

When youhave corrected your work, turn to page 21 and
begin to work through the qizzes.

20

169

A FOR AUDIENCE QUIZ

DIRECTIONS: The audience in each of the following
objectives is not well defined.

1. Rewrite the audience statement so that the who of
the objective is described in greater detaiI.

EXAMPLE: Given eight word problems which involve
pairs of similar triangles and which
give all necessary measures of sides,
the pupil will find a missing measure
asked for in the problem. 6 out of 8
correct is required for passing.

Audience: The sophomore students enrolled in
Geometry 2

 

1. By the end of the 2nd grading period, they should
be able to convert between metric units of capacity
and English units of capacity with less than three
errors out of ten attempts.

Audience:

2. Within one month, the ninth grade student will be
able to solve any quadratic equation by completing
the square. 8 out of 10 solved correctly will
complete this objective.

Audience:

 

3. Given a trigonometric table, the student will be
able to interpolate five specified values. He will
be given 20 minutes and must not have any errors.

Audience:

 

Answers on page 22.
21

170

AUDIENCE QUIZ ANSWERS

 

Original Audience Mere Appropriate Audience
Portion Statement*
1. They - Seventh grade students in the
Metrics class.
2. Ninth Grade Student - Ninth grade advanced math student.
3. The Student - Junior pupil in Trigonometry I.

*Compare your written statement with the example given for
each. Determine if your statement is adequate and what
change you might make. When you have finished, go to
Behavior Quiz 1, page 23.

22

171

BEHAVIOR QUIZ 1

DIRECTIONS: In each of the following partial statements of objectives;

a. underline the verb

 

b. mark the verb acceptable or unacceptable in BEHAVIORAL TERMS

Acceptable Unacceptable

Example X A)

 

Example X B)

 

 

 

 

 

 

 

 

 

 

10.

 

ll.

 

12.

 

Answers on page 24.

The student will understand four
different math instructional
techniques...

 

Identify by underlining five types
of metric measurements from a
list. I O

 

Identify by pointing to the shape
with 6 sides...

Know the process of the two-column
indirect proof...

Send a letter to the Math Club...

Recognize the rank order of 12
double-digit whole numbers...

Read a metric word problem...
Illustrate by drawing a bar graph...

Enjoy participating on the math
team...

Underline the even-numbers from a
list of ten...

Learn the fundamentals of graphing
equations...

Appreciate the value of knowing
five essential points of a theorem...

Name and label the sides of a
triangle...

Explore the history of
mathematics...

23

 

 

BEHAVIOR QUIZ ANSWERS
Acceptable

_lL

Ix

l... 1.. I... I...

IN IN

172

Unacceptable Verb

10.

ll.

identify (by pointing to)
know

send

recognize

read

illustrate (by drawing)
enjoy (participating)
underline

learn

appreciate

name and label

explore

If you had 10 or more correct, go on to the Conditions 1 Quiz on

page 28.. If you have less than 10 correct, turn to the Glossary

for Behavioral Performance Objectives, page 32 and Interpretation
of Verbs, page 33. After reviewing these do Behavior Quiz 2 on

page 25.

24

173

BEHAVIOR QUIZ 2

DIRECTIONS: Underline the Verb in each of the following objective
statements. Note in the left hand column whether the verb
is acceptable (A) or unacceptable (U).

Acceptable Unacceptable

1. A sixth grade math student who likes to
draw will sketch five basic geometric
shapes. He will label each shape
correctly (100% correct). This student
will complete the assignment in one class
period.

 

2. A ninth grade beginning algebra student
with 2 years of advanced math experience
will illustrate 4 properties of equality
using the appropriate linear equations and
solutions. Each equation-solution will
illustrate one property of equality. The
majority vote of the class, with the
instructor as arbitrator of all disagree-
ments, will determine the appropriateness
of each illustration.

 

3. The senior College Algebra pupils
beginning a unit on statistics will enjoy
watching a TV documentary on using
statistics in a variety of real life
situations. Enjoyment will be indicated
if 40% of all the students watched.

 

4. Without any outside aids the fifth grade
math students will correctly identify
and label the four types of arithmetic
Operations so well that out of 8, 7 will be
correctly identified and labeled.

 

5. Given ten single digit multiplication
problems, the fourth grade math student
will compute eight of the problems
correctly.

 

6. After completing a unit on the geometric
shapes present in our world, the eight
grade math student will understand the
usage of these shapes.

 

Continued on page 26.
25

Acceptable Unacceptable

 

 

Asnwers on page 27.

7.

174

The third grade beginning arithmetic
students given six sets of object pictures
will circle the longest object and put an
x on the shortest object. 4 out of 6 is
the minimum requirement.

Each eighth grade math student in the
metric sequence during second semester
will know subtraction in metric units
which involve more than one regrouping.
Correct solution of five such problems
will determine passage.

26

175

BEHAVIOR QUIZ ANSWER KEY 2

Verb
acceptable 1. sketch and label
acceptable 2. illustrate‘
acceptable 3. enjoy
acceptable 4. identify and label
acceptable 5. compute
unacceptable 6. understand
acceptable 7. circle and put an x
unacceptable 8. know

If you had 6 or more correct, go on to Recognizing
Conditions Quiz, page 28. If you had less than 6 items
correct, review pages 32 and 33 before going to next quiz.

27

176

A: RECOGNIZING CONDITIONS QUIZ 1

DIRECTIONS: From each of the following groups of
statements, select by circling one or more
statements which describe the condition(s)
which exist during the time that a student is
being evaluated.

EXAMPLE: must be able to identify cones, cylinders, and

prisms

given a set of geometric shapes

within a 30 minute period

students in a 10th grade Geometry class

without the aid of references
33 correct out of a possible 50
9th grade general math students
solve any "age word problem"

compute the area of a circle
without the aid of a slide rule
without any errors

8th grade algebra students

given an algebraic story problem of the
following class

select the correct answer

be able to answer correctly

the 12th grade college prep calculus class

in a period of less than 1 hour

without the aid of the instructor

find the square root of a seven-digit number
correctly in 50% of all cases

by arranging equation lines on a graph
the student will identify the solution
from.memory and within a 5 minute period
8 out of 10 correct

the student will solve an algebraic equation
given a linear equation with one unknown
within a period of 50 minutes

using an outline of the correct procedures for
solving a linear equation

moo‘m D-DU‘ID £1.0on moo‘ n: moo‘m croo‘m a” 9:

Answers on page 29.
28

177

RECOGNIZING CONDITIONS QUIZ ANSWERS 1

1
2
3
4.
5
6

a Limits use of resources

b Limits equipment

a Limits activity

a-b Limits time and resources

c Limits

b-c-d Limits

resources and time

activity, time and resources

If you had more than 4 correct, go on to Degree Statement
Quiz 1, page 30.
definition of Condition statement found on page 5 and then
go on to Degree Statement Quiz 1 on page 30.

If you had 4 or less correct, review

29

178

DEGREE STATEMENTS QUIZ l

DIRECTIONS: Underline the degree part of the following

objective'statements.

EXAMPLE: Given twenty numbers written on the
blackboard, the first year arithmetic
pupil will identify orally 90% of the
numbers in one minute.

 

 

Each second semester geometry student, given all the
basic shapes (Cone, cylinder, prism, and sphere) will
identify orally each one of the four shapes.

At the end of a two week library session, the junior
high math student will locate, by use of the card
catalog, five math books named by the instructor. A
maximum of 10 minUtes will be allowed.

With a slide projector and slides of geometric shapes
the seventh grade math student will show the slides in
the proper sequence which will be determined by the
instructor as she calls out the names of the shapes.

The high school geometry student, using a copy of
"Postulates and Theorems", in one class period, will
construct a two-column deductive proof of two theorems
both of which will match the proofs in the evaluation
guide.

Given four word problems the second semester general
math students will solve each using the appropriate
arithmetic procedure. Choosing the appropriate
procedures and solving at least three correctly is
required.

Check your response with answers on page 31.

30

179

DEGREE STATEMENTS QUIZ l ANSWERS

1. Each one of the four shapes
2. Five books named by the instructor

3. In the proper sequence...determined by the
instructor

4. Match the proofs in the evaluation guide

5. Choosing the appropriate procedures and solving
at least three correctly

If you did not get them all correct, reread paragraph D,
page 5. If you got all 5 of these correct you have
completed this package. Now it is time to take the
terminal performance exercise for this package so, please
take the Instructional Package Quiz 2M.

31

APPENDIX F

APPENDIX F
INSTRUCTIONAL PACKAGE - WITHOUT EXAMPLES

180

.181

INSTRUCTIONAL PACKAGE - WITHOUT EXAMPLES

OBJECTIVES:

There are objectives and there are objectives-some are
commonly associated with goals: some are developed as
principlesleading to some desired result; and some are

less exact and are more of a feeling or in the realm of the
philosophical. Objectives can serve as stimulus or as
guidelines. They can even be used as an excuse for inaction
or postponement of action. In fact, objectives is a word
that can cover a great many human activities.

PERFORMANCE OBJECTIVES

A performance objective should have the following general
qualities;

1. The learner and the instructor have a common
understanding as to what is to be.done, and

2. The learner and the instructor have a common and firm
criteria by which a learner's progress and level of
competency may be assessed at a specific point in
time.

We will work with two levels of performance objectives in
thisactivity:

1. Terminal Performance Objective (TPO); this is the
final performance the learner must exhibit; and

2. Enabling Objectives (E0); these are objectives which
the learner must achieve before he can perform the
Terminal Performance Objective (TPO).

182

EXAMPLES OF OBJECTIVES:

One of the most significant differences between objectives
in general and performance objectives is similar to the
difference between a shotgun and rifle. The shotgun
discharge pattern expands to cover a larger and larger area
as it moves from the muzzle, while a rifle bullet is
confined to an exact pattern area and does not change as

it moves further from the weapon. A performance objective
should be tightly defined with a minimum possibility of the
learner misunderstanding what is to be done.

Before any of you react negatively to the performance
objective, think about the following:

GENERAL OBJECTIVE:
Take out an appendix.
PERFORMANCE OBJECTIVE:

Each surgical intern on the general service will remove
from a patient an inflamed appendix using the
demonstration surgical equipment furnished and
operating personnel available and demonstrate mastery
of surgical incision, organ isolation, surgical McKinly
technique of removal, antisepsis, surgical closure and
have the patient survive.

Under which objective would you prefer your doctor to have
received his training?

Please go on to page 3 for a formalization of these
differences.

183

FORMAT FOR WRITING OBJECTIVES

writing an objective is not'unlike writing a sentence as to
parts of speech:

the subject of the
sentence;

2. What is to be done - the verb of the sentence;
3. To what is it to be done the object of the

4

1. Who is to do something

sentence; and
How is it to be done - the modifier in the
sentence.

Which leads us very cleverly to the-

A, B, C, D, 's
of writing objectiVes. On the left below is a description
of the format; on the right, criteria are listed which

should be contained in each format statement.

A is for the Audience which Who is to be doing the

is to perform the learning? What is the entry

objective level of the students
expected to perform the
objectives?

B is for the expected What observable action will
Behavior the learner do?

C is for the Conditions What resources will be used?
under which the What time limitations or
audience will perform resource limitations will be
'when assessed placed on the student's

performance when he is being
evaluated to determine if he
has achieved the objectives?

D is for Degree of Has he mastered the objective
measurement used to satisfactorily?
determine an acceptable (20 out of 20, 19 out of 20;
performance level 4 out of 5, 70% for a

minimum grade of C).

Please turn to page 4 and take the Quiz on the A,B,C,D's
of writing objectives.

184

QUIZ ON ABCD'S OF PERFORMANCE OBJECTIVES

(l)

(2)

Without turning back to page 3 or using any resource
other than your own memory, will you please complete
the following items. Use only one word for each item.

A is for

 

B is for

 

C is for '

 

D‘ is for

 

Without turning back to page 3 or using any other
resource than your own memory, will you please
complete the following statements by filling in the
blank space or spaces with the word or words required.

a.

Limiting the materials to be used during a
performance is called the

 

of the performance.

The level at which a student proves he has mastered

 

the objective is called the
of the objective.

The observable action of the learner in the
performance is called the

 

The person(s) who is doing the learning is the
of the objective.

 

When writing performance objectives the writer
should remember the cue letters _, _, ,

Please turn to page 5 to check your responses.

185

ANSWERS TO QUIZ ON ABCD's OF PERFORMANCE OBJECTIVES

(l) A is for Audience
B is for Behavior
C is for Conditions

D is for Degree

(2) a. Conditions
b. Degree
c. Behavior
d. Audience

e. A, B, C, D

If you made any errors, please review page 3 again.
If you were correct in all your responses, proceed to
page 6.’

186

REINFORCEMENT TIME: WHAT HAVE WE LEARNED?

1. In a performance objective the learner and the instructor have a
common understanding as to what is to be done and the criteria for
assessment of the student's performance are stated.

2. A performance objective will contain four basic components:

A - The Audience, who exactly is expected to perform;

B - The student's expected observable BehaVior when performing;

C — The Conditions under which the student will perform at the
time assessment is made.

D - The Degree or point at which a student proves he has

mastered the objective.

A: The more exactly you Can define your Audience the more exact is
your performance objective and the more remote is the chance for
confusion over for whom the objective was designed. If you ever
order programs and systems from a catalogue you will appreciate
this exactness. If you are even a student trying to match
instructional resources to your educational needs you will
appreciate the exactness.

B: A description of the student's expected behavior during the
performance of the objective is the core of the objective.

C: The stating of the conditions is really fair play. Not only is the
student informed as to the exact conditions of the performance
when he is evaluated, but instructor and student are also
protected from any capriciousness on the part of either or both.

D: Perhaps the most difficult part of writing the performance
objective is the degree or means of measuring the performance.
Degree can be used as part of a grading curve, 70% to 80% correct
exceed a C, etc; or it can be used as an absolute, mastery of...;
or it may be some sort of evaluation by which the student
determines his performance such as comparing his scores against the
mean scores on a test. It should be at the very least an
agreement which instructor and student can recognize and not
subject to differing interpretations.

Now that we know our A, B, C, D's of writing

PERFORMANCE OBJECTIVES

let's continue on to page 7.

187

LEARNING DOMAINS FOR OBJECTIVES

Mbst objectives written by teachers fall into three major learning
domains or classifications called Cognitive, Affective, and Psychomotor.

1. COGNITIVE LEARNING DOMAIN OBJECTIVES* emphasize remembering
or reproducing something which has presumably been learned,
as well as solving some intellective task for which the
individual.has to determine the essential problem and then
reorder given material or combine it with ideas, methods, or
procedures previously learned. Cognitive objectives vary from
simple recall of material learned to highly original and
creative ways of combining and synthesizing new ideas and
materials. Simply stated, cognitive objectives deal with what
a student should know, understand or comprehend.,

 

 

 

 

2. AFFECTIVE LEARNING DOMAIN OBJECTIVES* emphasize a feeling tone,
an emotion, or a degree of acceptance or rejection. Affective
objectives vary from simple attention to selected phenomena to
complex but internally consistent qualities of character and
conscience. In other words, affective objectives deal with how
a student should feel about something.

 

3. PSYCHOMOTOR LEARNING DOMAIN OBJECTIVES* emphasize some muscular
or motor skill, some manipulation of material and objects, or
some act which requires a neuromuscular coordination. Stated
in another way psychomotor objectives are concerned with how a
student COntrols or moves his body.

 

In essence, Cognitive objectives emphasize THINKING, Affective
objectives emphasize FEELING and Psychomotor objectives emphasize
ACTING.

 

 

SPECIAL NOTE: All objectives overlap into each learning domain. The
thing to look for is the primary emphasis of the objective. Ask
yourself what type of student behavior is really emphasized in the
objective. Is it one of thinking, feeling or acting?

 

 

 

 

*The above definitions are taken from DaVid R. Krathwohl, Benjamin S.
Bloom and Bertram B..Masia, Taxonomy of Educational Objectives,
Handbook II: Affective Domain, New York: David McKay Company, Inc.
1964.

 

Continue to page 8.

188

LEVELS OF PERFORMANCE OBJECTIVES

The fact that there are two levels of performance
objectives was introduCed on pagel.

1. Terminal Performance Objective, (TPO); this is the
performance the student must exhibit when
assessment takes place at the end of the instruction.

2. Enabling Objectives (E0); these are sub-objectives
which state the behaviors that are essential in
order for the learner to achieve the performance of
the terminal performance objective (TPO).

It would further simplify matters if all persons developed
Objectives in the same way as moving from.the general to the
specific. However, there are peOple who like to start at
the specifics and build to the general: and others who like
to start with fragments and move to either the general or the
specific; and others who start in the middle and proceed in
all directions at once.

Whatever the approach you may eventually f0110W’in writing
performance objectives, this much is important:

A performance objective consists of a terminal
performance objective and the enabling objectives
necessary for the achievement of the terminal
performance objective.

A TPO is essential in order that the teacher can plan with
the learner all the necessary activities the learner must
engage in if he is to acquire the new knowledge and/or
skill. However, before efficient planning of this type can
occur, teachers must be able to identify what the steps are
that the learner must achieve to enable him to reach the
desired end behavior.

When he is able to do these activities, he will be able to
perform the TPO. Mastering these behaviors has enabled
the student to achieve the TPO; hence the term-enabling
objectives (E0).

Continue on page 9.’

189

LESSON SUMMARY: THE RELATIONSHIP OF TERMINAL PERFORMANCE
OBJECTIVES AND ENABLING PERFORMANCE OBJECTIVES

Now that you have worked through the previous pages you
should be aware that EO's are the building blocks for TPO's.
A suggested procedure to follow for writing your objectives
is summarized below:

(1)

(2)

IDENTIFY THE TPO

The first task then is to determine what is the
terminal performance objective of the instructional
unit. One way to determine the TPO is to ask what
you want the student to be able to do at the end of
the instructional unit, another is to ask your
students or another faculty member. This at least,
provides you with a starting point. As you begin
to break down this TPO, you may decide that what
you at first thought was the TPO is really an E0.
If so, examine your instructional unit further.

IDENTIFY THE EO's

As you work with the TPO ask yourself, "What does
the student need to be able to know, feel or do
before he could successfully perform the
performance objective?" You.will begin to build a
list of knowledges, feelings, or skills. Then ask
the same question about each of these. "What does
the student need to know or possess before he can
perform that skill, acquire that feeling or use
that knowledge?" In this way you will gradually
establish an order of behaviors, the EO's. Don't
be discouraged if you have problems identifying
EO's the first time you try to do so. Remember,
the process of establishing the order of objectives
is not a simple matter. You often have to "mess
around," slowly building the arrangmement piece

by piece as you try it out with students or as
logic tells you to arrange the order.

Now it is time to do the terminal performance exercise for
this package so, please take the Instructional Package
Quiz #3 RM.

APPENDIX G

APPENDIX G
PERFORMANCE OBJECTIVES ASSESSMENT

190

 

191

PERFORMANCE OBJECTIVES
ASSESSMENT

Please circle the letter of the correct response in each of the
following multiple-choice items.

 

1.

One way in which a written behavioral objective for teaching may
differ from a non-behavioral objective is that the behavioral
objective always specifies:

a. Instruction

b. Teaching methods

c. Criteria for measurement
d. Teacher behavior

e. Length of a teaching unit

In a behavioral objective, the audience is:

 

a. All the students in a particular grade or level 11
b. Some of the students in a particular grade or level
c. The students in a particular class
d. A group of students who behaved as the objectiVe indicates
e. A group of students who are expected to reach the criterion in
the behavioral objective

The "conditions" of a behavioral objective specify:

a. The actions of the leader

b. The actions which the teacher will obserVe

c. The setting in which the students' behavior is to occur
d. The setting in which instruction is to occur

e. Criteria for measuring the student behavior

The "behavioral" aspect of a behavioral objective specifies:

a. Teacher behavior

b. Pupil behavior

c. Instructional behavior
d. Behavioral conditions
e. Measurement of behavior

Continue on the next page

192

From each of the following groups of phrases select the onepphrase

 

which is most nearly stated in behavioral terms. Please circle the

 

letter preceding that phrase.

 

5.

a.
b.
c.
d.

a.
b.
c.

e.

a.
b.
c.
d.
e.

Each 10th grade shop student will build a 3x5 inch jewel box
To teach the students how to build a 3x5 inch jewel box

To learn how to build a jewel box

The student will learn the principles of constructing small
boxes

To show 10th grade students the proper way to construct a
3x5 inch jewel box

To write on paper the names of the different breeds of dogs
To learn the names of the different breeds of dogs

To remember how to identify the different breeds of dogs

To know the names of the different breeds of dogs i
To identify the different breeds of dogs I

.. t. I-l.‘ -A..L.‘_

Know the names of ten major ski resorts in the world .
Locate ten major ski resorts in the world 5
Identify ten major ski resorts in the world

Write the names of ten major ski resorts in the world

Be able to recognize ten major ski resorts in the world

 

Must be able to verbally state seven causes of the Boxer
Rebellion ,

Must be able to indicate seven causes of the Boxer Rebellion
Must be able to remember seven causes of the Boxer Rebellion
Must be able to identify seven causes of the Boxer Rebellion
Must be able to recognize seven causes of the Boxer Rebellion

From the following grOups of statements select those which describe a

 

condition under which an objective is to be measured. Circle the letter

 

 

representing your selection.

 

9.

10.

a.
b.
c.
d.

e.

a.
b.
c.
d.

Must be able to identify a tricycle, a bicycle and a unicycle
Without making any mistakes

Within a period of 30 minutes with less than three errors
Students in a 2nd grade class

Given a set of pictures

33 correct out of a possible 50

9th grade shop students

Without any errors

Without the aid of references

Select the proper location of the five basic tools

Continue on the next page

11. a.
b.

d.
e.

12. a.

C.
d.
e.

193

With 80% mastery

List the basic instruments of an orchestra
Using the conductor's guide

Senior students in elective music
Sightread a four minute musical excerpt

Answer correctly 10 of the 15 questions asked

A seventh grade student who reads at fourth grade level
Develop plans for and construct a model city

Art 1 Calligraphy studnets

With a one-quarter-inch lettering brush

From the following groups of statements select those which describe the

 

degree to which an objective will be measured. Circle the appgopriate

 

 

letter for your response.

 

13. a.
b.
CO

d.
e.

14. a.
b.
c.
d.
e.

15. a.
b.
c.
d.
e.

16. a.
b.
c.
d.
e.

Will voluntarily register

Students new to the school

By scoring at least 70% on a test administered by the home room
teacher

When requested to do so

After an orientation tour of the student activity displays

At the end of a two week session

List five books currently described as best sellers
The junior high student will locate five books
During fall semester

In exactly 9 minutes

Correctly in 50% of all cases
The student intern

Given a list of symptoms

Will successfully diagnose

All second year medical students

In a period of less than an hour

The 12th grade college prep class

33 out of a possible 50

Will be able to answer correctly

From memory and within a five minute period

Continue on the next page

194

From the following groups of items select the best response which

 

describes most specifically the audience of an objective. Circle your

 

 

letter choice.

 

17. a.
b.

c.
d.

18. a.

19. a.

20. a.

c.
d.
e.

A junior high student

A seventh grade
A seventh grade
A seventh grade
level

A seventh grade
level but has a

student
social studies student
social studies student who reads at third grade

social studies student who reads at third grade
high mechanical aptitude

The student will be able

All handicapped

students will be able

The physically handicapped students
They will be able
The cerebral palsy students will be able

Senior high art
Senior high art
Senior high art

1 students
1 female students
students

Senior high students
Senior high female art students

Each student will construct
The student will construct
They will construct
Everyone will construct
Students will construct

This concludes the performance objectives assessment
Please return all materials to the proctor.
Thank you for your participation.

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