MATCHING PROGRAMED IKSTRIICTW
PACKAGES AND AN INSTRUCTIONAL

smmc T0 swmm m Talus 0.? V ‘ 1

COGNITIVE STYLE: ‘
AN. EXPLORATORY STUDY i

Thesis for the Degree of Ph. D,
MICHIGAN. STATE UNIVERSITY
JAMES D. HAND
1972

    
 

LIBRA

Michigan 6 .
Universil.
I .{I

TTTTTTTTTTTTTTTTTTTTTTTTTTTTTngTTTLTT

10051

This is to certify that the

thesis entitled

Matching Programed Instruction Packages
and an Instructional Setting to Students.

in Terms of Cognitive Style: An Exploratory
Study
presented by

James D. Hand

has been accepted towards fulfillment I
of the requirements for

Ph. D. degreein Secondary Education
and Curriculum-
(Instructional Development

 

 

 

/
'/

I)ate /;j£2f§g:>fé:l -”/

0-7639

 

ABSTRACT
MATCHING PROGRAMED INSTRUCTION PACKAGES AND AN
INSTRUCTIONAL SETTING TO STUDENTS, IN TERMS
OF COGNITIVE SUYLE: AN EXPLORATORY STUDY
EV

&

James D. Hand

Education has reached a financial crisis. The funds
which came so easily from the taxpayers has dwindled consider-
ably. One reason for this is public dissatisfaction with the
status quo in education. The public is demanding to know
where its money is going and if the money spent is bringing
a reasonable return in the form of better education for
America's youth.

Instructional Deve10pment appears to be an area of educa-
tion from which gains in efficiency and effectiveness of
instruction may be expected. One method of making the instruc-
tional process more efficient and effective is to adapt
instructional strategies to the individual characteristics of
the student, hopefully ensuring the greatest amount of success
with the least expenditure of time and materials.-

The purpose of this study was to find a method of match-
ing certain student characteristics (in terms of cognitive

style) to an instructional strategy and setting suited to the

James D. Hand

student's characteristics. More specifically, the purpose
was to investigate the significance of the degree of match
between student characteristics and instructional strategy
and setting characteristics.

Educational researchers have suggested studies in which
student, media and environmental characteristics are analyzed,
with learning tasks specifically defined, and learning condi—
tions identified for those tasks. All these suggestions
were employed within this study.

The conceptual framework called the Educational Sciences,
as used at Oakland Community College in Michigan, was employed
in this study. This framework includes the Educational Science
of Cognitive Style, used to diagnose student characteristics
in the planning of educational experiences at that college.
Cognitive style elements were used to define the character—
istics of the programed instruction packages and the instruc—
tional setting, as well as the characteristics of the students.

It is generally agreed that all students do not learn
in the same ways. .The literature in this study indicates
that little is known about the structure of learning as it
applies to either programed instruction or aptitude-treatment
interactions. This study employed a framework (the Educational
Sciences) within whiCh cognitive characteristics are measur-
able and, by so doing, attempted to shed more light on student

achievement.

James D. Hand

This study was conducted in a community college serving
nearly 19,000 students. 'The population consisted of students
enrolled in a freshman science course designed for the edu-
cationally disadvantaged. Two samples were drawn from this
pOpulation (N=36, N=20) on the bases of accessibility and
purpose of the study. Each sample was then divided according
to the degree of match between student cognitive style and
the mode of understanding required by the programed instruc—
tion package and the setting in which it was used. Each
student completed a pretest, the programed text, and a post-
test for the unit assigned.

The data were analyzed by use of the Kolmogorov-Smirnov
one-tailed "two sample" Statistical Test Model to indicate
interactions between groups of students matched, by degree,
to the program and setting. All hypotheses were tested using
the .10 level of confidence.

The findings of the study failed to reject the null form
of the operational hypotheses which indicated that there
would be no difference between cumulative relative frequencies
of gain scores across groups. There was no significant dif-
ference between relative frequencies of gain scores. The data
were further analyzed, with the only significant finding
$04: .10) indicating that posttest success for one of the
two samples could be predicted on the basis of cognitive

style.

MATCHING PROGRAMED INSTRUCTION PACKAGES AND AN
INSTRUCTIONAL SETTING TO STUDENTS, IN TERMS

OF COGNITIVE STYLE: AN EXPLORATORY STUDY

BY

A

0"
James D. Hand

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

College of Education

1972

This dissertation is dedicated to Lynn,
Micheline and David. One didn't know if it were
possible to get to there from here; the others

didn't know where here, there and father were

for two years.

ii

ACKNOWLEDGMENTS

The investigator expresses sincere appreciation to the
following people who made his road a little wider, a little
smoother, and a great deal more enjoyable:

To Dr° Charles F. Schuller, who somehow found time in
his extremely busy schedule to guide yet another doctoral

candidate through the program;

To Dr. Joseph E. Hill, who dedicated the entire resources
of his college, and much of his personal time to the explora-
tion of another aspect of the Educational Sciences;

To Dr. Elwood E. Miller, who always had an ear available
when problems arose;

To Dr. John N. Collins, who understood the pressures a
candidate faces;

To the Oakland Community College staff, who gave unspar-
ingly of their time and efforts;

To the EPDA 5-D Institute directors, members and secre-
taries, who found friendship the greatest stimulus and reward;

And to Ron Bass, traveling companion, listener, consoler,

but best of all a true friend.

iii

TABLE OF CONTENTS

 

CHAPTER Page
LIST OF TABLES. . . . . . . . . . . . . . . . vi
LIST OF FIGURES . . . . . . . . . . . . . . . vii

I. NEED FOR THE STLLY. . . . . . . . . . . . . . 1
Current Problems in Higher Education . . . 2
Need Within the Field for This Investiga—
tion. . . . . . . . . . . . . . . . . . 4
Need as Expressed by Researchers . . . . . 7
The Educational Sciences . . . . . . . . . 10
Purpose. . . . . . . . . . . . . . . . . . 30
Questions for Study. . . . . . . . . . . . 33
Definition of Key Terms. . . . . . . . . . 34
Assumptions cf the Study . . . . . . . . . 37
Limitations of the Study . . . . . . . . . 37
Summary. . . . . . . . . . . . . . . . . . 38
II. REVIEW OF RELATED RESEARCH. . . . . . . . . . 40
Introduction . . . . . . . . . . . . . . . 4O
Programed Instruction and Individual Dif-
ferences. . . . . . . . . . . . . . . . 41
Aptitude-By-Treatment Interaction. . . . . 45
Studies in the Educational Science of
Cognitive Style . .y. . . . . . . . . . 50
Summary. . . . . . . . . . . . . . . . . . 54
III. DESIGN OF THE STUDY . . . . . . . . . . . . . 57
Samples Employed by the Study. . . . . . . 6O
Representativeness of POpulation . . . . . 62
Adequacy of the Sample Size. . . . . . . . 62
Data Collection. . . . . . . . . . . . . . 63
Analytical Technique . . . . . . . . . . . 70
Statistical Hypotheses . . . . . . . . . . 75
Summary. . . . . . . . . . . . . . . . . . 76

iv

TABLE OF CONTENTS--C0ntinued

CHAPTER Page

IV. ANALYSIS OF THE DATA AND FINDINGS . . . . . . 78

'Findings of the Study. . . . . . . . . . . 79

Additional Findings. . . . . . . . . . . . 88

Summary. . . . . . . . . . . . . . . . . . 93

V. SUMMARY AND CONCLUSIONS . . . . . . . . . . . 94

Conclusions. . . . . . . . . . . . . . . . 96

Discussion . . . . . . . . . . . . . . . . 97
Implications and Recommendations for

Future Research . . . . . . . . . . . . 100

BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . 103

APPENDICES

A. OAKLAND COMMUNITY COLLEGE COGNITIVE STYLE
TEST BATTERY, MANUAL OF INSTRUCTIONS . . . 109

B. COURSE DESCRIPTION AND REQUIREMENTS FOR
FOUNDATIONS OF NATURAL AND LIFE SCIENCES,

WINTER SESSION 1972. . . . . . . . . . . . 159
C. TESTS ASSOCIATED WITH THE PROGRAMED TEXTS . . 188
D. KODMOGOROV-SMIRNOV TESTS--WORK TABLES . . . . 207

TABLE

4.1

LIST OF

TABLES

Degree of Match Groupings for Newton's Laws

Unit. . . . . . . . . .

O O 0 O O O O O O O 0

Degree of Match Groupings for "Naming Organic

Compounds" Unit . . . .

Kolmogorov—Smirnov Test

9 O O O O O O O O O 0

Between Highest and

Middle-Range Match Groups for the Unit on

Newton's Laws of Motion

Kolmogorov—Smirnov Test

0 O 0 O O O O O O O 0

Between Highest and

Middle-Range Match Groups for the Unit on the
Naming of Organic Compounds . . . . . . . . .

Kolmogorov-Smirnov Test
Lowest Match Groups for
Laws. . . . . . . . . .

Kolmogorov—Smirnov Test
Lowest Match Groups for
pounds" . . . . . . .

Kolmogorov—Smirnov Test
and Lowest Match Groups
Laws" . . . . . . . . .

Kolmogorov-Smirnov Test
and Lowest Match Groups
Compounds". . . . . . .

Kolmogorov—Smirnow Test
for'Number of Trials,

Kolmogorov—Smitnov Test
for Number of Trials,
pounds" . . . . . . . .

Posttest Scores by Degree of Match,

Laws of Motion" . . . .

Posttest Scores by Degree of Match,

Organic Compounds". . .

Between Highest and
the Unit on Newton's

Between Highest and
"Naming Organic Com-

Between Middle-Range
for Unit "Newton's

Between Middle-Range
on "Naming Organic

0 O O O O O 0 O O O 0

Between Match Groups

"Newton's Laws" . . . .

Between Match Groups

"Naming Organic Com-

0 O I 9 O O O O C O O

"Newton's

"Naming

vi

Page

81

82

83

83

85

86

88

9O

91

92

92

LIST OF FIGURES

Sample Cognitive Style Map. . . . . . . . . .

Prescription Centers and Associated Modes of
Understanding . . . . . . . . . . . . . . . .

Disordinal and Ordinal Interactions . . . . .
Cognitive Style Map of Shuert's Findings. . .

Mode of Understanding Required by "Newton's
Laws of Motion" Unit. . . . . . . . . . . . .

Mode of Understanding Required by the "Naming
Organic Compounds" Unit . . . . . . . . . . .

Hypothetical Distribution of Student Scores

vii

Page

25

32
47

51

71

72

73

CHAPTER I

NEED FOR THE STUDY

The many pressures for improvement in higher education
have led to systematic analysis of educational institutions
and instruction of various types. Dwindling educational funds
coupled with public dissatisfaction with the educational sys-
tem as it now exists have forced educators to seek means and
methods for making instruction both more efficient and more
effective. Instructional Development (ID) has recently come
to the forefront of education as one systematic method for
decision—making in the process of improving instruction.
Within the area of Instructional Deve10pment much has been
done with educational objectives and strategies for overcoming
the constraints of time and money. One of the areas about
which less is generally known is the relationships between
student characteristics and the methods and settings of in—
struction. The goal of the present study, conducted within
the conceptual framework called the "Educational Sciences“ as
employed at Oakland Community College in Michigan, was to pro-
vide information concerning the interactions between student
characteristics, programed instruction, and the setting in

which the program was used by the student.

Current Problems in Higher Education

Over the past five years the American taxpayer has become
increasingly resistant on the funding of educational programs.
Wildavsky senses this aspect of a general taxpayer revolt in
his comment that, "Consumers of governmental services are en-

1 Lessinger relates

titled to know what they are getting."
this feeling, this demand for accountability by educators to
the public, in this way:
Seekers of educational funds have always talked in terms
of books, staff, materials, equipment and space to be
acquired or used, together with students to be served
and programs to be offered. Questioners in the past were
content to listen to accounts of resources allocated.
This has changed. Today the questions focus on results
obtained for resources used. The questions are pointed,
insistent and abrasive.2
The question "What results for how much?" is directly related
to the functions of Instructional Development.
Instructional Development, as a systematic method for
the improvement of instruction, is a time- and funduexpending
process. The process involves viewing any given educational

system3 within which a problem is discovered, viewing its

 

1Aaron Wildavsky, "A Program of Accountability for Ele»
mentary Schools," Phi Delta Kappan, LII (December 1970), p. 212.

2Leon Lessinger, “Engineering Accountability for Results
in Public Education,”“Phi Delta Kappan, LII (December 1970),
p. 217. ..

3Charles F. Schuller, in "Systems Approaches in Media and
Their Application to Individualized Instruction at the Univer—
sity Level," Michigan State University, 1967, presented in part
at Bucknell University Symposium, February, 1968 (Mimeographed),
defines a "system" as: "any group of dynamically related com—
ponents which Operates in concert or in related fashion for the
purpose of achieving a specified goal or set of goals."

relationships with its suprasystem or suprasystems and sub-
systems in order to formulate a series of feasible resolutions.
Tentative solutions are then tested, evaluated, and accepted
or revised. The initial costs of such a process may be sub-
stantial and therein lies a dilemma. As Stowe expresses it,

ID's dilemma [cost] is deepened by the increasing empha—

sis on accountability in all areas of instruction. This

concept's growing pOpularity is not surprising in a time
of shrinking resources, taxpayer restiveness, and public
skepticism about the effectiveness of education. Undeni—
ably a healthy movement for education in general, account-
ability may work a severe hardship on innovations,
especially those which have not had time to shake down
into efficient processes.4

There is apparent need within the field of instructional

Development for research which provides data from which in—

creasingly effective and efficient development of materials

and strategies can emerge, and efficient development of materi—

als and strategies can eminate, perhaps leading to savings in

both time and money.

The time and money constraints involved in Instructional
Deve10pment led Abedor and Gustafson to state in a recent
article that,

Those of us in the instructional development (ID) pro-

fession often justify our existence or that of our

programs by claiming to help others make their instruc-
tional systems more efficient and/or effective ... as
dollars become more scarce and as more institutions move

to a program budgeting strategy, instructional develop—
ment programs are likely to be justified on the basis of

 

4Richard A. Stowe, "The Crucial Issue in Instructional
Development," Audiovisual Instruction, 16 (December 1971),
p. 8.

measurable effects rather than on the Opinions of
proponents.5

There seems common agreement on the need for measurable
results as a product of the educational system. Instructional
Development shows promise in providing data on these measur-
able results. Information derived from research and analysis
of the education system, leading to a feasible solution to a
given problem, is fundamentally important in Instructional

Deve10pment.

Need Within the Field for This Investigation

Many educators feel that Instructional Development holds
the promise of discovering means and methods for the improve-
ment of instructional efficiency and effectiveness. The
Commission on Instructional Technology stated in its final
report to President Nixon that "The Commission is convinced
that technology prOperly employed could make education more

"6 PrOper employment

productive, individual, and powerful....
of technology includes identification and analysis of the
data within the system for accurate decisionemaking.

There are several components in any given educational

system which must be analyzed. One of these components is the

 

5Allan J. Abedor and Kent L. Gustafson, "Evaluating In—
structional Deve10pment Programs: Two Sets of Criteria,"
Audiovisual Instruction, 16 (December 1971), p. 21.
I
6Commission on Instructional Technology, To Improve
Learning (Washington, D. C.: Government Printing Office,
March, 1970), p. 34.

student and his individual characteristics as related to the
educational experience. Another factor is the instruction
which the student receives: what form it takes, what strate-
gies are involved, what objectives are set, and what criterion
levels are established. There is a need to specify systematic—
ally those instructional strategies which will lead to Optimum
student achievement of objectives, taking into account student
characteristics. Many educators have expressed this need,
among them Tyler, Hamreus, Gustad, and the Presidentially—
appointed Commission on Instructional Technology. As Tyler
wrote in 1933,

No one series of learning experiences has proved equally

effective with all students ... the expansion of learn-

ing activities should be supplemented by a means of

discovering for the students where their difficulties

are and of suggesting what kinds of activities will be

most helpful to them in overcoming these difficulties

in learning.7
Hamreus echoed this thought when he stated:

... no systematic method presently exists which permits

instructional technologists to make decisions regarding

what the nature of instructional events should be to

most effectively achieve the desired outcomes, i.e.,

should they be verbal, non-verbal, visual, or auditory,

various combinations of these....8

These views, in essence, call for personalizing education.

 

7Ralph Tyler, “Prevailing Misconceptions," Journal of
Higher Education, June 1933, p. 288.

8Dale G. Hamreus, "The Systems Approach to Instructional
Deve10pment," in The Contribution of Behavioral Science to
Instructional_Technology: A Resource-Book for Media Special-
ists, Teaching Research Division of the Oregon State System
of Higher Education, pp. 1—50.

 

Gustad, in relating Instructional Development to educa—
tional problems, saw the necessity for a theoretical framework
within which to formulate solutions:

At one time or another, radio, motion pictures, film-

strips, TV, language labs, and teaching machines have

been hailed as the saviors of education. 80 have large
classes, small classes, seminars, tutorials, independent
study, years abroad, work-study programs, mid-winter
reading periods, and year—around operation. None of
these is either as bad as detractors assert or as good

as zealots claim. Lacking an adequate theoretical frame-

work in which to place these innovations, the pendulum

continues to swing wildly from euphoria to cynicism.9
The Commission on Instructional Technology stated:
Instructional Technology could provide the framework
necessary for designing conditions of learning that are
more closely based on what is known about how human
beings learn.10
The statements of Gustad and the Commission on Instructional
Technology indicate not only the need for personalizing educa-
tion but point out the necessity within the field of Instruc-
tional Development for establishing a conceptual framework‘
for making decisions regarding strategies for that personaliza-
tion.

Summarizing the statements of Tyler, Hamreus, Gustad, and
the Commission on Instructional Technology, it may be stated
that three of the factors which must be taken into account by

Instructional DevelOpers when seeking solutions to given

instructional problems are the student's characteristics, the

 

9John W. Gustad, "On Improving College Teaching,"
NEA Journal, V53(3):37-38 (1964), p. 38.

1°Commission on Instructional Technology, pp. cit., p. 32.

instructional strategy by which that particular student could
be brought to a specified criterion level, and some unifying
conceptual framework within which decisions can be made con-
cerning both the student and the strategy. This investiga—
tion was designed to study the interrelationships between a
student's characteristics, the instructional material and the
setting in which the instruction took place, all within the

conceptual framework called "The Educational Sciences."

Need as Expressed by Researchers

A need has been expressed by certain researchers for fur-
ther investigations which involve specific educational tasks,
conditions, and analysis of student-, media-, and environment—
related characteristics. Campeau, in attempting to uncover
methods by which research in educational media and Instruc-
tional Deve10pment could be improved, has suggested that:

neither the learning psychologist nor the classroom
teacher can justify such decisions [choosing and using
media] entirely on the basis of present research
evidence.... The view of the present writer is that
even current findings will be of very limited usefulness
until media research systematically provides for the
(a) explicit definition of learning tasks used,

(b) careful identification of learning conditions re—
quired by these tasks ... and (d) thorough analysis of
media—, 1earner-, and.environment-related characteris-
tics to determine the nature and extent of their influ-
ence on experimental results.11

 

11Peggie L. Campeau, "Selective Review of Literature on
Audiovisual Media of Instruction," in Leslie J. Briggs, Peggie
L. Campeau, Robert M. Gagné and.Mark A. May, Instructional
.Media: A Procedure for the Design of MultieMedia Instruction,
§_Critical Review of Research, and Suggestions for Future
Research (Pittsburg: American Institutes for Research, Decem-
ber, 1966). PP- 138-139.

Within this study the learning task was explicitly defined,
the conditions required by the task identified, and media-,
environment-, and student-related characteristics analyzed
within the framework of "The Educational Sciences."

In the past many studies dealing with programed instruc-
tion have been carried out. Some have investigated the
effects of program characteristics such as pacing, step size
or timed trials.' Others have concentrated on student char-
acteristics such as 1.0., sex, age, or final grade reports.

A search of recent literature has brought to light only
one study using programed instruction which related the ef-
fects of certain student characteristics with differing in—
structional methods. This study, by Haskell,12 related the
personality measures<xf"Friendliness" and "General Activity"
to two instructional settings: programed instruction in a
solitary environment, student paced; and traditional instruc-
tion permitting a considerable amount of pupil-teacher inter—
action, requiring explicit student responses in front of peers,
and teacher-paced. Results indicated that these two learning
environments differently affected student academic perfor-
mance. Concerning these results, Haskell reports:

This finding suggested that the characteristics of stu-
dents could be specified in such a way that one could

 

12Roger W. Haskell, "Effect of Certain Individual Learner
Personality Differences on Instructional Methods," AV Communi-
cation Review, 19 (Fall, 1971), pp. 287-297.

 

increase the effectiveness of learning by prescribing

the instructional method to which the learner would

be exposed.13
Expressing a need to continue this line of study, he states:

... researchers have only begun to identify the vast

array of possible relationships between learner charac-

teristics and the instructional environment. At present
it seems ... important to examine further the complexity
of interrelationships between individuals and the learn-
ing milieu.14
The relationships between certain students, instructional and
setting characteristics of which Haskell speaks were investi—
gated within the present study.

Learning tasks, conditions and analysis of media—,
learner-, and environment-related characteristics were pro-
vided for in the present study, as suggested by Campeau. In
similar fashion, individual student differences and strategies
for meeting the needs of those students were investigated, as
suggested by Tyler and Hamreus. In addition to these con-
siderations, the study was conducted within a conceptual
framework for identifying student characteristics and for

designing conditions for learning, as suggested by Gustad and

the Commission on Instructional Technology.

 

13ROger W. Haskell, ”Effect of Certain Individual Learner
Personality Differences on Instructional Methods," AV Communi-
cation Review, 19 (Fall, 1971), p. 294.

14Ibid., p. 295.

10

The Educational Sciences

 

The Oakland Community College Program:
An Overview

 

There is a testing program at Oakland Community College
which provides a computerized "cognitive style" map printout
for all students who are enrolled in at least two courses
during their first session at the college. The data included
on the printouts are used in matching students and teachers
and also matching students with certain instructional pro-
cedures. The resulting product is called the Personalized
Education Program (PEP) for that student. PEP has the desir-
able components of flexibility and personal feedback for
individualization of instruction. Using the cognitive style
printout (map) and subjective information gathered in private
conversation with the student, a team of teachers and the
student jointly deveIOp a PEP for that student which is geared
to his strengths and weaknesses-—a program intended to give
every possibility for his success.

Within the courses currently running under the PEP con—
cept (approximately 35% of the college's offerings) the
student is presented with course objectives and proceeds to
follow these instructional procedures jointly arrived at in
the counseling session:

1. Lecture discussion where a more traditional approach
to instruction predominates, i.e., material is presented and

students are allowed to ask questions.

11

2. Seminar where the student meets with a small group of
students, led by the instructor or a student leader, to clar-
ify course concepts or principles.

3. Individualized Programmed Learning Lab (IPLL) where
students can work on programed materials, models, and portable
tachistisCOpes on an individual basis or receive tutorial aid
from faculty members.

4. Carrel Arcades where students can utilize audio tapes,
slide—tape materials, movies, filmstrips and videotapes.

5. Youth-tutor—youth where students work with more ad—
vanced students towards the instructional objectives.

The validation sample for the battery of diagnostic tests
and the program itself included one thousand student maps.
Since no instruments exist to determine the concurrent valid-
ity of this program, it was validated empirically through
Observation, learning successes and interviews with the stu-
dents and their associates. To date over 20,000 students have
been mapped for cognitive style, with less than 2% of then
needing retesting by the Oakland testing staff in order to
satisfy indications of their styles being decidedly different
from those shown in their original mappings. This statistic
was determined, in part, by the need for retesting students
for whom the prescribed instructional strategies were not

successful.

Cognitive Style in Psychology
The formulation of the concept of cognitive style in psy-

chology began in the late 1920's, and continued with studies of

12

predictability and consistency of personality carried out by
such noted psychologists as Allport, Havighurst, Hartshorne,
May, Lewin and Pressey.

In the latter half of the 1930's, Allport15 referred to
"style of life“ and to "modes of adaptation" as a means of
identifying distinctive personality types. In 1940 Allport
referred to the concept of "style" and defined it as the con-
sistency and pattern of expressive behaviors that one displays

6 Allport's use of the term

in performing various tasks.1

"style“ is similar to its common use in such phrases as:

style of living, writing style, style of dress, a basketball

player's style of play, or a comedian's style of delivery.

This orientation permits the use of the term "style" to denote

an entire pattern of responses, either general (as in “life

style") or relatively specific behavior (as in "skiing style").
In the late 1940's researchers became concerned with con-

cept formation as a cognitive behavior. This group became

known as one that studied "cognitive processing,’ and as

Gardner notes, they considered a response to a stimulus as
"... coerced not by stimulus alone, but also by the organiza-

tional dispositions of the responding system...."17

 

15Gordon W. Allport, Personality, A Psychological Inter-
pretation (New York: Henry Holt and Company, 1937), p. 47.

16Gordon W. Allport, "Motivation in Personality: Reply
to Mr. Bertocci," Psychological Review, 47 (November 1940),
pp. 549-553.

17R. W. Gardner, g; gl., "Cognitive Control: A Study of
Individual Consistencies in Cognitive Behavior," Psychological
Issues, Vol. 1, No. 4, p. 3.

13

Klein18 identified the organizational processes referred
to by Gardner as "cognitive control principles." While
Gardner19 suggested that the term "cognitive style" shouId
only be applied to those control principles within an indi-
vidual, more recent investigators have considered cognitive
style as an individual's response to specific stimuli.

Broverman suggested that certain types of cognitive style
as defined by Gardner and Klein appear to correspond to par—

ticular broad classes of behavior, and that ... cognitive

styles seem promising parameters on which to order a perplex—
ing array of individual differences in human behavior.“20
In the early and mid-1950's the concept of cognitive style
was investigated in the context of cognition as a component of
personality. Witkin21 prOposed, for example, that the phe-
nomenon termed "cognitive style" is a type of personality
construct shown in the interaction between the events in a

person's life history and that person's perceptual (cognitive)

response systems. This type of investigator was interested in

 

186. S. Klein, "The Personal World Through Perception,"
in Perception: An Approach to Personality, ed. by R. R. Blake
and G. V. Ramsey (New York: Ronald Press, 1951), pp. 328—353.

 

19R. W. Gardner, "Cognitive Styles in Categorizing
Behavior," Journal of Personality, Vol. 22 (1935), pp. 214-233.

20D. M. Broverman, "Dimensions of Cognitive Styles,“
Journal of Personality, VOl. 38 (1960), p. 183.

21H. A. Witkin 33 al., Personality Through Perception
(New York: Harper and Brothers Publishers, 1954), pp. 495-500.

   

¢—.

14

such phenomena as the quality of sibling relationships as
antecedents to particular types of cognitive styles.

Some contemporary investigators who have considered cog-
nitive style as a consistent form or pattern of behavior have
examined categories of cognitive style in relation to particu-
lar personality variables such as passivity, anxiety and
dependency.

Witkinz2 defined the concepts of field—dependence field-
independence. Witkin's investigations revealed that fieId-
dependence was associated with such personality traits as
high anxiety, low self-esteem, lack of self-awareness and
general passivity. Field-independence was found in subjects
exhibiting high self—awareness, low anxiety, high self—esteem
and high activity.

In other studies Barron23 found that persons exhibiting
independence of judgment in an experimental social situation
tended to prefer complexity in drawings, place a greater value
On creativity, on the individual rather than the group, and
on close interpersonal relations. Individuals termed "yielders"
in the same experimental situation tended to be group oriented,

pragmatic and somewhat "physicalistic" in their thinking.

 

22H. A. Witkin, "Individual Differences in Cases of
Embedded Figures," Journal of Personality, Vol. 19 (1952), pp.
1-15. .,“

23Frank Barron, "Some Personality Correlates of Inde-
pendence of Judgment," Journal of Personality, Vol. 21 (March,
1953). PP. 287-297.

15

The studies cited above investigate cognitive processes
within the context of defined social and personality variables.
Certain psychologists (e.g., Broverman, Gardner, Klein, Witkin)
have used the term "cognitive style" in their studies to ident—

ify consistent qualities of behavior exhibited by individuals.

The Educational Science of Cognitive Style
A method of exploring cognitive style, the "educational
science of cognitive style," as used by Hill24 and others,
is somewhat different from that which has been investigated,
described and defined by psychologists. The approach within
the educational sciences is an attempt to describe a "style"
or broad pattern of behavior using symbolic language.
Hill defines cognitive style in the Educational Sciences
as:
a Cartesian product, p, composed of three sets, S,Ԥ
and H, where §_denotes the set of elements defining
symbolic orientation, E indicates the set of cultural
determinants of the meaning of symbols and H_designates
the set of modalities of inference.
An individual's cognitive style is defined as "a set 3, a

Cartesian product of sub—sets (g, g_and h) of appropriate ele-

ments drawn from (all of the possible elements in) sets g:

 

24Dr. Joseph E. Hill is currently president of Oakland
Community College. During the past thirteen years, Hill and
others (e.g., Nunney, Cotter, Dehnke, DeLoach, Fragale, Ort,
Rankin, Robinson, Shuert, Wasser, Wyett and Zussman) have de-
veloped the educational sciences as employed at Oakland Commun-
ity College.

25Joseph E. Hill, "Cognitive Style as an Educational
Science" (Unpublished paper, Oakland Community College, 1968),

p. 2.

16

g andIH.”26 A Cartesian product is a non-arithmetic display
of elements contained in two or more sets, used for showing
possible combinations of these elements without actually

breaking down each of those possible combinations in graphic
fonm. Thus the Cartesian product for cognitive style in the

educational sciences is represented as

in which "G" is defined as the combination of all possible
elements found in S, E and g.

Cognitive style in the educational sciences is a concept
for describing an individual's mode of behavior in searching
for meaning. Cognitive style is identified by an individual's
disposition or prOpensity: l) to use certain types of symbolic
forms versus others, 2) to derive meanings of symbols from
the cultural role the individual finds most satisfying, and
3) to use one reasoning pattern in preference to others in
reaching conclusions from data inputs. A graphic representa-
tion of the elements included within the three sets (Symbols,
Cultural Determinants and Modalities of Inference) is called
a "map." This map provides a picture of the way in which the
individual derives meaning from his environment based upon his
symbolic orientations, personal experiences, and methods of*

reasoning.

 

26Ibid., p. 4.

17

An individual's academic performances, such as test scores
and grades coupled with a wide variety of demonstrable per-
formances and his responses to questions regarding various
matters involved in his life experience, can be translated into
elements comprising his cognitive style.

Components of Cognitive Style in the
Educational Sciences

Three subsets of information are combined to describe the
set "cognitive style." These three subsets are: (1) Symbols
and their Meanings, (2) Cultural Determinants of the Meaning

pf Symbols, and (3) Modalities of Inference. A fourth subset,

 

Biochemical and Electrophysiological Aspects of Memory, is in
the early stages of develOpment and cannot be included at this
time.

Hill has defined "symbols and their meanings" as "that
component of cognitive style which defines an individual's
ability to derive meaning from theoretical and qualitative
representations of his environment and personal experiences."27
Information from the environment is processed by the human

neural system in the form of coded messages, as shown through

the works of'Broadbent,28 Katzman,29 Miller,3° and Shannon

 

27Joseph E. Hill, "Symbols and Their Meanings" (Unpub—
lished paper, Oakland Community College, 1972), p. l.

28D. E. Broadbent, Perception and Communication (London:
Pergamon Press, 1958).

29Nathan I. Katzman, "Uncertainty, Choice Points, and
Information Packing" (East Lansing, Michigan: Michigan State

18

1 The two types of symbols, theoretical (words

and Weaver.3
and numbers) and qualitative (sensory and code data), which
man encodes for information processing have been defined by
Hill as follows:

a) The theoretical symbol is that symbol which presents

to the awareness of the individual something different
from that which the symbol itself is.

 

b) The qualitative symbol is that symbol which presents
and then represents to the awareness of the individual
that which the symbol itself is to that individual.32

 

For example, the spoken word "cup" is an auditory sensation
which represents to the individual's nervous system some type

of representation associated with the physical object of a

cup. Since this auditory sensation presents to the individual's
neural system something other than that which the symbol itself

is, it is a theoretical symbol. In contrast, the visual image

 

resulting from the individual's observation of an actual cup

would be a qualitative symbol because it presents to the

 

senses that which the symbol itself is to the individual. Both
types of symbols are used by man in encoding information from
the environment and are, therefore, essential to the educative

process, i.e., the process of searching for meaning.

 

University, Department of Communication, 1971). (Mimeographed.)

3°G. A. Miller, "The Magical Number Seven, Plus or Minus
Two: Some Limits on Our Capacity for Processing Information,"
The Ppychological Review, LXIII, 2 (1956), pp. 81—97.

31C. E. Shannon and W; weaver, The Mathematical Theory of
Communication (Urbana, Illinois: University of IIIinois Press,
1949).

32Joseph E. Hill, "Part One: Symbols and Their Meanings"
(Bloomfield Hills, Michigan: Oakland Community College Press),
p. 26.

19

There are two main types of theoretical symbols: audi-
tory and visual. Each of these is divided into linguistic
and quantitative elements in the Educational Sciences. The
four theoretical symbols used in cognitive style mapping are:

l. T AL 33--Theoretical Auditory Linguistic——the sound
of a word.

2. T(AQ)--Theoretical Auditory Quantitative--the sound
of a number.

3. TjVL)--Theoretical Visual Linguistic--the written word.

4. T(VQ)--Theoretica1 Visual Quantitative--the written
number.

The above four types of theoretical symbols are used in ordi-
nary languages to communicate ideas in a connected, consecu—
tive manner, according to the principles of common logic. In
most languages theoretical symbols are words or numbers, in
written or oral form. The ability of an individual to use
these theoretical forms to derive meaning from the environment
is tested for and then represented on the individual's cogni-
tivestyle map.

Qualitative symbols are used to convey "feelings," com—
mitments, values, and to provide particular types of insights
into the domain of "self." In this context qualitative symbols
influence, and are influenced by, sub-cultural individualism.

"The main function of the qualitative-symbol is figurative

 

33The symbolic notations used have been developed in the
educational sciences for more concise communication between
those individuals who employ this framework, and for simplicity
in computer printouts of cognitive style maps used in the
Personalized Education Program at Oakland Community College.

20

expression, not literal statement. Theoretical symbolic
languages are oriented toward generalization, qualitative
symbolic codes toward sub-cultural individualism."34
The meaning of qualitative symbols is derived from three
sources: 1) sensory stimuli, 2) cultural codes ("games”
according to social psychologists), and 3) programmatic effects
of objects which present an impression of a definite series of

5 There are eighteen

Operations, scenes, events or images.3
qualitative symbols. Five are associated with sensory stimuli:
1) audito y—-perception through hearing--Q(a)

2) olfactory-—perception through sense of smell—-Q(o)

 

3) savory-—perception through taste—-91§L

4) tactile——perception through sense of touch—eglpL

5) visual--perception through sight--Q(v)
Three are programmatic in nature, dealing with neurological
conditioning which allows an individual to do two or more things
at once. These are: l) prOprioceptiveness—Q(p), 2) prOpriocep—
tive kinematics:g(pk), and 3) proprioceptive temporal-Q(pt).
Proprioceptiveness is defined as "the ability to synthesize
stimuli produced within the body to produce a manifest behavior
such as typewriting, playing a musical instrument while reading

music, or any other seemingly automatic activity.“36

 

34Joseph E. Hill, "Qualitative Symbols" (Bloomfield Hills,
Michigan: Oakland Community College Press), p. 1.

35Joseph E. Hill and Betty D. Setz, Educational Sciences
at Oakland Community College (Bloomfield Hills, Michigan:
Oakland Community College Press, 1970), p. 4.

36Joseph E. Hill, "Qualitative Symbols," p. 4.

 

The
fiT

ti‘

CU

21

The latter two forms of prOprioceptiveness are subsets of the

first and deal with motor skill ability and timing, respec-

tively.

The remaining ten qualitative symbols are associated with

cultural codes.

1)

2)

3)

4)

5)

6)

7)

8)

empathetic——the ability to identify with another's
feelings, volitions or ideas-—Q(cem)

esthetic-—the ability to enjoy the beauty or pureness

 

of an idea or object-—Q(ces)

ethic——dedication to a set of values, principles or

duties--Q(cet)

histrionic—-staged behavior to produce a particular
effect on others--Q(ch)

kinesics--the ability to communicate by "body

language"--Q(ck)

kinesthetics-—ability to employ motor skills in the

 

 

performance of certain activities according to norma-
tive performance expectations imposed by one's cul-
ture—- ckh

proxemics--the ability to judge "critical" physical
and social distance in the act of communication rela-
tive to normative behavior patterns and the interprea
tations of the role as perceived by the other
person-—Qigp)

synnoetics--knowledge of oneself in relation to one's

environment-~Q(cs)

22

9) tempora1-—social timing in communication with others,
relative to normative behavioral patterns and the
interpretation of the role as perceived by the other
person-- ctm

10) transactional-—ability to maintain a positive communi-

 

cation interaction which significantly influences the
goal of the persons involved in that interaction--
letl

Qualitative symbols, whether they be sensory, programmatic
or cultural codes, are used by humans in the process of medi—
ating meaning from one's environment or personal experiences
(e.g., pain).

The second subset of the educational science of cognitive
style is the cultural determinants of the meaning of symbols.
Man's mediation of theoretical and qualitative symbols is in—
fluenced by such sociological aspects as norms and role expec-
tations. Psychologists such as Thorndike37 and Hull38 recog—
nized the influence of man‘s environment on man's thoughts and
actions. Within the framework of the Educational Sciences,
cognitive style considers the following three determining
factors in the mediation of symbols: 1) family-'F, 2) associ-

ates — A, and 3) individuality of a person - I. "These

 

37E. L. Thorndike, The Fundamentals of Learning (New York:
Teachers College, Columbia University, 1932), pp. 53, 194.

38C. L. Hull, Principles of Behavior (New York: Appleton-
Century-Crofts, Inc., 1943), pp. 41, 67, 168.

 

23

determinants, i.e., family, associates and individuality, are
significant enforcing agents of societal norms and detenminers
of role definitions and expectations."39 Whether a student is
influenced most by his family, associates or self becomes
important information to any educator. From this datum can
come a variety of instructional strategies aimed at the role
the student perceives for himself in his environment.

The third subset of cognitive style is modalities of
inference. The process of deriving meaning employs two basic
types of reasoning, induction and deduction. Inductive pro-
cesses yield probability conclusions. Deductive processes
produce conclusions which are necessary consequences of the
premises and the chain of reasoning used.

Within the Educational Sciences there are four inductive
inferential models and one deductive model. The inductive
models are: l) magnitude (M), 2) diffpgence (D), 3) relation-
phip (R), and 4) appraisal (L). Magnitude inference is a form
of "categorical thinking," and utilizes norms categorically
classified, and attitudes accepted as true by the individual
as the basis for acceptance or rejection of advanced hypothe—
ses. Difference deals with hypotheses of difference such as
one-to-one contrasts or comparisons of selected characteristics

or measurements. The relationship process involves the

 

39Laurence Wasser, "The Educational Science of Cognitive
Style: An Introduction" (Bloomfield Hills, Michigan: Oakland
Community College Press, 1971), p. 10.

24

synthesizing of two or more characteristics or measurements

in deriving a conclusion. Appraisal type of inference employs,
with equal weight, hypotheses of all the previous three (M, D,
R), depending upon the situation with which the individual is
confronted in coming to a conclusion. Deductive inferential
-EJK — (see above) exists frequently in the study of mathema-
tics and the natural sciences.

In summary, cognitive style within the Educational Sciences
is a concept for describing an individual's mode of behavior in
searching for meaning. It is identified by an individual's
disposition to use certain types of symbolic forms versus
others; the derivation of meaning of symbols from roles the
individual has found most satisfying; and the manner in which
he reasons. A map of an individual's cognitive style provides
a picture of the way in which he derives meaning from his en-
vironment based upon his symbolic orientations, personal experi—

ences, and ways of reasoning.

Cognitive Style Mapping

A cognitive style map is a pictorial representation of
elements diagnosed through testing. The elements were dis-
cussed in the previous section. The Oakland Community College
battery of tests from which the maps are drawn by computer is
described fully in Chapter III and in Appendix A. Mapping is
a convenient method of presenting a vast amount of data in a
concise form. An example of a cognitive style map of an

individual is shown in Figure 1.1. At the 12th grade level of

25

 

   
  
  
  
  
   
 
 
 
 
 
   

T(VL) Theoretical Visual

 

Linguistic
T'(AL) Theoretical Auditory

Linguistic
T(VQ) Theoretical Visual

Quantitative
T(AQ) Theoretical Auditory

Quantitative . . .
Q(CS) Qualitative Code I Inlelduallty

Synnoetics J T
Q(CEM) Code Empathetic X'F' Family IX L Appraisal
Q(CET) Code Ethics 5
gégg?) Egg: Eigjzégizlcs A' Associates K Deduction

 

 

 

Q(CT) Code Transactional K I
O'(CK) Code Kinesics

Q'(CES) Code Esthetics

Q'(CH) Code Histrionics

Q'(A) Qualitative Auditory

Q'(O) Qualitative Olfactor

Reading Level — 11.9

_'f __,7

 

 

 

Figure 1.1 — Sample Cognitive Style Map

educational develOpment this person shows that he prefers to
read, T(VL), to derive meaning, with far less preference for
listening, T'(AL). In working with numbers this person does
equally well when reading, T(VQ), or listening, T(AQ), to
them. His knowledge of his own abilities, Q(CS), is tempered
by his being able to identify with the roles of others, Q(CEM),
and his dedication and adherence to a set Of rules and princi-
ples, Q(CET). His ability to use motor skills according to
normative performance expectations serves him well - Q(CKH).
He is able to judgedcritical social distance, so as not to
offend others - Q(CP). He is able to influence others toward

his point of view - Q(CT).

26

Other abilities he shows, although in lesser strength,
are the ability to communicate through “body language" -
Q'(CK)—, the ability to enjoy and learn from beauty and pure-
ness of thought - Q'(CES), the ability to play a socially
acceptable role when the situation warrants it - Q'(CH), and
to learn from his senses of hearing and smell — Q'(A) and
0' (O) .

In perception and decision-making regarding his life,
this person is primarily self—oriented. He accepts some of
the influencing stimuli from both family and associates —

F and A.

The reasoning pattern of this person incorporates all
three of the inferential modes described previously as
magnitude, difference and relationship. He is an “L." He
also has sound mathematical and scientific reasoning powers —
UK.

It should be noted that there were three forms of sym—
bols used on the sample cognitive style map: 1) “major"
orientation, 2) "minor" orientation, and 3) negligible ele-
ments. The major orientations were listed in this manner:
T(VL). The minor orientations had an added "prime": T“C)(AL).
The negligible elements did not appear on the map. Based on

the work of Flanagan,4° Hill has developed the following

 

40John C. Flanagan, "General Considerations in the Selec—
tion of Test Items and a Short Method of Estimating the
ProducteMoment from the Data at the Tails of the Distribution,“
Journal of Educational Psychology, XXXII (December 1939), pp.
674—680.

27

principles for use in cognitive style mapping:

Principle.l. If the percentile rank of an individual's
score in a given ... [cognitive style element] occurs
in an array of values-ranging from the fiftieth through
the ninety-ninth percentile (inclusively) of a popula-
tion of these scores, then the individual is accorded a
major orientation ... in that domain.

Principle II. If the percentile rank of an individual's
score ... occurs in the array of values ranging from the
twenty-fifth through the forty—ninth percentile (inclu-
sively) of a pOpulation of these scores, then the indi-
vidual is accorded a minor orientation ... in that domain.

 

Principle III. If the percentile rank of an individual's
score ... occurs in the array of values ranging from the
zero percentile through the twenty-fourth percentile of

a p0pulation of these scores, then the individual is
accorded.geither a major pp£_a minor orientation in that
domain.“‘1

 

The major and minor orientations are designated for specific
levels of educational develOpment, according to grade level.
On the sample cognitive style map a "12" is coded in the upper
left corner. This indicates that all major and minor orien-
tations listed are for the 12th grade level of educational
develOpment.

Cognitive style mapping allows a great deal of information
concerning an individual's traits to be condensed into a small,
inexpensive computer printout. The cost of this computer work

has never risen above 18 cents per map at the college.

Use of Cognitive Style and Mapping_in
This Study

Statements concerning the need for more data on individual

characteristics were previously cited, along with other

 

41Joseph E. Hill, "Symbols and Their Meanings," pp. 18-19.

28

concerns regarding the expense of educational innovations
(Tyler, Hamreus, Gustad, Campeau, Haskell, Stowe). The Oakland
Community College program for improving education provides a
framework within which to study the effects of some individual
differences on the instructional process. The Educational
Sciences are still under develOpment. Although much research
has been done within the conceptual framework of the Educa—
tional Sciences as indicated in Chapter II, much more remains
to be done. One of the areas needing research is in the
selection of apprOpriate mediated instructional materials and
techniques in terms of the cognitive styles of individual stu-
dents, which is the subject of the present study.

The Educational Sciences provide data on student charac-
teristics and media characteristics used in this study. One
useful approach to selecting media for certain kinds of learn—
ing tasks has been to classify media characteristics in terms
of specific types of behavioral objectives.42 Within the
Educational Sciences media selection can be made in terms of
student characteristics as well as in terms of the prOposed
outcomes. In the present study the investigator chose to use
programed instruction materials with a variety of student

cognitive styles in order to determine if style differences

 

42M. David Merrill and R. Irwin Goodman, Selecting Instruction—
al Strategies and.Media: A Place to Begin (Provo, Utah:
Brigham Young University, Department of Instructional Research
and Deve10pment, 1971). Prepared for the Instructional
Deve10pment Institutes, project of the National Special Media
Institutes Consortium.

29

produced differing student achievement. The student charac-
teristics investigated were determined through a battery of
diagnostic tests (described in Chapter III and Appendix A),
which provided the basis for individual cognitive style maps.
The programed materials and tests associated with those
materials were viewed by a panel of experts in the Educational
Sciences to determine the mode of understanding required by
the instructional package in the Individualized Programmed
Learning Laboratory (IPLL). "Mode of understanding" may be
defined as that combination of cognitive style elements needed
by an individual to ensure success when given a specific
action to carry out. A description of the determination of
the mode of understanding for the two programed instruction

packages is found in Chapter III.

Determining Degree of Match

 

The process of determining a student's degree of match
between his cognitive style and the mode of understanding
required by the instructional package and the setting in which
it is used is shown in the example provided below.

The mode of understanding required by a particular educa—

tional task involves the following hypothetical elements:
r

W) . .
C A' RI
{Q(CFM) X x

Q(CS)

 

K
The scoring of computer addresses then becomes

30

all I
Al

all Ms
RI

all T(AL)s
Q(CET) s
Q(CEM)s
Q(CS) 8

II II
MN
II II
NN

II II II II
NNNN

all I' all M'
A =

II
FJH
w
u u
saw

all T'(AL)s
Q'(CET)
0' (CEM)
0' (CS)8

cam
uuun
HHHH

When taken in binomial combinations within each set of ele-

ments, the scoring becomes

 

 

 

 

T(AL) + Q(CET) : 4 I = 2 M = 2
T(AL)+Q(CEM)=—4 I+A'=4 M+R'=4
TQM +Qmm =4 6 6
12
up. e_;
and a perfect "score" would be 12 I 6 + 6 7 3 or 1.00
3

A student whose cognitive map shows the following ele—
ments, which can be used in working with the package, would

be “scored" as follows:

 

 

 

T'(AL) ; I M
Q(CET) X F' X D'
Q'(CEM) '
T. .(AL) + Q. (CEM)-_-2 I-I-F': 2 M-l-D': 2
. 5 4 4
5 5. i _
Match is 12 + 6 I 6 ’ °417+é66+'67 = 1°;47 = .582 or
3 58th percentile
Purpose

Within the Educational Sciences as employed at Oakland
Community College the modes of understanding required by par-

ticular instructional settings, especially prescriptions

31

centers (see definition of terms), have been determined.
Figure 1.2 represents the centers, activities conducted by

the students in those centers, and the probable modes of
understanding required by the centers. These modes are then
compared to the cognitive style of a student when prescribing
educational experiences for that individual. Prior to this
study prescription matching had not included the mode of
understanding required by both the setting and the instruc—
tional package with which the student (and his cognitive style)
interacts in the prescription centers.

The purpose of this investigation was to determine the

 

significance of the degree of match between the cognitive
style of a student and the mode of understanding required by

a programed instruction package and the setting in which the
package was used. The significance was measured in terms of
gain scores of groups of students divided according to degrees
of match.

The matching process was conducted by means of a scoring
technique described earlier in this chapter. The data derived
from this analysis determined the degree of match expressed in
percentiles. It was expected that the group of students show—
ing the highest match with the package and setting would have
a greater gain score on the test battery associated with the
package than the group exhibiting the middle-range degree of
match or the group showing the lowest degree of match. In

turn, the group exhibiting the middle-range degree of match

32

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

PRESCRIPTION CENTERS Days 2 - 3 - 4 EXAMPLES OF PROBABLE MODE
OF UNDERSTANDING OF THE
EXAMPLES OF TASK
PRESCRIPTION ACTIVITIES
vacuums rsxr
IPLL PROGJEXT [mm] [ ] [...]
DICETI ,‘ I x , In
, 7 OICSI HO) 6 d
IFACULTY mules new mesa:
g "a 0' LECTURE VT" ‘LECN'E . PROFIT
nun
CA “. momma . run.) I A Fl H
mm cm I «to ' m t
menu I: a
(”mutant HELP)
YTY
yours ruron
YTY ~D TRAINING -———§ rum] E A] [a of]
cououcr vw mum " am "
mourn new
menswear sway (
nanny sooxs
LRC MICROFILM T———. T
”H count “cuss [3‘23] .E :l: E" L]

 

 

 

 

 

 

 

 

 

IUMAIIAN HELP)

 

 

 

 

SEN. ...” TO ENRICH 5 3123‘] '[MS] ‘ER ,3 -1

(FACULTY MEMBER HELP)

...... + I“][ [ ]

(FACULTY MEMER HELP)

mos'suoem swov F [figs]: [I]n[u I] I

MESEN‘I’ATIM OF SAME CONCEPTS IN DIFFERENT
FORM. E.0.. PROORAMMED TEXT. OIMION. ETC.

 

 

 

 

 

 

 

 

 

 

 

‘

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Figure 1.2 - Prescription Centers and Associated Modes of
Understanding43

 

43Joseph E. Hill and Derek N. Nunney, "Personalizing
Educational Programs Utilizing Cognitive Style Mapping at
Oakland Community College" (Bloomfield Hills, Michigan:
Oakland Community College Press, 1971), pp. 2—3.

33

was expected to show a greater gain score on the tests of the
package than the group-exhibiting the lowest degree of match.
It was anticipated that if positive results were Obtained
in this investigation, they would add a significant element in
the prescription of educational experiences for individual
students and thus contribute to greater precision in the proc-

ess of personalizing education.

Questions for Study

The investigation was designed to answer the following
questions:

Is the gain score (on tests included in an instructional
package) for the group of students whose cognitive styles
most match the mode of understanding required by a particular
instructional package and a specified instructional setting
greater than the gain scores of the other groups, as predicted
by the assessment of their cognitive styles?

Within the framework of this general question it was pos-
sible to measure differences in cognitive gain by answering
the following subquestions:

1. Does the group of students exhibiting the highest
degree of match between cognitive style and the package and
the setting show a greater gain score that is significantly
greater, statistically, than that of the group showing a

middle-range‘match?

34

2. Does the group of students exhibiting the highest
degree of match between cognitive style and the package and
the setting show a gain score that is significantly greater,
statistically, than that of the group displaying the lowest
match?

3. Does the group of students exhibiting the middle-range
match between cognitive style and the package and setting show
a gain score that is significantly greater, statistically,

than that of the group exhibiting the lowest degree of match?

Definition of Key Terms

The following basic terms and definitions are used in

this and subsequent chapters of this study:

Individualized Programmed Learning Laboratory: an area de-
signed for individual or small group work with programed texts
and other highly organized materials under supervision of
faculty members trained in individualized instruction tech-
niques. The IPLL at Oakland Community College, Orchard

Ridge Campus, was the site of this investigation. It is one

of several prescription centers on campus.

instructional Prescription: an educational program consisting
of courses and the prescription centers to which the student
will be assigned. The prescription at Oakland Community
College is develOped by the student, his guidance counselor,

and instructors from information gathered through cognitive

35

style testing and conversation with the student. The prescrip—
tion is develOped for adapting educational experiences to the

strengths of the student.

Prescription Centers: areas designed for specific types of
non-classroom instruction, such as independent study, work
with programed texts, slide—tape demonstrations, movies, video—
tapes, or individual tutoring sessions. The specific prescrip-
tion center in which this study was conducted was the Indi-

vidualized Programmed Learning Laboratory (IPLL).

Instructional Package: a unit developed for teaching one or
more concepts, facts or principles, which may contain both
print and non-print components, pretest, instructional materi—

als, and posttest.

Instructional Setting: the physical environment in which the

 

teaching process takes place, with or without a person called
a "teacher" or "instructor" present. For example, a programed
text used in the IPLL can be studied in an individual carrel
or at a group table, thereby providing the student with dis—

cussion privilege, or work with a tutor.

Instructional Deve10pment

In this study the term ”instructional develOpment" is con-
sidered synonymous with the terms "educational technology" and
"instructional technology." The definition of the term

"instructional development," as used in this investigation, is

36

the same as the second definition offered for the term

"instructional technology" by the Commission on Instructional

Technology:
The second ... definition goes beyond any particular
medium or device. In this sense, instructional tech-
nology is more than the sum of its parts. It is a
systematic way of designing, carrying out, and evalu-
ating the total process of learning and teaching in
terms of specific objectives, based on research in
human learning and communication, and employing a
combination of human and nonhuman resources to bring
about more effective instruction.44

Programed Instruction
Programed instruction is a process for the specifica-
tion, design, perfection, and validation of instruction,
a process which is applicable to all media.45

Programed Instruction Text: one of the many forms in which

programed instruction may appear. In text book form, the

format may be linear extrinsic, linear skipping, sublinear,

parallel linear, conversational chaining, intrinsic branching,

RULEG, EGRULE or other formats.

Symbolic Mediation: the process by which theoretical or quali—
tative representations are converted into meaning by one's

nervous system.

System

System, as used in this investigation, has been defined

by Schuller as follows:

 

44Commission on Instructional Technology, 9p. cit., p. 19.

 

45Ibid., pp. 72—73.

37

A 'system' may be defined as any group of dynamically
related components which Operates in concert or in
related fashion for the purposeof achieving a speci-
fied goal or set of goals.4

Assumptions of the Study

 

l. The FNS 150 classes during winter session, 1972,
represent normative classes of FNS 150 students.

2. It is assumed that student responses to unit tests
and the cognitive style battery were normal, and
are therefore valid responses for the purposes of
this study.

3. The experiences of students enrolled in FNS 150
during winter session, 1972, were the normative
experience of previous sessions using the programed

texts.

Limitations of the Study

The following limitations are acknowledged as inherent
in this study and the scope of its findings is restricted
accordingly:

1. FNS 150 reflects a specific content orientation for

an audience whose characteristics are not the norm for

 

46Charles F. Schuller, "Systems Approaches in Media and
Their Application to Individualized Instruction at the Uni—
versity Level," Michigan State University, 1967, presented in
part at Bucknell University Symposium, February, 1968.
(Mimeographed.)

38

entering college freshmen. These characteristics are
detailed in Chapter III of this study. The findings
of the study may or may not be generalizable to other
audiences.

“7'48 are linear

2. The programed texts used in this study
extrinsic in nature. Findings based upon these texts
may or may not be generalizable to experiences based
upon other programing paradigms.

3. This study is limited by the number of sample popula-
tion. Inferences to broader generalizations to other
groups not included in this study are beyond the
scope of this exploratory study.

4. This investigation is limited to measuring cognitive

gain Scores. Measurement of gains in the affective

domain are not included in this study.

Summary

Higher education is facing many prOblems, among them
public dissatisfaction with the status guo and a lack of funds.
Instructional Deve10pment is considered by many to hold the

promise of improving both the efficiency and effectiveness of

 

47James E. Bradner and Tamar Y. Susskind, Newton's Laws
of.Motion (Anaheim, California: Litton Instructional Materi~
als, Inc., 1966).

48James E. Banks, Naming Organic Compounds: A Programed
Introduction to Organic Chemistry (Philadelphia, W. B. Saunders
CO. ' 1967) ’ pp. 1-80 0

39

instruction. While much work has been done within Instruc-
tional Development, there is need for research relating student
characteristics to instructional methods and settings.

The purpose of the present study was to investigate
interrelationships between certain student, instructional, and
setting characteristics. A conceptual framework called the
"Educational Sciences" was employed to facilitate specifica-
tion of these characteristics. The Educational Sciences are
presently used to personalize education at Oakland Community
College in Michigan. The present investigation was conducted

at that institution.

CHAPTER II

REVIEW OF RELATED RESEARCH

Introduction

Research studies concerning the effects of individual
differences on student use of programed texts are scarce.
The most recent psychological literature reflects a trend
towards research on individual differences based upon aptitude—
by-treatment interactions (ATI). The ATI research is new, but
the direction in which it points could lead to many more
studies relating student characteristics to the use of pro-
gramed instruction texts. The general goal of ATI research is:
... to match specific instructional methods or materials
to selected learner characferistics so that alternative
instructional methods are designed to ca italize on dif-
ferent patterns of learner characteristics. Differen-
tial assignment is based upon an analysis of task
characteristics and of learner style and abilities,
personality characteristics, and others.1
The present investigation, however appears to be the first
attempt to study individual differences in relation to charac-

teristics of both a programed text and the setting in which it

is used. This study attempts to discover the significance of

 

tMary Lou Koran, "Varying Instructional Methods to Fit
Trainee Characteristics," AV Communication Review, Vol. 20,
No. 2 (Summer 1972), p. 136.

40

41

a person's cognitive style (as defined in the Educational
Sciences) in relation to some-of the characteristics of two
programed texts in addition to the instructional setting in
which they are used. The literature most pertinent to these
elements appears under the following classifications:
l) programed instruction and individual differences
among students;
2) aptitude-by—treatment interactions;
3) the effects of cognitive style on student achievement,
teacher-student interaction, and administrator—teacher

interaction.

Programed Instruction and Individual Differences

In an extensive review of the literature concerning indi-
vidual differences and programed instruction, Fry stated that
"programed instruction has shown little improvement over other
methods of adapting training to other interests, aptitudes,
motivations and background characteristics of the learners."2
one reason for this may be the lack of research relating the
use of programed instructiOn to student characteristics.
Many of the studies which do touch upon individual differences

indicate significant differences only between high ability and

low ability students.

2John P. Fry, "The Effect of Student—Controlled Instruc-
tion on Learning" (Unpublished Doctoral dissertation,
Michigan State University, 1970), p. 26.

42

Several of the "ability type" studies appear in the lit—
erature. Campbell 35 31.,3 conducted a study in which it was
found that there is a high correlation between ability and
performance. Beane4 compared linear and branching techniques
in programed instruction, with the results indicating that
in each treatment the high ability students exceeded the low
ability students in achievement, retention and efficiency.

5 yielded results which

A similar study, conducted by Hampton,
also indicated that there is a direct relationship between
learning and ability level.

There are a few investigations the results of which do
indicate positive correlational effects between individual
differences and the use of programed instruction. Flynn,6 in
a study of freshmen in a college educational psychology course,
found that programed instruction yielded greater gains in

learning for high achievers, but did not result in greater

retention than the lecture-discussion method. Underachievers

 

3V. N. Campbell; L. W. Bivens; and D. F. Terry, Effects
of Mathematical Ability, Pretraininq, and Interest on Self-
Direction in Programed Instruction (American Institutes for
Research Technical Report: AIR-DIO-lO/63-TR, October 1963)°

4Donald G. Beane, "A Comparison of Linear and Branching
Techniques of Programmed Instruction in Plane Geometry,"
Journal of Educational Research, Vol. 58, no. 7, pp. 319-326.

5John D. Hampton, "Evaluating Programmed Instruction
Techniques," California Journal of Education, Vol. 18 (1967),
pp. 49—60.

6J. T. Flynn, "The Influence of Programmed Instruction
Upon Learning in Educational Psychology," The Journal of
Educational Research, Vol. 59 (1966), pp. 387—391:

43

performed and retained equally well regardless of teaching
method. In another study of college freshmen psychology
students, Lubin7 found that high autonomy need students scored
significantly lower than the low autonomy need students on
performance tests associated with a programed instruction
sequence. Lubin also found that subjects exhibiting high
scholastic aptitude showed greater achievement than subjects
exhibiting low scholastic aptitude.

Investigations have been conducted which combined the
programed instructional format with individual differences
such as anxietyL test anxiety, creativity, achievement need,
and other personality variables. Doty and Doty8 viewed five
such variables in a study of college undergraduates. The
variables were: 1) cumulative grade point average, 2) crea-
tivity, 3) achievement need, 4) social need, and 5) attitude
toward programed instruction. The results indicated a low but
significant positive correlation between achievement and GPA,
achievement need and GPA, and GPA and attitude toward pro-
gramed instruction. A low but significant negative correla-
tion was obtained between both achievement on programed
instruction and social need and achievement on programed in-

struction and creativity. No correlation was found between

 

7Shirley C. Lubin, "Reinforcement Schedules, Scholastic
Aptitude, Autonomy Need, and Achievement in a Programmed
Course," Journal of Educational Psychology, Vol. 56, no. 6,
pp. 295-302.

8Barbara A. Doty and Larry A. Doty, "Programed Instruc-
tion Effectiveness in Relation to Certain Student Characteris-
tics," Journal of Educational Psychology, Vol. 55, no. 6, pp.
334-338.

44

achievement on programed instruction and attitude toward
programed instruction.

A study of five variables in relation to programed in—
struction was carried out by Traweek.9 Test anxiety, general
anxiety, withdrawal tendencies, nervous symptoms and self-
reliance were tested. Results indicated that test anxiety
was significantly higher for successful students. Successful
students were also those who had shown more withdrawal tend-
encies than other subjects. Successful students exhibited
less self-reliance. There was no difference between success—
ful and unsuccessful students with respect to general anxiety,
nervous symptoms or intelligence quotient.

Two other studies which take into account personality
variables in relation to programed instruction are those by
Ripple 35 31.,10 and Sutter and Reid.11 In the Ripple study
the variables were anxiety, compulsivity and exhibitionism.
The modes of instruction were text book and programed text.
No significant interactions were found; however, anxiety was

associated with lower performance scores. Sutter and Reid

 

9Melvin W. Traweek, "The Relationship Between Certain
Personality Variables and Achievement Through Programed Instruc-
tion," California Journalgof Educational Research, Vol. 15
(1964), pp. 215-220.

10R. E. Ripple; J. Millman; and M. D. Glock, "Learner
Characteristics and Instructional Mode: A Search for Dis-
ordinal InteractionsJ'Journal of Educational Psychology, Vol.
60, no. 2, pp. 113-120.

11E. G. Sutter and J. B. Reid, "Learner Variables and
Interpersonal Conditions in Computer-Assisted Instruction,"
Journal of Educational Psychology, Vol. 60, no. 3, pp. 153—157.

45

investigated the relationships between individual performance
and attitudes compared to test anxiety, dominance and socia—
bility. Students were divided into two groups: those who
would work alone, and those who would work in groups. There
was no significant difference between these two groups in
achievement. A significant difference did appear among stu-
dent attitudes with respect to performance and to preference
for working with certain personality types.

Although The research relating individual differences and
programed instruction is not voluminous, there have been some
studies which indicate certain personality variables and
other individual differences which may affect learning through

programed instruction texts. The study by Ripple gt al., is

 

also a step toward discovering aptitude—by-treatment inter—

actions which affect the use of programed instruction.

Aptitude-Ey-Treatment Interaction

One of the first to express the need for aptitude-by-
treatment interaction research was Cronbach.12 It was Cron—
bach's contention that:

The organism which adapts well under one condition would

not survive under another. If for each environment there

is a best organism, for every organism there is a best
environment. The job of applied psychology is to improve

 

12Lee J. Cronbach, "The Two Disciplines of Scientific
Psychology," an Address of the President at the Sixty-Fifth
Annual Convention of the American Psychological Association,
New York, September 2, 1957.

46

decisions about people. The greatest social benefit

will come from applied psychology if we can find for

each individual the treatment to which he can most

easily adapt.13
Recognition of this need caused increased interest and experi—
mentation among educational psychologists in the area of
aptitude-by-treatment interaction (ATI). As Bracht states,
"the goal of research on ATI is to find significant disordinal
interactions between alternate treatments and personological

"14 It is this disordinal interaction which can

variables....
provide information from which an educator can derive a better
judgment as to what type of instruction a student should be
provided to ensure success. On graphs of experimental cell

mean scores, a significant interaction is ordinal when the

treatment lines do not cross, and disordinal when treatment

 

lines do cross (Figure 2.1).

Although educational psychologists have shown increasing
interest in ATI, very little empirical evidence has been pro-
vided to date in support of this concept. For example, in
85 studies cited by Bracht15 only five showed disordinal inter-
actions. It is for this reason that Koran gt al., states that

It appears that additional analysis of the ways in which

internal response processes work in relation to various
stimulus and overt response variables will be required

 

13Ibid., p. 9.

14G. H. Bracht, "Experimental Factors Related to Aptitude-
Treatment Interactions," Review of Educational Research, Vol.
40, no. 5, p. 627.

151bid.. pp. 637-641.

PAYOFF

PAYOFF

 

 

‘\

47

  
 

DISORDINAL
INTERACTION

APTITUDE

Payoff functions for two treatments

give treatment A

 

ORDINAL

INTERACTION

//tB

 

APTITUDE

Payoff functions for two treatments

Figure 2.1 — Disordinal and Ordinal Interactions

48

in guiding both the selection of aptitude measures and

ways in which treatment could be contrasted to capitalize

.on learner characteristics.16
Despite the large amount of studies which have shown only ordi—
nal interactions, there are a few which have shown the desired
disordinal interactions.

One of the earliest studies which produced disordinal
interaction was reported by Hovland §t_§1.17 The investigators
found that presenting one side of an issue was more effective
for changing the opinion of the men who initially favored the
opinion of the program, and that presenting both sides of an
issue was more effective for changing the opinion of the men who
initially opposed the Opinion of the program.

Atkinson and Reitman18 found that subjects low on affilia-
tion motive performed better with an achievement—oriented
treatment, and subjects high on affiliation motive performed
better with a multi—incentive treatment.

In another study, Van De Riet19 discovered that under-

achievers performed better when they received reproof during

 

lfin. L. Koran; R. E. Snow; and F. J; McDonald, "Teacher
Aptitude and Observational Learning of a Teachin Skill,"
Journal of Educational Psychology, Vol. 62, no. , p. 227.

17C. I. Hovland; A. A. Lumsdaine; and F. D. Sheffield,
Experiments on Mass Communication, Vol. 3 (Princeton, New
Jersey: Princeton University Press, 1949).

18J. W. Atkinson and W. R. Reitman, "Performance as a Func-
tion of Motive Strength and Expectancy of Goal—Attainment,"
Journal of Abnormal and Social Psychology, Vol. 53 (1956), pp.
361-366.

19H. Van De Riet, "Effects of Praise and Reproof on Paired
Associate Learning in Educationally Retarded Children," Journal
of Educational Psychology, Vol. 55 (1964), pp. 139-143.

49

instruction, and normal achievers performed better when they
received praise or were asked unrelated questions.

More recently, Marshall20 reported that subjects from
poor educational environments performed better on high-
interest tasks and students from good educational environments
performed better on low—interest tasks.

The most recent studies reported on ATI are those of

l 2

Koran 23 al.,2 and Koran.2 In the former investigation the
purpose was to study individual differences in the acquisition
of a teaching skill from videotape and from a verbatim written
text from the videotape sound track. The written treatment
yielded significantly greater posttest scores for those sub—
jects who scored high on the Hidden Figure test, while the
videotape treatment proved best for those subjects scoring low
on the same Hidden Figures measure. In the latter study,

Koran investigated the aptitudes of teacher trainees in rela—
tion to inductive and deductive programed instruction sequences.
Two inductive and two deductive sequences were used. The frames

used in each booklet were identical, but the order of presenta-

tion differed. Inductive sequences provided example frames

 

20H. H. Marshall, "Learning as a Function of Task Inter-
est, Reinforcement, and SOcial Class Variables,“ Journal of
Educational ngchglogy, V61.<6O (1969): Pp. 133-137.

21M. L. Koran; R. E. Snow; and F. J. McDonald, 92. cit.,
pp. 219-228.

22M. L. Koran, "Differential Response to Inductive and
Deductive Sequences of Programed Instruction," Journal of
Educational Psychology, Vol. 62, no. 4, pp. 300-307.

50

prior to rule frames (EGRULE) while deductive sequences pre—
sented rule frames before example frames (RULEG). A delayed
performance test was administered two weeks after the students
had completed the programs. In reporting the results, Koran

states:
... while the aptitude measures failed to interact with
inductive and deductive programed sequences for the
criterion test scores, they did produce significant
interactions for the time variables.23
The deduction (RULEG) sequences proved less time consuming for
the low ability students, while students of high ability took
significantly less time in completing the inductive sequences
(EGRULE).

While most ATI research has not produced findings which
indicate disordinal interactions, a few interactions have been
found which are significant and disordinal. As ATI research
becomes more widespread this investigator feels that inter-

action studies dealing with programed instruction will become

more numerous .

Studies in the Educational Science
of Cognitive Style

Over 40 doctoral dissertations have been completed within
the framework of the Educational Sciences. Nine of these deal

specifically with the Educational Science of cognitive style.

 

23M. L. Koran, "Varying Instructional Methods to Fit
Trainee Characteristics," p. 141.

51

Some have treated subject areas; others, teachers' ratings of
students. Two have studied cognitive style during enrollment
in a course; another, the effects of cognitive style on student
choice of curricula.

Shuert,24 in an investigation of the cognitive styles of
successful mathematics students, found that the following ele—
ments of cognitive style were unique to the successful group.

1. Major theoretical visual quantitative - T(VQ)

2. Major theoreticaI auditory quantitative — T(AQ)

3. Minor theoretical auditory linguistic - T'(AL)

4. Minor associates determinant - A'

5. Appraisal inference — L

6. Deductive inference -13K

A cognitive style map of these elements appears in Figure 2.2.

 

12T(VQ) T(AQ) T'(AL) A' L K

 

 

Figure 2.2 - Cognitive Style Map of Shuert's
Findings

The study Of Dehnke25 indicated that there seemed to be a

24Keith L. Shuert, “A Study to Determine Whether a
Selected Type of Cognitive Style Predisposes One to do Well in
Mathematics" (Unpublished Ph.D. dissertation, Wayne State Uni-
versity, 1970).

25Ronald E. Dehnke, "An Exploration of the Possible Iso—
morphiSm of Cognitive Style and Successful Teaching of Secon-
dary School English" (Unpublished Ph.D. dissertation, Wayne
State University, 1966).

 

1i.-

I~o

9.!

U 1
It:

.
u. .
.5.

‘AC

 

 

 

52

common cognitive style pattern among successful English
teachers.

In a comparison study, Ort26 related the cognitive styles
of successful foreign language students to those of the in-
structors in two foreign language courses. The findings of
the study reflected no significance between the degree to
which successful and unsuccessful students shared "like" cogni-
tive style elements with the instructor. The Ort study was
designed to view each segment of cognitive style separately,
rather than as a grouped phenomenon. Cognitive style is de-
fined as a WCartesian product,... composed of three sets...."27
as described in Chapter I. In a Cartesian product all elements

act in concert, as a system. A study by Wasser28

employed
total cognitive style interrelationships in the investigation
of student—rating by teachers. Wasser discovered that teachers
of spelling, health, reading, mathematics, science, language
and social studies tended to accord higher grades to students
whose cognitive styles most resembled their own. These

teachers also tended to give higher grades to those students

who made use of the theoretical auditory and visual symbols.

 

25Barbara Ort, "An Examination of Relationships Between The
Measurable Cognitive Characteristics of a French I Teacher and
the Student's Success in That Course“ (Unpublished Ph.D. disser-
tation, Michigan State University, 1971).

27Joseph E. Hill, "Cognitive Style as an Educational
Science,” p. 2.

28Laurence Wasser, "An Investigation into Cognitive Style
as a Facet of Teachers' Systems of Appraisal" (Unpublished
Ph.D. dissertation, University of Michigan, 1969).

l"

.-
b:

C.

 

a”I

r..

In
H

'0

‘A
v

53

Changes that occurred in the cognitive style of partici-
pants in a "Higher Opportunities Program in Education" were

9 He found increases in theoretical

investigated by Robinson.2
visual linguistic - T(VL) — and quantitative - T(VQ) — orien—
tations. The findings also indicated that certain qualitative
codes can be related to the increase or lack of increase in
T(VL) and T(VQ).

Zussman3° identified group cognitive styles for public
sOhool administrators and community college administrators.
Both groups displayed theoretical and auditory orientations -
T(VL), T(VQ), T(AL), T(AQ) - as well as qualitative codes
"empathetic" and "kinesthetic" - Q(cem), Q(ckh). The two
groups shared the same cultural determinants: a "major" indi-
viduality (I) and a "minor" associates (A'). Modalities of
inference were markedly different between groups. The commun-
ity college administrators exhibited the modalities of apprais-
al and difference (L and D) to a major degree and relationship
(R') to a minor degree. There were n9 modalities of inference
in common among public school administrators.

In a study of administrators' cognitive styles relating

to instructor evaluations at the university level,

 

29Richard L. Robinson, "A Descriptive Study of Specific
Achievements and Aptitudes of the High Risk Students in Oak—
land University's Higher Opportunities Program in Education"
(Unpublished Ph.D. dissertation, Wayne State University, 1969).

3°Steven P. Zussman, "A Pilot Study Exploration of Cogni-
tive Style and Administrative Style as Defined in the Educa-
tion Sciences" (Unpublished Ph.D. dissertation, Wayne State
University, 1968).

El?

V
TH

dent:

FIC"!
Shh.

3:25

SClEZ

IlCé.

rela:
and 1

S‘HA.
51.1

54

DeLoach31 found that similarity in styles between administra-
tor and instructor led to a higher rating of the instructor
than those other teachers with styles dissimilar to that of
the administrator. Similarities of teaching style between
administrators and instructors were also significant to the
evaluation process.

An investigation by Cotter32 related student cognitive
style with student curricula choice. It was found that stu-
dents who exhibit a "major individuality" - I - selected
curricula which stress fundamental disciplines (i.e., liberal
arts and science curricula) as Opposed to applied arts and
sciences. This trend, however, could not be supported statis-

tically.

Summary

Research studies involving individual differences in
relation to programed instruction are relatively few in number
and these tend to focus on ability relationships. In these
studies the findings support the principle that high ability

students outscore low ability students on nearly every measure.

 

31Joseph F. DeLoach, "An Analysis of Cognitive Style Dis—
parity as an Antecedent of Cognitive Dissonance in Instruc-
tional Evaluation: An Exploratory Study in the 'Educational
Sciences'" (Unpublished Ph.D. dissertation, Wayne State Uni-
versity, 1969).

32Jude T. Cotter, "The Effects of the Educational Science
of Cultural Determinants of the Meanings of Symbols on Curricu—
lar Choice" (Unpublished Ph.D. dissertation, Wayne State Uni-
versity, 1970).

55

Investigations relating personality variables to the use of
programed instruction show that some characteristics of stu-
dents have an effect on the students' interaction with a
programed text. Some of the personality variables studied
include: 1) achievement motivation, 2) general anxiety,

3) test anxiety, 4) creativity, 5) dominance, 6) exhibitionism,
7) self—reliance and 8) social need.

The relatively new area of aptitude-by—treatment inter-
action (ATI) has shown a few significant findings. Presenta—
tion method has an effect on Opinion—change (Hovland).
Affiliation motive interacts negatively with achievement—
oriented treatments, while interacting positively with a multi—
incentive treatment (Atkinson and Reitman). Underachievers
interact positively with reproof in instruction while normal
achievers interact positively with praise (Van De Riet).
Achievement on the Hidden Figures test is indicative of success
in written instruction, while videotape treatment worked best
for subjects scoring low on the Hidden Figures test (Koran,
g3 g1.). ATI research related to programed instruction has
revealed a positive interaction between low ability and deduc—
tive reasoning, and between high ability and inductive reason-
ing in the presentation of material.

Studies conducted within the framework of the Educational
Science of cognitive style are more numerous than either ATI
research or those studies relating personality variables to

programed instruction. Cognitive style patterns of successful

I

. AI
3".
..v:

a.
C"
AA‘A

...:-

...-l

".C
Vs

56

mathematics students and successful English teachers have
been determined. Teachers tend to rate students more highly
when the studentfs cognitive style matches the instructor's.

A study by Robinson showed that cognitive styles of individuals
change as they receive instruction. Another study indicated
that college administrators differ from public school adminis-
trators in cognitive style. DeLoach found that administrators
tend to rate instructors higher when the instructor's teaching
and cognitive styles matched those of the administrator than
when the styles were dissimilar. Cotter discovered that cog-
nitive style affects student choice of curricula.

Of interest to this study are the dimensions of cognitive
style which lead to success in completing a programed text.
The studies of the first section of this chapter indicated
some of the personality variables which interact with the
programed text. The ATI research cited indicates that varia-
bles working upon a situation should be viewed in pairs, with
paired treatment, so that aptitude-by-treatment interactions
can be derived from the study, if they exist within the data.
However, nowhere could this investigator find a study which
sought the relationship, as this investigation does, between
1) individual differences, 2) characteristics of the instruc—
tional materials used by the student, and 3) characteristics

of the setting in which the student uses the materials.

CHAPTER III

DESIGN OF THE STUDY
The conceptual framework called the "Educational Sciences,"
as employed at Oakland Community College, was developed over
the past thirteen years under Dr. Joseph E. Hill, first at
Wayne State University in Detroit and later at Oakland Commun—
ity College. The framework is based upon investigations
carried out under Hill and others (e.g., Alam and Blackman of
Michigan State University; Byrne and Pinix of the University
of Michigan; Clute, Rislov and Smith of Wayne State University),
and observations and studies carried out by the Oakland Commun—
ity College staff.

Oakland Community College is a public two—year institu-
tion of higher learning serving Oakland County in Michigan.
The institution has four campuses (Auburn Hills, Highland
Lakes, Orchard Ridge, and Southwest) serving approximately
15,000 students, and twenty—five extension centers serving
another 3,700 students. The area served includes nearly 900
square miles and has an assessed valuation of $4.7 billion.

The college has a total student pOpulation of nearly
19,000 which is served by a staff of approximately 350, includ-

ing 25 administrators and 66 support personnel. The staff

57

58

includes 31 doctorates, 267 master's degrees and 43 bachelor's
degrees.

Approximately one-third of the graduates of the college
go on to four-year institutions.

The present investigation was conducted within the Founda-
tional Studies program because of the investigator's interest
in educationally disadvantaged students, and the open enrodl—
ment problems pressing community colleges and four—year insti-
tutions. Foundational Studies is an experimental program
initiated by the College Academic Senate for the 1969-1970
academic year, and continued to the present. The program con-
sists of twelve courses: three in Communications, three in
Humanities, three in Behavioral and Social Sciences, and three
in Natural and Life Sciences. This study was conducted within
the introductory course in Natural and Life Sciences (FNS 150 -
Foundations of Natural and Life Sciences).

The students enrolled in Foundations of Natural and Life
Sciences fluctuates from 250 to 400 per session during the
academic year, with an average enrollment of approximately 300
per session.

The students enrolled in FNS 150 have the following
characteristics:

a. They are first year college students;

b. They have lower than twelfth grade reading levels, as

diagnosed by the reading tests incorporated within

the Oakland Community College test battery;

59

c. they did not like science in public school;

d. one-half had not had science since junior high school;

e. only 10% had successfully completed general biology

in high school.

Of the nearly 300 students enrolled each session, approxi-
mately 90%»earn a grade of C or better on a traditional scale
of A, B, C, D, or F, with grading procedures consistent within
the science departments. This compares to 7l% of the enrolled
students who earned a grade of D or better in the science
courses outside the Foundational Studies, but employing the
same criteria for success. The science courses outside the
Foundational Studies do not presently use cognitive style map—
ping as a tool for prescribing educational experiences for
students. In addition, the Foundational Studies Natural and
Life Science courses enroll nearly twice the number of students,
per instructor, as the rest of the science departments’
courses.

The course within which this study was carried out (FNS
150) is taught by two classroom instructors and one instructor
specially trained for individualized tutorial instruction with-
in the Individualized Programmed Learning Laboratory, or IPLL
(see Chapter I for a description). One classroom instructor
is a Ph.D. The other instructors hold Master's degrees. Both
classroom instructors hold tenure at the college, one having
served seven.years and the other three years in the school.

Both classroom instructors are authors of Science textbooks.

60

'See Appendix B for a complete description of the course em—

ployed within this study.

Samples Employed by the Study

The investigation was conducted during the winter session,
1972, using two groups of students who met the following
criteria:

a. the student had taken the Oakland Community College

test battery for determining cognitive style;

b. a cognitive style map had been prepared from the
results of the Oakland Community College battery;

c. the student's cognitive style map indicated to him
and the instructors that the IPLL experience would
be well suited to the student's cognitive style.

The sample was further limited to: d) those students who
completed the programed text materials associated with the
unit under consideration, e) to those who also completed a
pretest and posttest associated with the unit's programed
materials, and, f) to those who received no aid from the
tutorial instructor.

Thirty-six (36) students met the above criteria for the

unit on the naming of organic compounds.1 Twenty (20) students

 

\lThe programed text used for this unit was: James E.
Banks, Naming Organic Compounds: A Programed Introduction to
Organic Chemistry (Philadelphia: W. B. Saunders Co., 1967),
pp. 1-80.

up!
“14

r f (I?

'4
,l

"- ‘~_‘

61

met those six criteria for the unit on Newton's laws of
motion.2 Thirteen of the students met the criteria for both
units. All 43 students were included in the sample for this
investigation. Hill and Kerber refer to this type of sampling
procedure as "judgment" or "purposive." "Purposive" sample
selection is described as follows:
When the selection of a sample is based upon human
judgment, it is called "purposive" or "judgment" selec-
tion. Such selection is determined on the basis of what
the research worker might consider from his past experi—
ence to be a typical or representative sampling unit.
It may also be based upon the findings of an analysis of
the statistical population relative to physical, psycho-
logical, sociological, or economic characteristics.
Sometimes it is a haphazard selection of accessible
population elements—~persons who pass a particular corner
in a certain city, for example. Frequently, "purposive"
selection is considered "segmental" selection, to the
extent that the selection is restricted to certain seg—
ments of the total statistical population.3
The purpose of this study was to detenmine the signifi-
cance of the degree of match between a student's cognitive
style and the mode of understanding required by an instruc—
tional package plus the setting in which that package was used.
Accordingly, only those students whose cognitive styles were
known and who completed the instructional package (pretest,

programed text and posttest) in the IPLL setting could be used.

 

2The programed text used for this unit was: James E.
Bradner and Tamar Y. Susskind, Newton'§_Laws of Motion
(Anaheim, California: Litton Instructional Materials, Inc.,
1966), 80 pp.

3Joseph E. Hill and August Kerber, Models, Methods, and
Analytical Procedures in Educational Research (Detroit: Wayne
State University Press, 1967), pp. 43-44.

62

Representativeness of Population

 

The pOpulation of interest in this study consisted of all
Oakland Community College students enrolled in Foundational
Studies Natural and Life Science courses, and who had cognitive
style elements which indicated to the students and instructors
that IPLL experience would be valuable for those students.

The process involved in develOpment of personalized prescrip-
tions is discussed in Chapter I. Of all winter session (1972)
students whose maps indicated IPLL assignment (N = 61), ll
elected other assignment study areas for the two units under
consideration and seven sought tutorial aid from the IPLL in-
structor. The remaining 43 students formed the defined pOpula-
tion.4 Since there is no reason to believe that winter ses-
sion students differ from those who enroll in fall or spring
sessions, and all students who met the criteria were included
in the sample, the defined population was considered repre-

sentative of the population from which it was drawn.

Adequacy of the Sample Size

Since this investigation was designed as an exploratory

study, small sample theory was employed. Since the parameter

 

4While the breakdown of the pOpulation by sex is not im—
portant to this study, it can be noted that the school's fall,
1971 enrollment included 58% males and 42% females. Within
Foundational Studies Natural and Life Sciences the breakdown
during winter session, 1972 was 68% male and 32% female. The
defined population was 57% male and 43% female. The sample
for the instructional unit concerning the naming of organic

-‘

~\§

.\

63

to be estimated was that of the mean score of a group on a
performance test, the following formula to determine the
adequacy of the size of sample was employed: n = [%é§]2.5
Here "Z" denotes the value of the "normal deviate," “6" de-
notes an estimated value of the standard deviation of the
population scores, and "d" indicates the "size" of the accept—
able sampling error. A "Z" of 1.96 was chosen to give a
confidence interval of 95%. A W6" of 1.67 was chosen since
the criterion level for "success" was established for the pre-
and posttests as a score of 95% or better, and thereby limited
scores to the range 95-100, inclusive. A "d” of 1 was chosen

because of the limited range of scores (95-100).

In this study the formula was employed as follows:

n _ (1.96) (1.67) 2
' (1)

fitill

Under the conditions acceptable to the study effort, a sample

size of 11 or more was considered adequate.

Data Collection

 

The data collection aspect of this investigation is
described in two parts: (A) the instruments and techniques,
and (B) the procedures which were followed during data collec-

tion.

 

compounds was 53% male and 47% female. The sample for the
unit on Newton's laws of motion was 65% male and 35% female.

5W. Dixon and F. Massey, Introduction to Statistical Analy-
sis (New York: McGraw-Hill Book Company, Inc., 1957), pp. 84-85.

. .
a ‘N‘
He .1:

cum

6&5

a-vb
in.»
.

9
:-~
au‘

g ",3
items

167.61

64

Instruments--The ngnitive Style Test
Battery

The first of the instruments used was the test battery
designed at Oakland Community College to determine the cogni—
tive style of individuals. The battery is divided into two
parts. The first part includes nine individually timed tests,
and requires nearly two and onewhalf hours to complete. The
student characteristics which the testing staff attempts to
determine through each of these timed tests are:

Theoretical Tests-u

#1: Verbal Reasoning——T(vl)

#2: Listening--T(a1)—-an audio tape

#3: Numerical Reasoning--T(vq)

#4: Reading--T(v1)—-Gates Reading Test

#5: Numerical Listening--T(aq)—-an audio tape

#6: Grammar--T(v1)-—deve10ped by the English
departments at Oakland Community College

Qualitative Tests-—

A: Visual Patterns--Q(v)
B: Auditory Patterns--Q(a)
C: Olfactory Discrimination--Q(o)

The second section of the Oakland test battery consists
of five untimed tests. The measures test for the following
cognitive style elements:

Test #7: Qualitative Codes-—Q(cem), Q(ces), Q(cet),

Q(dh). Q(ck)

Test #8: Qualitative Codes-—Q(ckh), Q(cp), Q(cs),Q(ct)

I‘Fur

.Cs‘u.

Q"?!
31“

LL:

uh»

65

Test #9: Cultural Determinants——I, A, F

Test #10: Modalities of Inference M, D, R, L

and Deductive Reasoning K

Qualitative Test for Tactile Discrimination Q(t)

Test D:
C(19)

and Proprioceptiveness
The test battery is both diagnostic and descriptive in

nature. From test results the Testing Center personnel are

able to determine certain strengths and weaknesses of the stu~
dent in areas of language and mathematics usage, auditory

language and mathematics propensities, and the qualitative

symbolic areas of auditory, olfactory, tactile, visual and

prOprioceptiveness. The tests also call upon the student to

Provide descriptive information concerning his qualitative

COdes, cultural determinants of the meanings of symbols, and

modalities of inference. Itens included in all these tests

have either been develOped at the college or taken from a
variety of instruments, including the Iowa tests of Educational
Development, the Gates Reading Tests, and Vineland Social Ma-
t‘~13:'ity Scale, the Differential Aptitude Test, the Raven Matrices
Survey, the Mueller Auditory Test, Nottus Pattern test, and
the Science Research Associates batteries.

All of the Oakland Community College tests have item
Va lidity. Since no instruments exist to determine the concur—
rent validity of this battery of tests, it was validated
erI‘ljpirically through observation, learning successes and inter-

views with the students and their associates. The validation

aa-Inple included one thousand student maps. To date over twenty

thousa:
less ti
tions I
show: i

A}

for the

tests

fags

66

thousand students have been mapped for cognitive style, with
less than 2% needing retesting in order to satisfy indica—
tions that their styles were decidedly different from those
shown in their original mappings.

Appendix A contains a c0py of the manual of directions
for the Oakland Community College test battery. The tests
in their entirity may be found in the library of the Testing

Center at Orchard Ridge Campus, Farmington, Michigan.

Instruments-—The Foundational Studies
150 Unit Tests

The Foundational Studies in Natural and Life Sciences is
an unique series of three courses develOped by the instructors.
The characteristics of the students enrolled in these courses
was reviewed earlier. Foundations of Natural and Life
Sciences (FNS 150) is an overview course covering biology,
chemistry, geology and physics. Over three-quarters of the
instructional materials used in the course (audio tapes, video
tapes, models, slides, filmstrips, programed texts and tests)
were developed by the classroom instructors. These materials
were designed for use within the Educational Sciences frame-
\mork employed at the college. 'The content tests for the two
units used within this study were develOped.by the classroom
instructors, and the content validated by them. The content
tests have a reliability rating of .84. Copies of the several

forms of these tests appear in Appendix C.

67

Sgnditions Under Which the Study was
Qnducted

During the fall session of 1971 contact was made with

the classroom instructors for Foundations of Natural and

Life Sciences (FNS 150). The idea was presented that perhaps

gain scores on tests could be predicted on the basis of student

cognitive styles. Pre- and posttest scores for selected units

would be compared to the degree of match between student
styles and the instructional package plus the [setting in which

it: was used. The prOposed study interested the instructors,

who had completed several studies involving instruction and

cognitive style mapping. They saw the proposed study as both

a complenent and supplement to their efforts.

The investigator had originally hoped to carry out the
Study with several types of mediated instruction (e.g., audio
tapes, video tapes, movies, slides, filmstrips, programed

instruction). However, pretests and posttests for each of

these forms of instruction had not been develOped by the

instructors at that time. It was decided that the instruction-

al units in the Individualized Programmed Learning Laboratory

C IPLL) would be used because both pre- and posttests were

a-\7::\i1ab1e and had been validated. It was further decided that

:lie two units whichhad been most difficult for students to
I2<Jmplete successfully (to a 95 or 100% criterion level on

Posttests) would be employed in the study.

Certain conditions were required of the investigator,

namely: 1) conditions consistent with standard Oakland

£077.11:
none.
:3 the

C328:

.
s..».

and ‘

p
§‘r

i‘
flul‘

68

Community College procedures were to be retained, including
normal procedures followed in FNS 150; 2) students assigned
to the IPLL for the sixth and seventh weeks' units would
constitute the population from which the sample would be
selected; 3) students could work with the materials at any
time during the week assigned and seek tutorial aid as they
felt need; 4) materials could be reworked until any form of
the posttest was passed at or above the 95% criterion level;
5) only those students who completed the unit within the IPLL
setting, without tutorial aid would be included in the sample
for this study.

It was agreed that the students would not be informed
that their test performance was monitored by a person other
than Oakland Community College staff members. Feedback of

results was guaranteed to the classroom instructors.

Data Collection Procedures

The following procedures were followed in gathering data

for the study:

1. Class lists were obtained for FNS 150. The Data
Processing Center ran copies of the cognitive style
maps of all class members previously tested for
cognitive style.

2. During the fifth week of the winter session (February
7—11, 1972) IPLL assignments were prescribed for
sixty—one (61) students. Of these, eleven (11) chose

to enter other assignment areas and seven sought

the IP
fleetin

Greta:

69

tutorial aid in the IPLL. Of the forty-three (43)
remaining, twenty (20) met the criteria for inclusion
in the sample for the unit on "Newton's laws of
motion" during the week of February 14—18, 1972.
Thirty—six (36) of the forty-three (43) met the
criteria for inclusion in the sample dealing with
"naming organic compounds" during the week of February
21-25, 1972. The criteria for inclusion were previ—
ously cited under Samples Emplbyed by the Study in
this chapter. Pre- and posttest results were
gathered during the weeks indicated for the units.
The modes of understanding required by the two tasks in
the IPLL setting were determined by a panel of experts at a
meeting held on March 22, 1972, in the IPLL offices on the
Orchard Ridge Campus. The panel consisted of Dr. Joseph E.
Hill, Dr, Virginia Svagr (Director of the Diagnostic Center
and Learning Systems), Dr. Calvin Moore and Mr. James E.
Bradner (instructors of Foundational Studies courses in
Natural and Life Sciences), Mr. Albert Grasser (instructor in
mathematics), Mr. Robert Leszczynski (IPLL instructor), and
this investigator. All had been designated by Hill as experts
in the required evaluation techniques within the Educational
Sciences. The panel viewed the package (text and tests) for
each unit, keeping in mind the IPLL setting in which the
nmterials were used, and noted in writing the mode of under—

standing required by each package. These notes were then

7O

tallied, and the mode of understanding traits listed. The
following table indicates the cognitive style traits included
in the mode of understanding required by the package and
setting for "Newton's laws of motion" (Figure 3.1). The mode
of understanding required by the package entitled "naming
organic compounds" is found in Figure 3.2.

The Data Processing Center of the college then ran a
computer check of each student completing the unit on Newton's
laws of motion to determine the degree of match between the
student's cognitive style and the mode of understanding re-
quired by the unit as presented in the IPLL. (See Chapter I
for a description of the process for determining the "degree
of match.”) The same computer procedure was carried out for
the students completing the programed unit on the naming of
organic compounds.

The data gathered on the degrees of match for each stu-
dent were then divided into nearly equally populated groups

according to the degree of match, for statistical analysis.

Analytical Technique

 

The data gathered from cognitive style maps of students
included in the sample, the mode of understanding required by
the two instructional units as used in the IPLL, and the
students' pre— and posttest scores were analyzed using the

"two sample" Kolmogorov—Smirnov statistical test model, a

71

 

 

MODE OF NUMBER OF PANEL MEMBERS
UNDERSTANDING LISTING THE TRAIT
T(vl) 7 of 7
T(VQ) ' 7 of 7
Q(V) 5 of 7
Q'(p) 5 of 7
Q(cem) 6 of 7
Q(cet) 7 of 7
Q(CS) 6 of 7
Q'(ces) ’5 of 7
I 7 of 7

M
R' 7 of 7
DI
R
M! ; 7 of 7
DI

UI< 7 of 7

 

 

 

 

Figure 3.1 - Mode of Understanding Required by "Newton's
Laws of Motion" Unit

72

 

 

MODE OF NUMBER OF PANEL.MEMBERS
UNDERSTANDING--r LISTING THE TRAIT
T(vl) 7 of 7
T(vq) 7 of 7
Q(V) 7 of 7
Q(cem) 7 of 7
Q(cet) 7 of 7
Q(CS) 6 of 7
I 7 of 7

M
R"~ 7 of 7
DI
R
M' 7 of 7
DI
D
M' 7 of 7
RI

 

 

 

 

Figure 3.2 - Mode of Understanding Required by the
"Naming Organic Compounds" Unit

73

non-parametric procedure. The Kolmogorov-Smirnov model is
described by Hill and Kerber as follows:

The two-sample test is concerned with the degree of
agreement between the two cumulative distributions of

the relative frequencies observed in the respective
samples. If the two samples have actually been drawn
from the same population, or populations having the same
distribution, the cumulative distributions of both
samples should be reasonably close to each other over the
range of values involved. If the two-sample cumulative
distributions evidence too much divergence at any point,
there is a given probability that the samples might come
from different populations. If the deviation between

the two cumulative distributions at any point is so

great that it would occur, according to the apprOpriate
Kolmogorov-Smirnov probability distribution, less than

5 per cent, or 1 per cent of the time, due to chance
factors alone, the null hypothesis (no difference between
the respective cumulative distributions) is rejected in
favor of the statistical alternative hypothesis (H1).6

The one-tailed two—sample test was used to indicate direction
of any statistically significant differences between groups.
A two-tailed test indicates difference but not the direction
of the difference. An example of the application of this

technique as applied to this study is described below.

 

 

 

 

 

 

MATCH GROUP DISTRIBUTION CF GAIN SCORES
BY DEGREE (CUMULATIVE) TOTAL
013' MATCH - to o to 25 26—50 51-75 76—100
1 0 1 6
_ o i._ 7 l__l Z_l£ 8 éé
10° 81‘ 8 ‘ 56 8‘56 8‘56 8—5 8
2 o 1 4
. .2. _ 15. 2.1.6 1.251. 1.5_§.
80 616 7 ‘ 56 7‘56 7‘5 7‘5 7
ABSOLUTE 19
DIFFERENCE _9_ _9_ 56 o
BETWEEN 56 56 D=.178
GROUPS

 

 

 

 

 

 

 

ZFigure 3.3 - Hypothetical Distribution of Student Scores

 

6Joseph E. Hill and August Kerber, gp. cit., p. 311.

74

In the hypothetical distribution shown above, %%, or
.178, is the maximum difference between groups and, as such,
is the difference to be tested using the Kolmogorov-Smirnov
model. The testing consists of comparing this test differ—

ence to "a chi—square distribution with two degrees of

freedom, where X2 is computed by the formula:
2 2' N7
nl+n2
"D" denotes the maximum difference between groups and "n1"
and "n " indicate the number of subjects in each group. The

2
chi-square value at the .10 alpha level, with two degrees of

freedom, is 4.60.8 The test is computed as follows:

2 2

  

 

X = 4D - nlnzy
.nl+n2 ,
x2 = (4) (.173)2 ‘ a 7
8+7
x2 = (4) (.178)2 (56
15
x2 = 4(.03l68) ES
.15
x2 = 4(.3168)(3.733)
x2 = (.12672)(3.733)
x2 = .473

This tested value (.473) is compared to the chi-square value

at the .10 alpha level, with two degrees of freedom. Since

 

7Hill and Kerber, p. 319.
8Ibid., p. 303.

 

the chi—square value (4.60) is greater than the tested value

(.473), the tested value is not significant at the .10 alpha

level.

Statistical Hypotheses

This study was designed to determine the significance of
the degree of match between the cognitive style of an indi-
vidual and the mode of understanding required by the task
the individual had to perform, in terms of gain scores between
pre- and posttests. There were three general questions to be
answered by the investigator, as presented in Chapter I. The
general questions to be answered are stated here in hypothesis-
testing form for convenience in applying the Kolmogorov—

Smirnov nonparametric measure to the data gathered.

Operational Hypothesis 1: The group of students exhibiting
the greatest degree of match between cognitive style and mode
of understanding required by the task will show a gain score
(on tests associated with a unit-long instructional package)
that is significantly greater, statistically, than the group
of students in the sample exhibiting a middle-range degree of

match.

(Jperational Hypothesis 2: The group of students exhibiting
the greatest degree of match between cognitive style and the
twode.of understanding required by the task will show a greater

gain score (on tests associated with a unit-long instructional

76

package) that is significantly greater, statistically, than

the group of students exhibiting the lowest degree of match.

Operational Hypothesis 3: The group of students exhibiting
the middle—range degree of match between cognitive style and
mode of understanding required by the task will show a greater
gain score (on tests associated with a unit-long instruc-
tional package) than the group of students exhibiting the

lowest degree of match.

§§mmary

The purpose of this investigation was to determine the
significance of the degree of match between the cognitive
style of the student and the mode of understanding required
by a particular instructional package and the setting in which
the package is used. Two groups of students and two programed
instruction packages were used in the study.

Twenty (20) students at the Orchard Ridge campus of
Oakland Community College in Farmington, Michigan were selected—
from students assigned to the Individualized Programmed Learn~
ing Laboratory (IPLL) for a unit on Newton's laws of motion.
These students were enrolled in Foundations of Natural and
Life Sciences (FNS 150) during winter session, 1972. The unit
'was part of their normal course of study. In addition, thirty-
six (36) students enrolled in FNS 150 at Orchard Ridge Campus
'were selected from students assigned to the IPLL for a unit

on the naming of organic compounds.

77

Each sample group followed the same procedures within
the IPLL setting. Each student was pretested, each completed
the programed instruction materials, and each was posttested.
Pretest and posttest scores were recorded to obtain gain
scores of individuals.

A panel of experts determined the mode of understanding
for each unit package (pretests, programed instruction and
posttests) as used within the IPLL setting.

The Oakland Community College computer was utilized to
compare individual student cognitive style maps with the mode
of understanding required by each unit instructional package,
yielding individual degrees of match.

Students were grouped by degrees of match. Gain scores
on the units completed by the students were then analyzed in
terms of the degrees of match using the Kolmogorov-Smirnov
two sample statistical test model.

Three operational hypotheses were listed for statistical

.analysis, using the data gathered in the study.

CHAPTER IV

ANALYSIS OF THE DATA AND FINDINGS

The Operational hypotheses tested in this study were the

following:

Operational Hypothesis 1: The group of students exhibiting
the greatest degree of match between cognitive style and mode
of understanding required by the task will show a gain score
(on tests associated with a unit-long instructional package)
that is significantly greater, statistically, than the group

of students in the sample exhibiting a middle-range degree of

match.

Operational Hypothesis 2: The group of students exhibiting
the greatest degree of match between cognitive style and the
mode of understanding required by the task will show a greater
gain score (on tests associated with a unit-long instructional
package) that is significantly greater, statistically, than

the group of students exhibiting the lowest degree of match.

Operational Hypothesis 3: The group.of students exhibiting the
‘middle-range degree of match between cognitive style and the
'mode of understanding required by the task will show a greater

gain score (on tests associated with a unit—long instructional

78

79

package) than the group of students exhibiting the lowest
degree of match.

The hypotheses were tested using the Kolmogorov-Smirnov
two sample statistical test model. Siegel describes the
Kolmogorov—Smirnov test as "... sensitive to any kind of

"1 and "... when compared

difference in the distribution....
with the t-test, the Kolmogorov—Smirnov test has high power-
efficiency (about 96%) for small samples ... [and] seems to
be more powerful in all cases than either the chinsquare test
or the median test ... for very small samples ... [and] is
slightly more effibient than the Mann-Whitney test...."2

Since this study was exploratory in nature, all hypothe-
ses were tested at the .10 alpha level.

Charts representing the Kolmogorov-Smirnov analysis will

be included following the section in which each hypothesis is

discussed.

Findings of the Study

The purpose of the study was to determine the significance
of the degree of match between a student's cognitive style and
the mode of understanding required by an instructional package

and the setting in which it is used. Students were grouped

 

1Sidney Siegel, Nonparametric StatiStics for the Behav—
ioral Sciences (New York: McGraw-Hill Book Company, Inc.,
1956), p. 127.

2Ibid., p. 136.

‘1
5
y

_-

-’m
_

 

80

into one of three groups, depending upon the degree of match
their cognitive style map exhibited when compared to the mode
of understanding for the instructional unit. Table 4.1 dis—
plays the students' degree of match, the number of trials
(pre- and posttests taken), and the gain scores and posttest
scores for the sample dealing with the unit on Newton's laws
of motion. Table 4.2 displays the same data for those stu—

dents working with the materials for the unit on the naming

of organic compounds.

(Operational Hypothesis 1: The group of students exhibiting
the greatest degree of match between cognitive style and mode
of understanding required by the task will show a gain score
(on tests associated with a unit-long instructional package)
that is significantly greater, statistically, than the group
of students in the sample exhibiting a middle-range degree of

match.

Statistical Alternative Hypothesis

2, where CRF1 denotes "Cumulative Relative

Frequency" of the first grOup, and CRF2 denotes "Cumulative

H1 : CRF1> CRF

Relative Frequency" of the second group.

Null Hypothesis

H

0:

CRFl g CRF2

(n

u
1
\
a
is
i
K
_-

 

81

Table 4.1 - Degree of Match Groupings for Newton's Laws Unit

 

 

 

 

 

 

 

 

 

 

DEGREE GAIN POSTTEST
STUDENTS OF TRIALS SCORE SCORE
MATCH
1. 97 2 100 100 m
H
2. 96 2 85 95 g
F!
3. 95 2 7o 95 S
3
4. 87 2 95 100 a
0
5. 86 2 90 95 s
Q
6. 83 3 95 100 g
"U
7. 82 2 10 100
8. 82 3 80 100
.9. 77 2 100 100 z
10. 77 2 6O 95 E
L“
11. 72 3 90 100 m
12. 7o 2 90 100 E
O
13. 67 2 25 25 m
G)
14. 64 2 20 20 g
"U
15. 62 2 95 95
16. 58 2 10 100 S
17. 58 2 15 100 §
GU)
38
18. 54 2 5 95 (:3
«a»
19. 52 2 80 100 g
It:
20. 41 2 100 100

 

 

82

Table 4.2 — Degree of Match Groupings for "Naming Organic Com-
pounds" Unit

 

 

 

 

DEGREE GAIN POSTTEST
STUDENTS OF TRIALS SCORE SCORE
MATCH
1. 100 3 4O 95 m
2. 97 2 25 100 H
3 . 92 3 95 100 a
4. 88 . 2 80 95 mcn
5. 84 2 35 45 3’9
6. 84 2 15 100 g g
7. 84 2 60 95 :a
8. 81 2 35 95 g
9. 81 3 70 100
10. 79 3 6O 95
11. 78 2 65 95 z
12. 77 2 30 100 g
13. 74 2 7O 95 g
14. 73 2 35 45 m
15. 73 3 45 100 3
16. 72 3 75 100 a
17. 72 2 15 100 0
18° 69 3 20 60 m
19. 65 2 7O 95 g
20. 63 2 30 100 o
21. 63 3 35 100 g
22. 62 3 100 100
23. 62 2 80 100
24. 59 3 90 95
25. 59 3 50 55 b
26. 58 2 45 95 0
27. 55 5 6o 95 E
28. 55 2 15 20 S
29. 52 2 o 60 3
30. 51 2 4O 85 v
31. 51 3 45 70 a
32. 47 2 20 40 Q
.33. 42 3 45 95 n
34. 38 3 20 80 g
-35. 37 ‘3 60 95 g
36. 33 2 4O 75

 

 

 

 

 

 

 

 

83

Tables 4.3 and 4.4 indicate the pretest—posttest gain
scores on the programed instruction units covering Newton's
laws of motion and the naming of organic compounds, respectively.

Table 4.3 - Kolmogorov-Smirnov Test Between Highest and Middle-
range Match Groups for the Unit on Newton's Laws of

 

 

 

 

 

Motion
.MATCH GROUP, PRETEST—pGSTTEST GAIN SCORES
BY DEGREE n
OF.MATCH - to 0 to 25 26-50 51-75 76-100
1 o 1 6
loo-81% 1 - _Z _Z. 14. :9. ‘8
8 ‘ 56 56 56 56
2 0 1 4
80-6I% 2 _ 19 19. éé, £9 7
' 7 7 5- 56 56 56
ABSOLUTE 19
DIFFERENCE _9 ._g 56 o
BETWEEN 56 56
GROUPS D=.l78

 

 

 

 

 

 

 

 

Table 4.4 - Kolmogorov—Smirnov Test Between Highest and Middle-
range Match Groups for the Unit on the Naming of
Organic Compounds

 

 

 

 

 

MATCH GROUP, PRETEST-POSTTEST GAIN SCORES
BY DEGREE . n
OF MATCH - to 0 to 25 26—59 51-75 76—100
2 3 2 2
loo-81% 2 _ 28 70 98 126 9
9 7 26 126 26 126
2 5 6 1
80-61% (_2 _ 18 63 108 126 14
_ l4 ‘ 26 126 26 126
ABSOLUTE 10 10
DIFFERENCE 126 7 126
BETWEEN 126 0
GROUPS .079 D=.079

 

 

 

 

 

 

 

 

84

Since the largest absolute difference in Table 4.3 is
.178, this is the value which was tested by the Kolmogorov-
Smirnov one-tailed two-sample model. The formula for testing

this value is:
2

2 -
nl+n2

This computed value was .473. The computed value was compared
to the chi—square value with two degrees of freedom, at the
.10 alpha level. The chi—square value, 4.60, was greater
than the computed test value (.473). The computed test value
was found not to be significant at the .10 alpha level. The
'method for determining the test value is found in Chapter III.
Computational work tables are found in Appendix D.

The largest absolute difference in Table 4.4 is .079.
The computed value is .13147. When compared to the chi-square
value (4.60) this computed value was also not found to be sig-
nificant at the .10 alpha level.

In neither sample was the difference in gain scores found
to be significant (d:= .10) between the highest match group
and the middle-range match group. Therefore the null hypothe—

sis cannot be rejected and the operational hypothesis cannot

be accepted.

Operational Hypothesis 2: The group of students exhibiting
the greatest degree of match between cognitive style and the
Inode of understanding required by the task will show a greater

gain score (on tests associated with a unit-long instructional

85
package) that is significantly greater, statistically, than
the group of students exhibiting the lowest degree of match.

Statistical Alternative Hypothesis

H ° CRF1>'CRF

 

1' 2
Null Hypothesis
. <' 4
HO . CRFl __ CRF2

Table 4.5 - Kolmogorov-Smirnov Test Between Highest and Lowest
Match Groups for the Unit on Newton's Laws

 

 

 

 

 

 

 

 

 

 

 

 

.MATCH GROUP, PRETEST-POSTTEST GAIN SCORES
BY DEGREE ~ n
OF MATCH - to 0 to 25 26-50 51-75 76—100
1 - 0 l 6
loo-81% I _ _5 .2 _1_0. .49. 8
8 ' 40 40 40 40
3 0 0 2
60-0% 1 _ 2.4. 29. ZS £9 5
5 ” 40 40 40 40
ABSOLUTE 12 lg
DIFFERENCE 40 40 10 0
BETWEEN 4o
GROUPS .475 D=.475 1
Since the largest absolute value in Table 4.5 is .475,
this test value was used to determine the computed value
(2.7766). The computed value was found not to be significant

‘when.compared to the chi-square value of 4.60 at the .10 alpha

level.

 

86

Table 4.6 — Kolmogorov—Smirnov Test Between Highest and Lowest
Match Groups for "Naming Organic Compounds"

 

 

 

 

 

MATCH GROUP, PRETEST-POSTTEST GAIN SCORES
BY DEGREE n
OF.MATCH - to o to 25 26—50 51-75 76—100
2 3 2 2
loo—81% 2 _ 26 65 91 117 9
9 ‘ 1 7 117 117 117
4 6 2 1
60 -0% __4_ _ 36 90 108 117 13
13 " 17 117 117 117
ABSOLUTE 10 25 17
DIFFERENCE 17 17 117 O
BETWEEN
GROUPS D=.2137

 

 

 

 

 

 

 

 

The largest absolute value in Table 4.6 is .2137. The
computed value becomes .9700. This computed value is not sig-

nificant at the .10 alpha level when compared to the chi-square

value (4.60).

In neither sample, then, was the difference in gain scores
'between the highest match group and the lowest match group
found to be significant (Q2: .10). Therefore, the null hypothe-
sis could not be rejected and Operational Hypothesis 2 cannot

be accepted.

Operational Hypothesis 3: The group of students exhibiting the~
Iniddle-range degree of match between cognitive style and the
Inode of understanding required by the task will show a gain

score (on tests associated with a unit-long instructional

 

87

package) that is significantly greater, statistically, than

the group of students exhibiting the lowest degree of match.

Statistical Alternative Hypothesis

H1: CRF1> CRF2

Null Hypothesis

H : CRF1Ԥ_CRF

O 2

Table 4.7 - Kolmogorov-Smirnov Test Between.Midd1e—range and
Lowest Match Groups for Unit "Newton's Laws"

 

 

 

 

 

.MATCH GROUP, PRETEST-POSTTEST GAIN SCORES
BY DEGREE n
OF MATCH — to 0 to 25 26-50 51-75 76—100
2 0 1 4
80-61% 2 _ 1Q. 12 12 22. 7
7 7 35 35 35 35
3 o 0 2
60-0% 2 _ 21 21 21. 21 5
5 ‘ 35 35 35 35
ABSOLUTE 11 11
DIFFERENCE 35 35 ._§ 0
BETWEEN 35
GROUPS D=.314 .314

 

 

 

 

 

 

 

 

The largest absolute value in Table 4.7 is .314, yielding
a computed value of 1.1430. When compared to the chi—square
value (4.60) the computed value was found not to be signifi-

cant at the .10 alpha level.

88

Table 4.8 - Kolmogorov-Smirnov Test Between Middle-range and
Lowest Match Groups on "Naming Organic Compounds

 

 

 

 

 

MATCH GROUP, PRETEST—POSTTEST GAIN SCORES
BY DEGREE n
OF MATCH - to 0 to 25 26-50 51-75 76—100
2 5 5 2
80-6T% _g__ 26 91 156 182 14
14 - 82 82 182 182
4 6 2 1
60—0% _4__ 56_ 140 168 182‘ 13
13 ‘ 182 182 182 182
ABSOLUTE 49
DIFFERENCE 30 182 12 o
BETWEEN 82 182
GROUPS D=.269

 

 

 

 

 

 

 

 

The largest absolute difference in Table 4.8 is .269.

The computed value becomes 1.949. This computed value is also
less than the chi—square value, 4.60, and therefore not sig—
nificant at the .10 alpha level.

In neither sample was the difference in gain scores be-
tween the middle-range match group and the lowest match group
found to be significant «x = .10). Therefore, the null hypothe—
sis could not be rejected and Operational Hypothesis 3 cannot

be adcepted.

Additional Findings

As stated previously, this study was exploratory in
nature. For this reason the investigator analyzed data on

other.aspects of the problem under consideration. Other data

89

analyzed included the number of trials (pretests and posttests)
the students needed to reach the criterion level on posttests.
Students were divided into groups according to degree of match,
as in the previous analyses.

Tables 4.9 and 4.10 afe Kolmogorov—Smirnov tests between
"degree of match" groups indicating the number of trials to
criterion. In no case was the largest value significant at

the .10 alpha level. Therefore it could not be stated that

 

the number of trials needed by a student to reach the criterion
level is predictable on the basis of his cognitive style.

Tables 4.11 and 4.12 represent Kolmogorov-Smirnov tests
between a combination of high and middle—range match groups
and the lowest match group, indicating posttest scores on the
two instructional units. The break point of a 60% degree of
match for "Newton's laws" was chosen because of sample size.
If a break point of 55% had been chosen, one portion of the
sample would have included only three members, and if 50% had
been chosen (as the Educational Sciences have, for selecting
between "major" and ”minor" elements of cognitive style) there
would have been but one member. The break point of a 55%
degree of match was used for "naming organic compounds" for
the same reason.

The largest absolute difference appearing in Table 4.11
is .1333. This computes to a Kolmogorov-Smirnov one-tailed
test value of .2655, which is not significant at the .10 alpha

level when compared to the chi-square value (4.60).

1

90

Table 4.9 — Kolmogorov-Smirnov Test Between Match Groups for
Number of Trials, "Newton's Laws"

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

DEGREE OF NUMBER OF TRIALS TO CRITERION
MATCH n
2 3 4 or more
6 2 0
.6. _ §2 19. fl
100‘8r% 8 ‘ 40 4O 4O 8
4 1 0
. 1 9.2 19 49
ABSOLUTE D=.050 0 o
DIFFERENCE
6 2 o
o .5. _ 3.9. 519 Q
100-812 8 ‘ 4o 40 40 8
5 o o
2 82 i9 29
60—036 5 = 40 40 4O 5
ABSOLUTE
DIFFERENCE D='250 0 O
4 1 o
4 5. - 5.
5 0 o
5 2 i
ABSOLUTE
DIFFERENCE D='200 0 0

 

 

 

 

 

91

Table 4.10 - Kolmogorov-Smirnov Test Between Match Groups for
Number of Trials, “Naming Organic Compounds"

 

 

 

 

 

 

 

 

 

 

 

 

 

DEGREE OF NUMBER OF TRIALS TO CRITERION
MATCH 2 3 4 or more n
5 3 0

0 2-29 13. §
100—81A 8 - 48 8 8 8
7 5 0
. _7 29. .12. 12
80‘61" 12 = 48 12 12 12
ABSOLUTE _ A
DIFFERENCE D7°0415 O V
5 3 0
0 2-35. § .8.
loo-81% 8 _ 4O 8 8 8
1 3 3 1
o 1. _3_ .3 2
60-06 5 7 4o 40 5 5
ABSOLUTE 2_
DIFFERENCE D=°3245 40 O
7 5 0
. 1-15. 1.2. 12.
80'616’ 12 7 60 12 12 12
1 3 1
0 1-13.. 4_§. 2
60-06 5 7 60 60 5 5
ABSOLUTE 23/60 1; O
DIFFERENCE D=.383 6O

 

 

 

 

 

 

 

92

Table 4.11 - Posttest Scores by Degree of Match, "Newton's
Laws of Motion"

 

 

 

 

 

A POSTTEST SCORES
DEGREE OF MATCH 0-25 26-50 51-75 76-100 “
2 13
100-6T% _2 _2 _2 15 15
15 15 15 15
5 .
60-0% 0 0 0 -§ 5
ABSOLUTE 01.1333 .1333 .1333 0
DIFFERENCE

 

 

 

 

 

 

 

 

Table 4.12 - Posttest Scores by Degree of Match, "Naming
Organic Compounds”

 

 

 

 

 

POSTTEST SCORES
DEGREE OF MATCH 0—25 26—50 51-75 76-100 n
2 2 22
. 10 20 .2g
100-562 0 130 130 26 25
1 1 4 4
. 13 26 78 19
55-06 130 130 30 10 10
ABSOLUTE 13 16
DIFFERENCE 13 130 D=.446 0

 

 

 

 

 

 

 

 

The largest absolute difference in Table 4.12 is .446.
This computes to a value of 5.748, which is significant at
the .10 alpha level when compared to the chi—square value of
4.60. The computed value is nearly significant when compared

to the chi-square value at the .05 alpha level (5.99).

93

W

The findings resulting from analysis of the data indicatec
that none of the null hypotheses stated for the study could be
rejected in favor of the statistical alternative. Further
analysis of the data did not indicate a significance in the
relationship between the number of trials needed by a student
and his degree of match between cognitive style and mode of
understanding. Analysis of the data supports a significance
above the .10 alpha level in the relationship between degree 0:
match and posttest performance for the sample completing the
unit on the naming of organic compounds. The data does not
support significance in match-posttest for the sample complet-
.ing the unit on Newton's laws of motion. Discussion and impli-
cuations of these findings are considered in the following

chapter .

CHAPTER V

SUMMARY AND CONCLUSIONS

Instructional Development appears to be an area of educa-
tion from which gains in efficiency and effectiveness of
instruction may be expected. One method of making the instruc-
tional process more efficient and effective is to adapt in-
structional strategies to the individual characteristics of
the student, hopefully ensuring the greatest amount of success
with the least expenditure of time and materials.

The purpose of this study was to find a method of match—
:Lng certain student characteristics (in terms of cognitive

svtyle) to an instructional strategy and setting suited to the

students' characteristics. More specifically, the purpose was
t:c> investigate the significance of the degree of match between
Student characteristics and instructional strategy and setting
c—‘-1‘1a31'acteristics.

Educational researchers have suggested studies in which
s‘tuuzlent, media and environmental characteristics are analyzed,
“':iftih learning tasks specifically defined, and learning condi—
tions identified for those tasks. All these suggestions were

elh‘ployed within this study.

94

as

'n
31

the
eat
it

me:
Ed;
are

0.”;

EEE

GR}

95

The conceptual framework called the Educational Sciences,
as used at Oakland Community College in Michigan, was employed
in this study. This framework includes the Educational Science
of Cognitive Style, used to diagnose student characteristics
in the planning of educational experiences at that college.
Cognitive style elements were used to define the characteris—
tics of the programed instruction package and the instructional

setting, as well as the characteristics of the student.

It is generally agreed that all students do not learn in
1:11e same ways. The literature reviewed in this study indi—
<221tes that little is known about the structure of learning as
it applies to either programed instruction or aptitude-treat—

ment interactions. This study employed a framework (the
Educational Sciences) within which cognitive characteristics
are measurable and, by so doing, attempted to shed more light
on student achievement.

This study was conducted in a community college serving
nearly 19,000 students. The pOpulation consisted of students
enrelled in a freshman science course designed for the edu-
cationally disadvantaged. Two samples were drawn from this
P0pu1ation (N=36, N=20) on the bases of accessibility and pur-
Pese of the study. Each sample was then divided according to
the degree of match between. student cognitive style and the
mode of understanding required by the programed instruction
pacZl‘iage and the setting in which it was used. Each student
comIpleted a pretest, the programed text, and a posttest for

the unit assigned.

of ‘
we:
0f 1
fer!

we: '

sat;

96

The data were analyzed by use of the Kolmogorov-Smirnov
"two sample" Statistical Test Model to indicate interactions
between groups of students matched, by degree, to the program
and setting. All hypotheses were tested using the .10 level
of confidence with apprOpriate degrees of freedom.

The findings of the study failed to reject the null form
c>f the Operational hypotheses which indicated that there
weuld be no difference between cumulative relative frequencies
c>ifgain scores across groups. There was no significant dif—
fifearence between relative frequencies of gain scores. The data

‘vveare further analyzed, with the only significant finding
(CDC = .10) indicating that posttest success for one of the two

asaannples could be predicted on the basis of cognitive style.

Conclusions

 

Analysis of the data supports the following conclusions:

1. No significant difference was found between gain
scores (on tests associated with either unit-long instructional
package) of the group exhibiting the highest degree of match
Eirlci. the group showing the middle-range degree of match between
Student characteristics and characteristics of the package and
EseatrtLing.

2. No significant difference was found between gain scores
((311 1:he same tests) of the group displaying the highest match
and the group exhibiting the lowest match between student

characteristics and package and setting characteristics.

SC

IE

51'
re

th

be

1
SH

98.

97

3. No significant difference was found between gain
scores (on the same tests) of the group showing the middle-
range match and the group displaying the lowest match between
student characteristics and those of the package and setting.

4. In addition, analysis of the data did not indicate any
:significant difference between the number of trials needed to

1:each criterion between students with the lowest match and
the rest of the subjects.

5. The data was then analyzed for possible correlations
between degree of match and posttest scores. One sample
aslaowed no significant difference between the lower "degree of

tTlEitCh" group and the higher group. The second sample showed
a significant difference (0: = .10) in favor of the higher

" degree of match" group.

Discussion

This exploratory study appears to have initiated more
qitzueestions than it answered. Many of these questions need to
‘1>€3 jpursued. The specific direction of these questions is
Cii_£3<:ussed in some detail in the section "Implications for
I?111:11re Research."

Analysis of the data has indicated that no significance
5111 Siain score was found between any combination of the three
gr931-1133 in each sample. There was no significance in the
nqu1>er of trials needed to reach criterion. There was signifi—

‘3Eiflcre: in the relationship between degree of match and posttest

SC

*1

'53

£3

98

scores, and with but one of the two sample groups.

There could be several reasons for these results. The
first deals with the nature of the criterion tests. Most
achievement tests have built into them an artificial ceiling.
In this case, the ceiling was a 100% test score. No matter
where the student placed on the pretest, the posttest ceiling

was 100%. A student scoring 0% on the pretest could gain
100 points on the posttest. A student scoring 90% could gain
only 10 points on the posttest. However, trends in the data
did not indicate that this feature of the study favored one
group over another.

A second possible reason for the results obtained deals
with the composition of the samples. In neither sample were
there included any students with negligible (0—24%) degrees
of match between student characteristics and those of the
package and setting. Each student has at least a "minor"

(2 5 -49%) degree of match. In one sample, 19 of 20 subjects
had a "major" (SO-99%) match. In the other, 31 of 36 had a
maj or match. The finding of no significant difference in the
data analysis tends to support Hill's principle that anyone
in the 50th to 99th percentiles, at a given educational level,
for a given characteristic or set of characteristics is a
"majer," regardless of the degree of that match (SO-99%) .
Clearly, the degree of match hypotheses of this study did not
Gennter that principle. In other words, the data support the
conclusion that there is no significant difference between

d I O O
egr ees of a major orientation.

fer.

ta

W

.1-

fer

5501

99

A third possible reason for the lack of statistical sig-

nificance may lie in the number of "minor" degrees of match

included in the samples. Perhaps if more students with

degrees of match ranging from 25 to 49% had been included in

the study the findings would have been different. If an

equal number of "minor match" students had been included and

results had indicated a significant difference between major

and minor matches, this portion of the Educational Sciences

(cognitive style) would have been strengthened. If no sig—

nificant difference could be found it would point up a pos—

sible weakness in the framework.
A fourth possible reason for finding no significant dif-

ference in the data is related to sample size. To find

statistical significance with small samples the data must

reflect a great absolute difference in the Kolmogorov-Smirnov

tables. Fer a sample of ten, the critical value is four, at

the .10 alpha level. The absolute difference must meet or

eacceed 4 to indicate significance. In samples of forty, how-

ever, the critical value is only 9 for the .10 alpha level.
Sample sizes in this study were determined by situations
within the Foundational Sciences Natural and Life Sciences
course and the normal procedures attendant to those situations.
A study incorporating larger samples may show significant dif-
felf-"emcee in those areas where this exploratory study could
Show none.

It appears, from the analysis of the data, that the time

and effort devoted to determining the mode of understanding

100

required by the instructional package and the setting in which
it was used provided no better data from which to prescribe
educational experiences than the original method used at the

The original method was to match students with

college.
The most effi-

settings which matched their cognitive styles.

czient and effective method Of selecting experiences for stu—

dients was that which already existed at the college.
The effects of programed instruction cannot be overlooked

:irtthis discussion. Within the sample completing the unit on

.Dlemton's laws of motion, 18 of 20 students reached the 95%

<:J:iterion level on the posttests. In the other sample 25 of

23(5 met the criterion. Seven of the eleven who failed to reach

the criterion were in the lowest 9 subjects in degree Of match.

Only 4 of the first 27 (in terms Of degree of match) failed to

reach criterion. By viewing the unit tests in Appendix C one

can see that the reason for this high rate of success is not

CiLJJEB to the simplicity of the tests. The results should be

<21:~£3dited to the effectiveness Of the programed texts. However,

i.t: is still the considered Opinion of this investigator that
these programs would not bring as great a percentage of those
£31:11<ients to criterion level whose cognitive styles were neg—

ligibly matched (0—24%) to the package and setting.

Implications and Recommendations
for Future Research

'The following suggestions for future research are based

on the findings of this study and the experiences and insights

lOl

gained during the investigation.
1. It is suggested that this study be replicated using
a larger set of sample groups. This investigation was explor-
atory, and data pointed up trends which might be significant,
statistically, with larger samples. The increased sample
.size would yield greater statistical precision of group measure-
utents.

2. This study was conducted within a science course de-
ssigned for specific student characteristics. For the results
citiscovered in the study to become generalizable to the field
(Dcf education, other studies should be conducted within addi-

tszonal subject areas, at additional grade levels.

3. Replication should also include those students who are

.rieagzligibly matched (O-24%) to the package and setting.

4. Further, replication should include other forms of
mediated instruction (audio tapes, video tapes, filmstrips,
uncarxries, slide—tape demonstrations, transparencies and other
forms of media) in addition to programed texts.

5. This study used first year college students with a
Particular set of characteristics. Future studies should in—
elude students at the other levels of educational development
and students with other demographic characteristics.

6. Cognitive style diagnosis is very new. Past studies
1121‘7GB shown the effectiveness of this diagnostic tool, but
care must be used in utilizing the data represented in this

and Other such studies. Educators have found implementation

of innovations relatively easy, but maintenance of those inno~
vations more difficult. Often this implementationamaintenance
predicament stems from inadequate knowledge relating to the
innovative phenomenon. The possibilities and limitations of
use of the cognitive style concept must be determined by pro-
fessional educators in light of their particular institutional
situations.

To blindly accept the framework called the Educational
Sciences and cognitive style mapping as another educational
Ipanacea would be dangerous. Knowledge of the framework is the
Jcey to success. Researchers should examine findings carefully
before either implementing or dismissing programs based upon

5 uch findings .

BIBLIOGRAPHY

Al.

Al

Ba

Ba

Be

3:

BIBLIOGRAPHY

Abedor, Allan J., and Gustafson, Kent L. "Evaluating Instruc—
tional Development Programs: Two Sets of Criteria."
Audiovisual Instruction, XVI, 10 (December 1971), 21-25.

Allport, Gordon W. "Motivation in Personality: Reply to
Mr. Bertocci." Psychological Review, XLVII (November
1940), 549-553.

Allport, Gordon W. Personality, A Psychological Interpreta—
tion. New York: Henry Holt and Company, 1937.

Atkinson, J. W., and Reitman, W. R. "Performance as a Func—
tion of Motive Strength and Expectancy of Goal Attain-
ment." Journal of Abnormal and Social Psychology, L111
(1956), 361-366.

Banks, James E. Naming Organic Compounds: A Programed
Introduction to Organic Chemistry. Philadelphia: W. B.
Saunders Co., 1967, 1—80.

 

Barron, Frank. "Some Personality Correlates of Independence
of Judgment." Journal of Personality, XXI (March 1953),
287-297.

Beane, Donald G. "A Comparison of Linear and Branching
Techniques of Programmed Instruction in Plane Geometry."
Journalgof Educational Research, LVIII, 7, 319-326.

Bracht, G. H. "Experimental Factors Related to Aptitude-
Treatment Interactions." Review of Educational Research,
XL, 5, 627—645.

Bradner, James E., and Susskind, Tamar Y. Newton's Laws of
Motion. Anaheim, California: Litton Instructional
Materials, Inc., 1966.

Briggs, Leslie J.; Campeau, Peggie L.: Gagné, Robert M.7 and
May, Mark A. Instructional Media: A Procedure for the
Design of MultieMedia Instruction, a Critical Review of
Research! and Suggestions for Future Research. Pittsburg:
American Institutes for Research, 1966, 99-151.

103

104

Broadbent, D. E. Perception and Communication. London:
Pergamon Press, 1958.

Broverman, D. M. "Dimensions of Cognitive Style." Journal
of Personality, XXXVIII (1960), 183.

 

Campbell, V. N.; Bivens, L. W.; and Terry, D. F. Effects of
Mathematical AbilityL Pretraining, and Interest on Self-
Direction in Programed Instruction. American Institutes
for Research Technical Report: AIR-DIO—lO/63-TR,
Octdber 1963.

Commission on Instructional Technology. To Improve Learning.
,Washington, D.C.: Government Printing Office, March
1970.

 

Cotter, Jude T. "The Effects of the Educational Science of
Cultural Determinants of the Meanings of Symbols on
Curricular Choice." Unpublished Ph.D. dissertation,
Wayne State University, 1970.

Cronbach, Lee J. "The Two Disciplines of Scientific Psy-
chology." New York: an Address of the President at the
Sixty-Fifth Annual Convention of the American Psycho—
logical Association, September 2, 1957.

Dehnke, Ronald E. "An Exploration of the Possible Isomorphism
of Cognitive Style and Successful Teaching of Secondary
English.” Unpublished Ph.D. dissertation, Wayne State
University, 1966.

DeLoach, Joseph F. "An Analysis of Cognitive Style Disparity
as an Antecedent of Cognitive Dissonance in Instruc-
tional Evaluation: An Exploratory Study in the
'Educational Sciences.'" Unpublished Ph.D. dissertation,
Wayne State University, 1969.

Doty, Barbara A., and Doty, Larry A. "Programed Instruction
Effectiveness in Relation to Certain Student Character-
istics." Journal of Educational Psychology, LV, 6,
334-338. '

Flanagan, John C. "General Consideration in the Selection
.of Test Items and a Short Method of Estimating the
ProducteMoment from the Data at the Tails of the Distri-
“bution.” Journal of Educational Psychology, XXXII
(December 1939), 674w680.

Flynn, J. T. "The Influence of Programmed Instruction Upon
Learning in Educational Psychology." The Journal of
Educational Research, LIX (1966), 387-391.

105

Fry, John P. "The Effect of Student-Controlled Instruction
on Learning." Unpublished Ph.D. dissertation, Michigan
State University, 1970.

Gardner, R. W. "Cognitive Control: A Study of Individual
Consistencies in Cognitive Behavior." Psychological
Issues, I, 4, l-l7.

 

. "Cognitive Styles in Categorizing Behavior."
Journal of Personality, XXII (1953), 214—233.

Gustad, John W. "On Improving College Teaching." NEA
Journal, L111, 3, 37-38.

Hampton, John D. "Evaluating Programmed Instruction Tech—

niques." California Journal of Education, XVIII (1967),
49—60.

Hamreus, Dale G. The Systems Approach to Instructional
Deve10pment. Monmouth, Oregon: Teaching Research Divi-
sion of the Oregon State System of Higher Education, n.d.

Haskell, Roger W. "Effect of Certain Individual Learner
Personality Differences on Instructional Methods."
AV Communication Review, XIX, 3 (Fall 1971), 287-297.

Hill, Joseph E. "Cognitive Style as an Educational Science.“
Unpublished paper, Oakland Community College, 1968.

. "Part One: Symbols and Their Meanings." Bloom-
field Hills, Michigan: Oakland Community College Press,
1968.

. "Qualitative Symbols.“ Bloomfield Hills, Michigan:
Oakland Community College Press, 1969.

. "Symbols and Their Meanings." Unpublished paper,
Oakland Community College, 1972.

, and Kerber, August. Models, Methods, and Analytical
Procedures in Educational Research. Detroit: Wayne
State University Press, 1967.

, and Nunney, Derek N. "Personalizing Educational
Programs Utilizing Cognitive Style Mapping at Oakland
Community College.“ Bloomfield Hills, Michigan:
Oakland Community College Press, 1971.

, and Setz, Betty D. "Educational Sciences at Oakland
Community College." Bloomfield Hills, Michigan: Oakland
Community College Press, 1970.

106

Hovland, C. I.: Lumsdaine, A. A.; and Sheffield, F. D.
Experiments on Ma§§,Communicationy Volume 3. Princeton,
New Jersey: Princeton University Press, 1949.

Hull, C. L. Principles of Behavior. New York: Appleton-
Century-Crofts, Inc., 1943, 41, 67, 168.

Katzman, Nathan I. "Uncertainty, Choice Points, and Infor-
mation Packing." East Lansing, Michigan: Michigan
State University, Department of Communication, 1971.
(Mimeographed.)

Klein, G. S. "The Personal World Through Perception."
Perception: An Approach to Personality. Edited by
R. R. Blake and G. V. Ramsey. New York: Ronald Press,
1951, 328-353.

Koran, Mary Lou. "Differential Response to Inductive and
Deductive Sequences of Programed Instruction." Journal'
of Educational Psychology, LXII, 4, 300-307.

. "Varying Instructional Methods to Fit Trainee
Characteristics." AV Communication Review, XX, 2
(Summer 1972), 135-146.

 

- Snow, R. E.: and.McDonald, F. J. "Teacher Aptitude

I

and Observational Learning of a Teaching Skill."
Journal of Educational Psycholoqy, LXII, 3, 219-228.

 

Lessinger, Leon. "Engineering Accountability for Results in
Public Education." Phi Delta Kappan, LII, 4 (December
1970), 217.

Lubin, Shirley C. "Reinforcement Schedules, Scholastic
Aptitude, Autonomy Need, and Achievement in a Programmed
Course." Journal of Educational Psychology, LVI, 6,
295—302.

Marshall, M. M. "Learning as a Function of Task Interest,
Reinforcement, and Social Class Variables." Journal of
Educational Psychology, Lx (1969), 133-137.

Merrill, M. David, and Goodman, R. Irwin. Selecting71nstruc-
tional Strategies and.Media: A Place to Begin. Provo,
Utah: Brigham Young University, Department of Instruc-
tional Research and Development, 1971. (Prepared for
the Instructional Development Institutes.)

Miller, G. A. "The Magical Number Seven, Plus or Minus Two:
Some Limits on Our Capacity for Processing Information."
The Psychological Review, LXIII (1956), 2, 81-97.

107

Ort, Barbara. "An Examination of Relationships Between the
Cognitive Characteristics of a French I Teacher and the
Student's Success in That Course." Unpublished Ph.D.
dissertation, Michigan State University, 1971.

Ripple, R. E.; Millman, J.: and Glock, M. D. "Learner Char-
acteristics and Instructiona1.Mode: A Search for
Disordinal Interactions." Journal of Educational Psy-

 

chology, Lx, 2, 113-120.

Robinson, Richard L. "A Descriptive Study of Specific Achieve-
ments and Aptitudes of the High Risk Students in Oakland
University's Higher Opportunities Program in Education."
Unpublished Ph.D. dissertation, Wayne State University,
1969.

Schramm, Wilbur L. The Research on Programmed Instruction:
An Annotated Bibliography. Bulletin No. 35. Washington,
D. C.: Government Printing Office; U. S. Department of
Health, Education, and Welfare, Office of Education,
1964.

Schuller, Charles F. "Systems Approaches in Media and Their
Application to Individualized Insrruction at the Uni-
versity Level." East Lansing, Michigan: Michigan State
University, 1967. Presented in part at Bucknell Univer-
sity Symposium, February, 1968. (Mimeographed.)

Shannon, C. E., and Weaver, W. The Mathematical Theory of
Communication. urbana, Illinois: University of Illinois
Press, 1949.

Shuert, Keith L. "A Study to Determine Whether a Selected
Type of Cognitive Style Predisposes One to Do Well in
Mathematics." Unpublished Ph.D. dissertation, Wayne
State University, 1970.

Siegel, Sidney. Nonparametric Statistics for the Behavioral
Sciences. New York: McGraw-Hill Book Co., 1956.

Stowe, Richard A. "The Crucial Issue in Instructional
Development." Audiovisual Instruction, XVI, 10
(December 1971), 8-10.

Sutter, E. G., and Reid, J. B. "Learner Variables and Inter-
personal Conditions in Computer-Assisted Instruction."
Journal of Educational Psychology, LX, 3, 153-157.

Thorndike, E. L. The Fundamentals of Learning. New York:
Teachers College, Columbia University, 1932, 53, 194.

108

“The Relationship Between Certain Person-

Traweek, Melvin W.
ality Variables and Achievement Through Programed
California Journal of Educational Research,

Instruction."
XV (1964), 215—220.
Van De Reit, H. "Effects of Praise and Reproof on Paired
Associate Learning in Educationally Retarded Children."
Journal of Educational Psychology, LV (1964), 139-143.
Wasser, Laurence. "An Investigation into Cognitive Style as
Unpublished

a Facet of Teachers' Systems of Appraisal."
Ph.D. dissertation, University of Michigan, 1969.
"The Educational Science of Cognitive Style: An
Introduction." Bloomfield Hills, Michigan: Oakland

Community College Press, 1971.
"A Program of Accountability for E1emen~
Phi Delta Kappan, LII, 4 (December 1970),

 

Wildavsky, Aaron.
tary Schools."

212.
"Individual Differences in Cases of Embedded
1—15.

Witkin, H. A.
Journal of Personality, XIX (1952),

 

 

Figures."
; Lewis, H. B.: Hertzman, M.; Machover, K.: Meissner,
Personality Through Perception:
New York: Harper

 

P. B.: and Wapner, S.
An Experimental and Clinical Study.

and Brothers Publishers, 1954.
"A Pilot Study Exploration of Cognitive

Zussman, Steven P.
Style and Administrative Style as Defined in the
Unpublished Ph.D. dissertation,

1968.

 

Educational Sciences."
Wayne State University,

APPENDICES

APPENDIX A

OAKLAND COMMUNITY COLLEGE COGNITIVE STYLE

TEST BATTERY, MANUAL OF INSTRUCTIONS

109

COGNITIVE STYLE

DIAGNOSTIC TEST BATTERY

MANUAL OF DIRECTIONS

OAKLAND CQWMUNITY COLLEGE TEST ADMINISTRATION

~110

lll

T(VL) ALGORITHM

Score tests 1, 4, and 6. Go to Step 2.

Establish majors and minors for test 1 and 6 at the same
grade level. Go to Step 3.

Is test 1 or test 6 negligible?

NO: G0 to Step 4
YES: Go to Step 8

Establish entry level equal to grade level of test 1 and 6.
Go to Step 5.

Are there two majors?

NO: Go to Step 7
YES: Go to Step 6

Record T(VL) as major. Go to Step 11.
Record T(VL) as minor. Go to Step 11.
Set entry level equal to reading level + .5. Go to Step 9.
substitute test 4 for the negligible test. Go to Step 10.

If test 4 is negligible, lower entry level by l and set
test 4 equal to major. Go to Step 11.

End of procedure.

11/4/71

112

TEST I TEST I

ANSWER KEY

 

.l. B Double Raw Score

2. D

3. E 12th Grade Level

4. C 30 - 50 Major
5. C 20 - 29 Minor
6. A 0 - 19 N/S
7. E

8. B 11th Grade Level

9. B 29 - 50 Major
10. A 19 - 28 Minor
11. A 0 - 18 N/S
12. C

13. A 10th Grade Level '
14. A 25 — 50 Major
15. E 16 - 24 Minor
16. E 0 - 15 N/S
17. D

18. D 9th Grade Level

19. A 20 — 50 Major
20. D 13 - l9.Minor
21. A 0 — 12 N/S
22. D
23. E 8th Grade Level
24. A 16 - 50 Major
25. B 11 - 15 Minor

0 - 10 N/S

11/4/71

113

TEST II TEST II

MAY I HAVE YOUR ATTENTION. LISTEN CAREFULLY. I'M GOING TO
READ YOU A BRIEF SHORT STORY. IMMEDIATELY AFTER I AM FINISHED,
YOU WILL BE GIVEN TEST SHEETS ON WHICH YOU ARE TO WRITE YOUR
ANSWERS TO A FEW QUESTIONS ABOUT THE STORY. YOU ARE NOT TO
WRITE OR PICK UP YOUR PENCILS WHILE THE STORY IS BEING READ.

PAY CLOSE ATTENTION.

"COKE AND CHIPS IN THE CARIBBEAN"

ON A WARM DAY WHEN THEY'RE THIRSTY, CARIBBEAN KIDS SHINNY UP
TO THE COCONUTS AT THE TOP OF A COCONUT PAUM TREE. THEY FIND
THE RIPEST OF THE BUNCH, CUT IT LOOSE, AND LET IT FALL TO THE
GROUND.

THEN THEY FIND AN OPENER (MOST OFTEN JUST A BIG ROCK) AND
SMASH, SMASH, SMASH AT THE OUTER SKIN UNTIL THEY GET TO THE
INNER SKIN. (THE ONE WITH THE MONKEY FACE.)

THEN THEY SMASH, SMASH, SMASH SOME MORE. UNTIL THEY REACH THE
FRUITS OF THEIR LABOR. DELICIOUS COCONUT MILK, CRISP COCONUT
MEAT.

IT'S "COKE AND CHIPS" IN THE CARIBBEAN.

11/4/71

114

ANSWER KEY TEST II

Warm

Caribbean

Coconut

Shinny up the tree, climb the tree
DrOp it, let it fall to the ground
Monkey

Smash with a rock

Coke and chips

Boys and girls 7 - 8 Major
2 - 6 Minor
0 - 1 N/S

11/4/71

115

 

TEST III TEST III
ANSWER KEY
l. B
2. A
3. E
4. C
5. B
6. D
7. D
8. D
9. A
10. B
11. C
12. E
13. C
14. D
15. D
16. D
17. E
18. A
19. E
20. B
Double Raw Score 24 - 40 Major
18 - 23 Minor
0 — l7 N/S

11/4/71

TEST IV
1. C
2. B
3. A
4. C
5. B
6. C
7. A
8. D
9. A

B

A

D

Raw Score Reading

Grade
0 ------------- 2.0
1 ------------- 2.2
2 ------------- 2.4
3 ------------- 2.5
4 ------------- 2.7
5 ------------- 3.0
6 ------------- 3.4
7 ------------- 3.9
8 ------------- 4.2
9 ------------- 4.5
10 ------------- 4.8
11 ------------- 5.3
12 ------------- 5.8

116

ANSWER KEY

 

13.
14.
15.
16.
17.
18.
.19.
20.
21.
22.
23.
24.

woovowovooow

GRADE NORMS

Raw Score Reading
Grade
13 ------------ 6.1
14 ------------ 6.3
15 ------------ 6.5
16 ------------ 6.8
17 ------------ 7.1
18 ------------ 7.4
19 ------------ 7.8
20 ------------ 8.2
21~ ----------- 8.6
22 ------------ 9.1
23 ------------ 9.9
24 ----------- 10.6

TEST IV
25. B
26. C
27. D
28. A
29. B
30. C
31. B
32. C
33. D
34. A
35. A
36. C
Raw Score Reading
Grade
25 ------------ 11.0
26 ------------ 11.3
27 ------------ 11.4
28 ------------ 11.5
29 ———————————— 11.6
30 ———————————— 11.7
31 ------------ 11.8
32 ------------ 11.9
33 ------------ 12.0
34 ------------ 12.1
35 ------------ 12.2
36 ------------ 12.3

11/4/71

117

TEST V TEST V

MAY I HAVE YOUR ATTENTION. LISTEN CAREFULLY. I'M GOING TO
READ YOU SOME BRIEF ARITHMETIC PROBLEMS. YOU ARE TO WRITE
YOUR ANSWER TO THE PROBLEM DWMEDIATELY AFTER IT IS READ.
THERE WILL BE A PAUSE OF 15 TO 20 SECONDS FOR YOU TO DO YOUR
CALCULATIONS, THEN THE NEXT PROBLEM WILL BE READ. PAY CLOSE
ATTENTION FOR THE PROBLEMS WILL BE READ ONLY ONCE. LISTEN

CAREFULLY.

1. A newsboy collected 90¢ from each of 3 customers. The
total amount he collected was...

2. How many inches are in 3 1/2 feet?

3. .How many "cokes" can you buy for 88¢ if cokes cost 11¢
each?

4. How many hours will it take to drive 300 miles at 60
miles per hour?

5. How much change will the clerk give you from $1.00 if
you purchase 15 cards at 5¢ each?

6. A chick with $8.00 spends $3.50. How much does she have
left?

7. Ball point pens are two for 49¢. How much will one
dozen cost?

8. A cat bought a second-hand motor bike for $400.00 which
was 2/3 of what it cost new. How much did it cost new?

9. A teacher's salary is $200.00 per week. 5% of it is
withheld for retirement. How much does he have left?

10. Four women can knit a blanket in two days. HOW many;
will be needed to finish it in 1/2 day?

11/4/71

118

 

TEST v TEST v
ANSWER KEY

1. $2.70

2. 42"

3. 8

4. 5

5. 25¢

6. $4.50

7. $2.94

8. $600

9. $190

10. 16

Boys and Girls 8 — 10 Major
7 - 5 Minor

4 - 0 N/S

11/4/71

TEST VI

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
ll.
12.
13.
14.
15.
16.
17.
18.
19.
20.

0 U 0 El U 0 U 3’ U U 0 U

U 0 ['11 L"! U L"! U 0

21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.

3" 3’ U CD 0 U 0 O 0 U

0 (11

U1 0

U00

41.

42.

43.

44.
45.
46.
47.
48.
49.

50.

119

 

 

 

 

 

 

TEST v1
ANSWER KEY
A , Boys & Girls 35 - 50 Major
23 - 34 Minor
c 0 - 22 N/S
A spggg PERCENT COURSE
D 0-22 0-44 ENG 052
B 23-34' 46-68 ENG 131
E 35-43 ~70-86 ENG 151
A 44-50 88-100 ENG 152
D
D
C
NORMS FOR GRADES 8 - 12 FOR TEST v1
GRADE M M ' N/S
12 35—50 23-34 0-22
11 30-34 18-29 0-17
10 25-29 13-24 0-12
9 20—25 8-19 0—7
8 15-19 3-14 0-2

 

 

11/4/71

TEST VII
A = 3
B = 2
C = l
D=¢
1. chm
2. chs
3. cht
4. Qch
5. Qck
6. chm
7. chs
8. cht
9. chm
10. Qck
11. Qch
12. chm
13. chm
14. cht
15. Oces
16. Och
17. cht
18. Qch
19. cht
20. chm

120

24 -
14 -
7 _
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.

40.

15 Major
8 Minor
0 N/S

Qch

Oces

Qck

chm

Och

Qck

cht

cht

Qck

chs

Qck

chm

Qch

Oces

Qck

chs

Och

chs

Qck

cht

TEST VII

11/4/71

TEST VIII
A = 3
B = 2
C = 1
D=¢
1. Ockh
2. Qcp
3. Ocs
4. Oct
5. ch
6. Qckh
7. ch
8. Oct
9. Qckh
10. Qckh
11. Ocs
12. Qckh
13. Oct
14. Ockh
15. Qcp
16. Qcp

121

24 -
14 -
14 —

17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.

TEST VIII

15 Major
8 Minor
0 N/S

Oct
Qckh
ch
Qckh
ch
Ocp
Qct
Qcp
Qcp
ch
Oct
ch
Qcp
Oct
Qcp
Oct

11/4/71

122

TEST IX TEST IX

SCORING KEY

 

F = Family
A = Associates
I = Individual
A. F
1. F 16. I
2. A 17. F
3. I 18. A
B G.
4. A 19. F
5. I 20. I
6. F 21. A
C. H.
7. I 22. A
8. F 23. F
9. A 24. I
D. I
10. F 25. F
11. I 26. I
12. A 27. A
E. J.
13. F 28. I
14. A 29. A
15. I 30. F
WEIGHTED
SCORING.METHOD KEY
1. Score Most as 3 30 — 21 Major
2. Séfire Least as l 20 — 14 Minor
3. Score Blank as 2 13 - 0 N/S

11/4/71

123

TEST X TEST X

SCORING KEY

 

 

 

M = Magnitude KEY
D = Difference 70 - 37 Major
R = Relationship 36 - 22 Minor
L = Appraisal 21 - 0 N/S
I. IV. VIII.
1. R 13. L 29. M
2. M 14. M 30. L
3. D 15. D 31. R
4. L 16. R 32. D
II. V. IX.
5. M 17. L 33. M
6. L 18. R 34. L
7. R 19. M 35. R
8. D 20. D 36. D
III. VI. X.
9. R 21. M 37. R
10. M 22. R '38. D
11. D 23. D 39. M
12. L 24. L 40. L
VII.
25. R '41. C
26. M 42. C
27. D 43. C
28. L 44. C
45. C
WEIGHTED
SCORING.METHOD Questions 41 — 45
1. Score A as 7 If the student has 3 out of 5 answers
2. Score B as 3 correct and at least a minor in T(VQ);
3. Score C as 2 print .
4. Score D as 1

11/4/71

124

Instructions for Raven Matrices Survey

Turn on the tape recorder.

Wait for instructions to be completed:

(On tape) PLEASE LOOK AT THE FIRST PICTURE IN FRONT OF
YOU. YOU SEE IT AS A PATTERN WITH A PIECE CUT OUT OF IT.
EACH OF THE PIECES AT THE BOTTOM OF THE PICTURE IS THE
RIGHT SHAPE TO FIT THE SPACE, BUT ONLY ONE OF THEM IS THE
RIGHT PATTERN. #1 IS THE RIGHT SHAPE BUT IT IS NOT THE
RIGHT PATTERN. #2 IS NOT A PATTERN AT ALL. #3 IS QUITE
WRONG. #6 IS REALLY RIGHT BUT IT IS WRONG WITH THE WHITE
PIECE IN IT. ONLY #4 IS QUITE RIGHT.

Turn off the recorder.

The testor says: I WOULD LIKE YOU TO DETERMINE THE CORRECT
ANSWER FOR EACH OF THE PUZZLES AND WRITE THE CORRECT
ANSWER IN THE SPACE PROVIDED. YOU WILL HAVE FROM 15 TO 20

SECONDS FOR EACH PUZZLE. GO AHEAD.

11/4/71

125

Q(V) — Qualitative Visual

Recording of Results for Raven Matrices Survey

The students record their answers on the self-scoring checklist.

VISUAL

A. __ E. __
B. __ F. __
C __ G. __
D. H

Scoring for Raven Matrices

Use the weights as indicated. Score WRONG answers only.

Answers Weights
A 4 E 4 A 5 E 3
B 5 F 3 B 7 F l
C 5 G 4 C 2 G 4
D 2 H 5 D 6 -H 8

Add the total score and compare to the following chart.
0 - 11 Major

12 - 18 Minor
19 - 36 N/S

11/4/71

126

Mueller Auditory Survey

THIS IS AN AUDITORY REASONING TEST. YOU ARE ABOUT TO HEAR A
SERIES OF SOUNDS WITH A DEFINITE PATTERN. YOU ARE TO WRITE
THE NEXT SOUND OF THE PATTERN WHEN REQUESTED. FOR EXAMPLE,

IF YOU HEAR "BA BA BA, BE BE BE, BA BA BA" YOU NOTICE AN
ALTERNATING PATTERN AND PREDICT THE NEXT SOUND AS "BE BE BE".
SIMILARLY, IF YOU "BA BE, BA BE BE, BA BE BE BE", YOU SHOULD
NOTICE THAT IN EACH GROUP THERE IS ONE MORE "BE" THAN IN THE
PREVIOUS GROUP, AND YOU SHOULD PREDICT "BA BE BE BE BE" OR ONE
"BA" AND FOUR "BE'S". (pause) NOW LISTEN TO THE SOUNDS,
FIGURE OUT THE PATTERN, AND WRITE THE NEXT SOUND IN THE SERIES

ON YOUR ANSWER SHEET.

1. BE BE BE BE, BE BE BE, BE BE

2. BA BE BE BA, BE BA BA BE, BA BE BE BA, BE BA BA BE

3. BE BE BA BE BE BE, BE BE BA BA BE BE, BE BE BA BA BA BE
4. BE BA BE BE, BE BE BA BE, BE BE BE BA, BA BE BE BE

5. BA BA BA, BA BB BA, BE BE BE, BE BA BE

11/4/71

127

Scoring for Mueller Auditory Survey

The following weights have been assigned to the answers in

the Mueller Auditory Survey as follows:

1. 3
2. 4
3. 5
4. 6
5. 7

Answers to the Mueller Auditory

 

1. BE

2. BA BE BE BA

3. BE BE BA BA BA BA

4. BE BA BE BE
5. BA BA BA
Score the weighted

IF SCORE IS:

0 — 3
4 — 7
8 +

right answers as follows:
CHECK
N/S
Minor

Major

11/4/71

128

0(0) — Qualitative Olfactory

Instructions for the Olfactory Cards

The testor shows the students a packet of six olfactory cards.
THESE ARE OLFACTORY CARDS. YOU ARE TO SCRATCH THE TAPE LIKE
THIS. (Here the testor demonstrates the proper way to scratch
the cards.) THEN SNIFF THE TAPE. ON THE BACK OF THE CARD
YOU WILL FIND FIVE CHOICES LABELED A THROUGH E. YOU WILL ALSO
NOTICE THAT EACH CARD IS NUMBERED. THESE NUMBERS CORRESPOND
TO THE NUMBERED BOXES ON YOUR SELF-SCORING CHECKLIST. PLEASE
WRITE YOUR ANSWERS IN THESE BOXES. G0 AHEAD.

The students do this test at their own pace.

11/4/71

129

Recording of Results for Olfactogy Survey

OLFACTORY

 

1 - 2 . 3 4 _ 5 , 6

 

 

 

 

Correct Answers

1. C

2. C

3. B

4. C

5. -B

6. D

5.31

4 - 6 Major
2 - 3 Minor
0 - 1 N/S

11/4/71

(1)
ONION

Parsley Seed
Pepper

Onion

Celery
Chocolate

(4)
CHERRY

Root Beer
Coke
Cherry
Grape
Coffee

130

KEY SHEET

(2)
CHOCOLATE

 

Coke
Cinnamon
Chocolate
Banana
Strawberry

(5)
SMOKE

Wood
Smoke
Bread
Pizza
Charcoal

(3)
COCONUT

Burnt Sugar
Coconut
Chocolate
Toasted Almond
Vanilla

(6)
CINNAMON

Peppenmint
Nutmeg
Cloves
Cinnamon
Coke

11/4/71

131

Q(T) - Qualitative Tactile
Q(P) - Qualitative PrOprioceptive

Seat the student at the table in front of the curtain.
PLEASE PULL YOUR CHAIR UP AS CLOSE AS POSSIBLE. THANK YOU.
BEHIND THIS CURTAIN YOU WILL FIND TWO PEG BOARDS; ONE FOR YOUR
RIGHT HAND AND ONE FOR YOUR LEFT. IN THE CENTER OF EACH OF
THESE BOARDS IS A MASTER PEG. PLEASE PUT YOUR HANDS THROUGH
THE CURTAIN AND FIND THE TWO MASTER PEGS. (Pause while the
student does this.) FEEL HOW THOSE PEGS ARE DIFFERENT FROM
THESE PEGS (Testor is to show student regular pegs) IN THAT
THEY HAVE RAISED RIDGES OR GROOVES IN THEM. I AM GOING TO
MAKE A PATTERN ON THE LEFT BOARD USING THE.MASTER PEGS AND
ADDITIONAL PEGS LIKE THESE. THEN I WILL GIVE YOU SOME PEGS
AND ASK YOU TO DUPLICATE THAT PATTERN ON THE RIGHT BOARD WITH-
OUT LOOKING. PLEASE REMOVE YOUR HANDS. THIS FIRST ONE IS A
SAMPLE AND CONSISTS OF THE MASTER PEG AND ONE ADDITIONAL PEG
AND YOU WILL HAVE THIRTY SECONDS TO DUPLICATE IT. GO AHEAD.
THANK YOU. NOW, I AM GOING TO.MAKE A PATTERN USING TWO PEGS
AND THE MASTER PEG AND YOU WILL HAVE ONE MINUTE TO DUPLICATE
THE PATTERN. GO AHEAD. THANK YOU. THIS LAST PATTERN WILL
CONSIST OF THE MASTER PEG AND THREE ADDITIONAL PEGS AND YOU
WILL HAVE TWO MINUTES TO DUPLICATE THE PATTERN. GO AHEAD.
THANK YOU, THAT IS ALL.

The testor is to record the student answers on the guide

checklist.

11/4/71

132

Recording of Results for the Nottus Pattern

 

The number of pegs placed correctly in each of the tests should
be recorded. The sample is recorded only as a yes or no to
indicate whether the students did the sample pattern correctly.
The testor is to indicate, by circling the matrix on the score
sheet, the dots that indicate the actual design of the test.
The testor is to indicate the student's response by placing an

"X" over the dot where the student actually placed each peg.

NOTTUS PATTERN
x = Subject Response 0 = Example

1. Correct 2. Correct

Scoring for the Nottus Pattern

Score the third pattern as follows (Number 2):
Correct Pegs

2 - 3 Major

1 Minor
0 N/S

11/4/71

133

TEST X DIRECTIONS TEST X

In this test there are ten (10) situations in which you
are asked to imagine yourself. Each situation has four (4)
alternative responses. You are to decide which response you
would ”most likely" make as the first or best solution, then
the second best, the third best, and the fourth best.

Remember YOU MUST RANK ALL FOUR RESPONSES for each situ-
tion.

READ ALL FOUR(4) RESPONSES BEFORE YOU MAKE YOUR SELECTIONS.
EXAMPLE
If you had to organize a baseball team, you would:

1. Pick from previously established teams.
A. first choice
B. second choice
C. third choice
D. fourth choice
2. Get all new untried players.
A. first choice
B. second choice
C. third choice
D. fourth choice
3. Bring older experienced players from retirement.
A. first choice
B. second choice
C. third choice
D. fourth Choice
4. Compare each choice to an established star.
A. first choice
B. second choice
C. third choice
D. fourth choice

 

 

‘T F SAMPLE ANSWER CARD

0 B O C O D O

O B O C . D O In this example #1 would be your first
choice, #2 would be your third choice,

0 B 9 C 0 D 0 #3 would be your second choice, and

o B O C O D . #4 would be your fourth choice.

A 0:10 P'
a» v 3’ v

 

134

If you were a member of the O.C.C. debate team and had
to prepare a speech "in favor of public school educa-

tion,

1.

" which approach would you most likely take?

Compare American education with other American,
European, and Far Eastern educational systems and
point out the similarities among all of them.

A. first choice
B. second choice
C. third choice
D. fourth choice

Tell your audience that despite what appear to be
"fads" and ”frills" in the public school, it still
contains the three R's and holds to standards to
excellence and purpose.

A. first choice
B. second choice
C. third choice
D. fourth choice

Make a survey of all contemporary education pointing
up differences between other educational systems
and our own.

A. first choice
B. second choice
C. third choice
D. fourth choice

Compare the similarities and differences in the
ideas of professional educators and show to what
extent they meet the standards of the past.

A. first Choice
B. second choice
C. third choice
D. fourth choice

- 1 - Turn to next page

II.

135

If you were asked to recommend a "very good" restaurant
to your best friend's family, what would you most likely
do?

5. Determine if the restaurant has the high standards
of very good restaurants you have visited in the

past.
A. first choice
B. second choice
C. third choice
D. fourth choice
6. Find out if its standards are in keeping with older

traditions as well as modern ones, and the extent
to which it is like or different from other good
restaurants and eating places.

A. first choice
B. second choice
C. third choice
D. fourth choice
7. Discover in what ways the restaurant resembles and

duplicates other fine eating places.

A. first choice
B. second choice
C. third choice
D. fourth choice

8. Determine in what ways the restaurant's reputation
is different from currently accepted standards of

excellence.

A. first choice

B. second choice
C. third choice

D. fourth choice

- 2 - Turn to next page.

136

III. In considering your own ideas about what helps to make a
"good" education, how would you rate the following as
methods of good classroom management?

9. Arrange a classroom that is as much as possible
like the kind of situations the students will
encounter in the "real" world (business, military,
professional, etc.).

A. first choice
B. second choice
C. third choice
D. fourth choice

10. Place the teacher in position of authority. He
should be one who leads, instructs, and controls
the activities.

A. first choice
B. second choice
C. third choice
D. fourth choice

11. Use the latest theories of education to show how
today's classroom differs from the past.

A. first choice
B. second choice
C. third choice
D. fourth choice
12. Recognize how our standards and values are changing

and provide a classroom that will aid learning and,
at the same time, help in the acceptance of society's
standards.

A. first choice
B. second choice
C. third choice
D. fourth choice

- 3 — Turn the page.

IV.

137

If you were asked to rate the performance of a group of
workers or students, which method of rating would you
most likely choose?

l3.

14.

15.

16.

Check the past record of the student/worker, com-
pare his performance to that of his fellow workers,
and consider his performance in terms of the work
of others in the past.

A.
B.
C.
D.

Rate

first choice
second choice
third choice
fourth choice

the worker/student in terms of standards and

requirements established for the whole group at the
beginning of the year.

A.
B.
C.
D.

Rate
from

A.
B.
C.
D.

first choice
second choice
third choice
fourth choice

this year's group in terms of its difference
the:best group which performed in the past.

first choice
second choice
third choice
fourth choice

Grade the student in comparison with the performance
of his present classmates.

A.
B.
C.
D.

first choice
second choice
third choice
fourth choice

- 4 — Turn to next page.

138

If you believe that a good home is necessary and desir-
able for a child to make the greatest success in school,
which of the following would you most likely choose as
the best home environment?

17.

18.

19.

20.

One where the "old time" parent and child roles are
somewhat followed. Difference and individuality is
respected, but attempts are made by the family to
fit into the neighborhood by being like other famil—
ies on the block in most ways.

A. first choice
B. second choice
C. third choice
D. fourth choice

One where the child is sure that his home is pretty
much like the home of his friends and classmates.

A. first choice
B. second choice
C. third choice
D. fourth choice

One where the members of the family follow the ideas
put forward by social workers, family counsellors
and family doctors.

A. first choice
B. second choice
C. third choice
D. fourth choice

One where the best home is considered independent
of the rest of the society and is judged by its
difference from other families.

A. first choice
B. second choice
C. third choice
D. fourth choice

— 5 - Turn to next page.

VI.

139

If you feel that a course in psychology is helpful to a
better understanding of normal behavior, which would you
choose as the most effective way to teach such a course?

21.

22.

23.

24.

A method where the teacher lectures and uses a
standard textbook which has been highly rated by
psychology teachers.

A. first choice
B. second choice
C. third choice
D. fourth choice

Have students read various paperback novels and books
which illustrate different psychological problems
(such as, “I Never Promised You a Rose Garden") and
compare the abnormal behavior brought out in the
books with that discussed in class.

A. first choice
B. second choice
C. third choice
D. fourth choice

Have students engage in a discussion of which symp-
toms are typical of a particular illness and how it
is different from another illness.

A. first choice
B. second choice
C. third choice
D. fourth choice

Use standard textbooks, tour a state mental hospital,
read psychological research, and determine how
accurate is the current method of classification of
mental illness.

first choice
second choice
third choice
fourth choice

UOUD'

- 6 - Turn to next page.

VII.

140

If you wanted to find out more about O.C.C.'s basketball
team, with hOpes of making the varsity, which would you
choose as most helpful?

25.

26.

27.

28.

Watch movies of games played in the past, note the
strategy used by the O.C.C. winning team as compared
with that used by the other team.

A. first choice
B. second choice
C. third choice
D. fourth choice

Attend a series of lectures by the coach in which he
describes the usual kind of player who contributes
to a successful team, and the traditional demands on
the player.

A. first‘choice
B. second choice
C. third choice
D. fourth choice

Pay close attention to the players who are on the
varsity team, and note the difference between their
skills and those of players on the reserve team.

A. first choice
B. second choice
C. third choice
D. fourth choice

Listen to talks by coaches on the subject of what
makes for success in basketball, compare your skills
with those of other players but also realize your
shortcomings.

A. first choice
B. second choice
C. third choice
D. fourth choice

- 7 — Turn to next page.

141

VIII. In making plans for getting a job after high school
graduation, which procedure would you follow?

29. Go to the state employment agency for an interview
with the guidance counselor.

A. first choice
B. second choice
C. third choice
D. fourth choice

30. Ask your high school counselor about job possibili—
ties, look at the want ads in the daily papers, and
then make up your mind based on all of the informau
tion gathered.

A. first choice
B. second ohoice
C. third Choice
D. fourth choice

31. Compare the advantages of the job listed in the want
ads with those suggested by the state employment

agency.
A. first choice
B. second choice
C. third choice
D. fourth choice

32. Check on the differences in pay, fringe benefits,
and tasks required for the same kind of job at
different places.

first choice
second choice
third choice
fourth choice

UOU3’

— 8 — Turn to next page.

142

If you were demonstrating to a group of youngsters a
method for learning to draw pictures, which would be the
most effective way?

33. To teach it as it is taught in school art classes
where the methods are demonstrated by the instructor.

A. first choice
B. second choice
C. third choice
D. fourth choice

34. To show different approaches and methods in teaching
art. Analyze the very early methods of African art,
the later methods of European and modern artists.

A. first choice
B. second choice
C. third choice
D. fourth Choice

35. To compare the methods of teaching some art skills
to sketching, sculpture and the drawing of portraits.

A. first choice
B. second choice
C. third choice
D. fourth choice

36. To note the differences between new and past methods
of teaching art.

A. first choice
B. second choice
C. third choice
D. fourth choice

- 9 - Turn to next page.

143

The issues centering around student rights and censor-
ship of school reading material is of concern to most
students. Which of the following do you most agree
with?

37. School systems should COpy the censoring practices
Of other institutions of society (i.e., the courts,
publishers, churches, and libraries).

A. first choice
B. second choice
C. third choice
D. fourth choice

38. School policy should recognize the policies of
other arms of society, and show how the policies
at O.C.C. differ from the usual ones.

A. first choice
B. second choice
C. third choice
D. fourth choice

39. The school system should honor its traditions and
recognize the wisdom of the past controlling
decisions of great leaders in education.

A. first choice
B. second choice
C. third choice
D. fourth choice

40. The school administration should secure recommended
positions on this issue from as many official offices
and unofficial organizations as possible, as well
as student's Opinions, and shape a policy from this

research.

A. first choice
B. second choice
C. third choice
D. fourth choice

144

TEST X TEST X

The following statements are untimed.
Work quickly and give the first answer that comes to you.
Your first impression is important.
Fill in the space on the IBM card under the prOper letter
A - Rarely
B - Sometimes
C — Usually

41. When I am in an argument I avoid probability statements.

42. I enjoy the type of reasoning used in solving arithmetic
problems.

43. I enjoy puzzles in which the solution is deduced from
the rules.

44. When I am defending a position, I attempt to develop
a logical proof.

45. I resent being placed in situations in which I cannot
predict what the outcome will be.

- 11 -

 

LTEST IX i

145

 

’ I TEST Ix]
DIRECTIONS

Following are some stories or incidents that might happen to

peOple.

Three possible responses are given. You are required

to choose which of these is "most like you" and which is

"least like you". You will leave one choice blank. Read the
example.

EXAMPLE

Sue Bryant is planning to buy a new set Of clothes for a
long vacation trip. She should:

1.

2.

Consult her parents and sisters on what to buy.
A. MOST B. LEAST

Make her own decision.
A. MOST B. LEAST

Ask the advice of her girlfriends.
A. MOST B. LEAST

1. A O B O C O D O E O

2. AOBOCODOEO

3. A O B O C O D O E O

In the above example it would be "most like you" to ask
the advice Of your friends and "least like you" to

make a decision alone on what to buy, and you left one
choice (1) blank.

146

 

 

iTEST Ix] [TEST IX ]

A. Mrs. Jones, a widow with three children at home, is
about to be evicted from the flat that she has rented
for the past ten years. In order to help her solve
her problem, she should:

1. Ask her married children (or sisters or brothers)
for help.
A. MOST B. LEAST

2. Ask the ladies in her church group to give her
some advice and help.

A. MOST B. LEAST

3. Realize that no one can really help her and decide
to solve it on her own.

A. MOST B. LEAST

B. Bill Bowen, a 17 year Old at Center High School, is
having more and more frequent arguments and encounters
with another fellow in school. It is beginning to
seem as though a fight cannot be avoided. Bill should:
4. Talk to his best buddies about what he should do.

A. MOST B. LEAST

5. Decide for himself what to do and even fight if
necessary.

A. MOST B. LEAST
6. Talk to folks at home and take their advice.

A. MOST B. LEAST

- 2 — Turn to next page.

 

 

 

 

147

 

 

LTEST Ixj [TEST IX I

 

C. Mary is a SOphomore student at Colorado University.
A number of students are planning to go out on strike
to protest "an inadequate educational system." Other
students are not supporting the strike. Mary should:

7. Weigh the positive and negative arguments for
the strike and make up her mind.

A. MOST B. LEAST

8? Call her parents (or brother or sister) and ask
their advice. ‘

A. MOST B. LEAST

9. Discuss the prOposed strike with her friends and
follow their suggestions.

A. MOST B. LEAST

D. Don Roberts needs a car to get to his new job. He
goes to the used car agency with some Of his buddies
and his Dad. His father wants him to buy one car,
his buddies are urging him to buy a different one and
he has been thinking about another one. He should:
10. Buy what his father suggests.

A. MOST B. LEAST
11. Buy what he has been thinking about.
A. MOST B. LEAST
12. Buy what his buddies are telling him to get.

A” MOST B. LEAST

- 3 - Turn to next page.

 

 

 

 

148

 

 

 

| TEST IX 'l , [TEST Ix]
E. The pastor of the B.C.E. Bible Church has been urging

his congregation to boycott some merchants along Tenth
Street for unfair sales and hiring practices. Mr. and
Mrs. Pitts have shOpped at the stores for years and
some Of the merchants have been fairly nice to them.
Mrs. Pitts does not want her family to go without the
things they get at the store. However, their fellow
church members all side with the pastor. If you were
Mr. Pitts:

13. The family's feelings should determine the
decision.

A. MOST B. LEAST

14. The goals Of the members Of the church should
heavily influence your actions.

A. MOST B. LEAST

15. You should weigh the situation and make a
decision based on your individual experiences.

A. MOST B. LEAST

AMONG THE FOLLOWING STATEMENTS CHOOSE THE ONE THAT IS
"MOST LIKE YOU“ (MOST) AND THE ONE THAT IS "LEAST LIKE
YOU" (LEAST).

F.

16. To be free to do as I choose.
A. MOST B. LEAST

17. TO follow the advice given to me by close
relatives.

A. MOST B. LEAST
18. To have others support and agree with me.

A“ MOST B. LEAST

— 4 — Turn to next page.

 

( TEST IX 4

G.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

149

 

[TEST IX ]

To stick close to the standards developed
in our family.
A. MOST B. LEAST

To stick firmly to my own Opinions and beliefs.
A. MOST B. LEAST

To stick to the beliefs of my associates and
fellow students.
A. MOST B. LEAST

To make things for other peOple.
A. MOST B. LEAST

To spend time working on a family project.
A. MOST B. LEAST

TO work on my own hobbies without assistance.
A. MOST B. LEAST

To live my life as taught by my parents.
A” MOST B. LEAST

To be able to live my life exactly as I wish.
A” MOST B. LEAST

To have a way of life much like my friends.
A. MOST B. LEAST

To be relatively unbound by social conventions.
A. MOST B. LEAST

TO be praised and approved of by other people.
A. MOST B. LEAST

TO gain the approval of my family.
A. MOST B. LEAST

150

 

 

[TEST VIII] [TEST VIIITJ
DIRECTIONS

The following test is untimed.

Work quickly and give the first answer that comes to you.
Your first impression is important.

DO not spend a lot Of time on any one question.

There are 32 items.

Fill in the space on the IBM card under the proper letter.

A = usually

B = sometimes
C = seldom

D = never

EXAMPLE:

I would make a good football player.
A. usually B. sometimes C. seldom D. never

1. A O B O C O D O E O

In this case you believe you would "usually" be good
as a football player.

DO NOT MARK IN TEST BOOKLET

151

 

 

[TEST VIIIJ [TEST VIII 1

l. I compete effectively in amateur sports.
A. usually B. sometimes C. seldom D. never

2. I wait for an invitation to be seated in making a call
on a supervisor in his Office.
A. usually B. sometimes C. seldom D. never

3. I am able to keep at a task which I set for myself.
A. usually B. sometimes C. seldom D. never

4. I can be effective in settling a dispute between two
parties.
A. usually B. sometimes C. seldom D. never

5. I accept criticism without being deeply hurt.
A. usually B. sometimes C. seldom D. never

6. I can.maintain balance well enough to participate in
water or snow skiing.
A. usually B. sometimes C. seldom D. never

7. I set goals consistent with my own needs and abilities.
A. usually B. sometimes C. seldom D. never

8. I can bring a group to some agreement.
A. usually B. sometimes C. seldom D. never

9. I play the piano or other musical instrument.
A. usually B. sometimes C. seldom D. never

10. I can jump rOpe for three minutes with less than three
restarts.
A. usually B. sometimes C. seldom D. never

11. I seldom fail to complete an assignment because Of mis-
judging my ability to complete the task.
A. usually B. sometimes C. seldom D. never

12. I compete effectively with other amateurs in such games

as billiards, ping-pong, or dart—throwing.
A. usually B. sometimes C. seldom D. never

- 2 — Turn to next page.

 

 

 

 

 

 

152

 

 

[TEST VIIIj [TEST VIII [

13. I influence others to join me in a cause.
A. usually B. sometimes C. seldom D. never

14. I can repair or work on an Object with small parts.
A. usually B. sometimes C. seldom D. never

15. I would wait to be addressed by a supervisor rather than
take the initiative in greeting.
A. usually B. sometimes C. seldom D. never

16. I reserve discussion of "personal" matters to either
those who usually discuss such things or friends and
relatives.

A. usually B. sometimes C. seldom D. never

17. I get people in disagreement to reach agreement.
A. usually B. sometimes C. seldom D. never

18. I am an adequate typist.
A. usually B. sometimes C. seldom D. never

19. I accurately predict my own prOspects for success in
most situations.
A. usually B. sometimes C. seldom D. never

20. I make minor household repairs.
A. usually B. sometimes C. seldom D. never

21. I am self—confident in assuming a new responsibility.
A. usually B. sometimes C. seldom D. never

22. I request permission before taking a seat by a stranger.
A. usually B. sometimes C. seldom D. never

23. I usually convince others that my Opinions are right.
A. usually B. sometimes C. seldom D. never

24. I reserve use of first name greeting to friends and

associates of similar status.
A. usually B. sometimes C. seldom D. never

- 3 - Turn to next page.

153

 

 

LTEST VIIIj [TEST VIII [

25. I can give a good description of someone's personality
after a short acquaintance.
A. usually B. sometimes C. seldom D. never

26. I am able to assess my own performance in a situation
which I had not experienced before.
A. usually B. sometimes C. seldom D. never

27. I give directions in such a way that others would want
to accept them.
A. usually B. sometimes C. seldom D. never

28. I can anticipate how well I will do in an activity.
A. usually B. sometimes C. seldom D. never

29. I wait to be introduced to a famous celebrity rather
than introduce myself.
A. usually B. sometimes C. seldom D. never

30. I get others tO do the things I think they should do.
A. usually B. sometimes C. seldom D. never

31. I do not borrow money from strangers.
A. usually B. sometimes C. seldom D. never

32. I can make a good salesman.
A. usually B. sometimes C. seldom D. never

154

 

 

[ TEST VII [ [TEST VIIJ

DIRECTIONS

 

The following test is untimed.

Work quickly and give the first answer that comes to you.
Your first impression is important.

DO not spend a lot of time on any one question.

There are 40 items.

Fill in the space on the IBM card under the prOper letter.

A = usually

B = sometimes
C = seldom

D = never

EXNMPLE:

I would make a good football player.
A. usually B. sometimes C. seldom D. never

1. A O B O C O D O E O

In this case you believe you would "usually" be good
as a football player.

DO NOT-MARK IN TEST BOOKLET

155

 

I TEST VII |

1. I try to avoid saying things which hurt other's feelings.
A. usually B. sometimes C. seldom D. never

2. I enjoy attending a good theatrical performance.
A. usually B. sometimes C. seldom D. never

3. I am more likely to sacrifice an immediate gain than a
principle.
A. usually B. sometimes C. seldom D. never

4. I can effectively participate in a role-playing situation.
A. usually B. sometimes C. seldom D. never

5. I "talk with my hands" as one means of communicating.
A. usually B. sometimes C. seldom D. never

6. I consider the feelings of others.
A. usually B. sometimes C. seldom D. never

7. I enjoy listening to a good concert.
A. usually B. sometimes C. seldom D. never

8. I guide my conduct according to personal moral values.
A. usually B. sometimes C. seldom D. never

9. I am a type of person who can understand how others feel.
A. usually 8. sometimes C. seldom D. never

10. I use "non—verbal" communication to make a point in a
speech.
A. usually B. sometimes C. seldom D. never

11. I am able to act in a stage play.
A. usually B. sometimes C. seldom D. never

12. I ask personal favors from close friends and associates
rather than from strangers or work supervisors.
A. usually B. sometimes C. seldom D. never

13. I can understand how others feel.
A. usually B. sometimes C. seldom D. never

- 2 - Turn to next page.

156

 

[ TEST VII [

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

I complete assignments when promised rather than delay
them to achieve a personal goal.
A. usually B. sometimes C. seldom D. never

I enjoy eating exotic foods and foreign dishes.
A. usually B. sometimes C. seldom D. never

I enjoy telling jokes and stories at a party.
A. usually B. sometimes C. seldom D. never

I do not consider "cheating" even if it is for a good
reason.
A. usually B. sometimes C. seldom D. never

1

I tell amusing stories at parties.
A. usually B. sometimes C. seldom D. never

I give up an immediate goal rather than give in on a
principle.
A. usually B. sometimes C. seldom D. never

I understand how a person being punished would feel.
A. usually B. sometimes C. seldom D. never

I take part in amateur theatricals.
A. usually B. sometimes C. seldom D. never

I enjoy reading great works in literature.
A. usually B. sometimes C. seldom D. never

I can imitate a friend using only bodily movements and
facial expressions.
A. usually B. sometimes C. seldom D. never

I understand my friends better than they understand me.
A. usually B. sometimes C. seldom D. never

I do "play a role" if asked to at a party.
A. usually B. sometimes C. seldom D. never

- 3 — Turn to next page.

157

‘

I TEST VII I

26. I show signs Of blushing in an embarrassing situation.
A. usually B. sometimes C. seldom D. never

27. I am willing to give up a monetary gain to avoid a com—
promise of principles.
A. usually B. sometimes C. seldom D. never

28. I do not usually compromise a principle for personal gain.
A. usually B. sometimes C. seldom D. never

 

29. I can effectively illustrate the behavior of a deafemute
using various movements and actions.
A. usually B. sometimes C. seldom D. never

30. I enjoy reading poetry.
A. usually B. sometimes C. seldom D. never

31. I communicate well in a "charades" game.
A. usually B. sometimes C. seldom D. never

32. I am able to Offer criticism without Offending another
person.
A. usually B. sometimes C. seldom D. never

33. I pretend to be someone other than myself.
A. usually B. sometimes C. seldom D. never

34. I enjoy viewing a display of modern art.
A. usually B. sometimes C. seldom D. never

35. I use facial expressions in showing various emotions.
.A. usually B. sometimes C. seldom D. never

36. I discuss art and painting with friends.
A. usually B. sometimes C. seldom D. never

37. I can imitate a famous movie star before a group.
A. usually B. sometimes C. seldom D° never

— 4 — Turn to next page.

158

 

L TEST VII [

38. I enjoy going to a symphony or Opera.
A. usually B. sometimes C. seldom D. never

39. I shrug my shoulders when saying "I don't know."
A. usually B. sometimes C. seldom D. never

40. I fulfill an Obligation even if assumed under unfair
circumstances.

A. usually B. sometimes C. seldom D. never

 

APPENDIX B

COURSE DESCRIPTION AND REQUIREMENTS FOR
FOUNDATIONS OF NATURAL AND LIFE SCIENCES,

WINTER SESSION 1972

159

FOUNDATIONS OF NATURAL AND LIFE SCIENCE

Course Requirements

FNS 150 - 4 Credits

OBJECTIVE:

This course will emphasize the volution and interdepend-
ency of important concepts and methods of inquiry in
mathematics, physics, chemistry, astronomy, biology,

and ecology. The course will demonstrate how differing
cultural environments and previous scientific and tech-
nical knowledge led to different methods of inquiry and
how these have resulted in varying interpretations of
physical phenomena.

REQUIREMENTS:

1.

Each student will evaluate himself on bi-weekly writ—
ten and/or oral presentatiOns prepared in answer to
questions about the subject matter studied throughout
the period. Questions for self-evaluation appear on
the tOpic handout sheet available at the check-out
desk of "C” carrel arcade, second floor, "C" building.
Written answers to questions are to be handed in at
the time bi-weekly tests are taken.

Extra credit may be earned by:

A. Participation in an independent group study or
project. The group will be determined by community
Of interest, with the size Of the group varying with
the project selected. Each student will submit a
report individually in order to get the extra credit.

B. Contracted project or individual study. The student
decides what area Of work he wishes to study and
contracts with the instructor for the topic, type
Of work, and completion date.

C. Each student may read and report on at least one
book or five articles per semester in addition to
his required reading. Additional credit will be
granted for quality reporting and evaluating, both
oral and written, up to a total of three books or
fifteen articles or any combination Of books or
articles. The articles must be from the LRC re-
serve list or approved by the instructor.

160

161

D. Participation in one field trip is required but
will carry additional credit of .6 point, plus
whatever credit id earned from the examination
covering the field trip (see Requirements above).
Additional extra credit may be earned by proof of
attendance, by oral or written evaluation, at
special lectures and/or field trips planned by

other departments in the area of science, on this

campus .

GRADES :

The student's final grade will be computed on the basis
Of his total point accumulation. See accompanying scale.

It is to be understood that attendance at all class
meetings both total and sectional is required.

It is the responsibility of the student to notify the
NO make-up tests or quizzes

instructor of his absence.
If you miss one test, the next test will

will be given.
However, you may miss only one test.

count double.
Any further tests missed will be assigned a 0 and in-

cluded in the point total calculation.
Method of Calculation of Final Grade:

The accompanying scale will be used in computing
all grades.

1.

Bi-weekly examinations will be added up and an

2.
average calculated.

3. The final examination will be averaged in with
the average Of the bi-weekly examinations.

4. Any extra credit points will be added to the
point count Obtained from steps 2 and 3 above.

.1 point will be added for completing and handing

in each laboratory report.

6. .1 point will be added for completing and handing
in all self-evaluation questions from the tOpic

sheets .

7 . - 1 point will be added for evidence of having
completed all carrel arcade assignments and taking

all post tests.

8. Compare total Of points as calculated in steps 2
through 7 with the accompanying scale to find

letter grade.

162

FSN PROGRAM FLOW CARDS:

Program flow cards are your insurance that steps you
have completed in the course will be given credit.
Here is how they work:

1. In Carrel Arcade "C" there is a box with FSN
sections organized in sequence and the cards
for the current week filed alphabetically by
section.

2. Each student picks up his card on or after the
Thursday the current tOpic begins.

3. Each assignment in the Carrel Arcade must be
indicated by a time-in/time-out stamp from the
timeclock located at the desk of the "C" Arcade.
See the paraprofessional at the Arcade for in-
structions as to how this is done.

4. Each assignment in the IPLL must be acknowledged
by both the test score and the special IPLL
stamp.

5. On or before the following Thursday, the Old
week's card must be placed in the FSN drop box
in "C" Arcade and the new week's card picked up.

LABORATORY:

The Foundations of Natural and Life Science laboratory

is located in Room A-103 and will be Open from 8:00 a.m.
to 5:00 p.m. Tuesday and Thursday of each week, with

the exception of the field trip week. Admittance to the
laboratory will be gained only by a laboratory admittance
card, available at the "C" Carrel Arcade along with the
new topic outline and assignment sheet on the first day
of a tOpic assignment and all days following. Since only
28 peOple will be allowed to be in the laboratory at one
time, it is well to get the laboratory admittance card
as soon as possible so that the day and time you desire
‘will be available. Cards are passed out on a "first come,
first served" basis, and THERE WILL BE NO EXCEPTIONS.
.Laboratory reports are due in at the end Of the labora-
‘tory period for which they are assigned: a laboratory
period will be considered to be the period Of time for
which cards are issued each week.

163

POINT S CORING SYSTEM

90 - 100
89

88

87

86

85

84

83

82

81

80

79

78

77

76

75

74

73

72

71

70

69

68

67

66

65

64

63

62

61.

60
SEB‘- 50
449 -40
I39 -30

29 - 0 = 0.0

O I O l O O O

O 0 O O

O 0 O O O O O 0 0

HHHHHHHHHHNNNNNNNNNNwwwwwwwwwwh

0 0 O O O

mmonwpmmumwOp-awwbmmqm\OOHch-moxxlmxoo

0

o
\)

 

Additional credit may be earned in the following amounts:

3

Supplementary Reading 4 .
.6

Lectures and Field Trips

Performance
Goal 1

Performance
Goal 2

Performance
Goal 3

Performance
Goal 4

Performance
Goal 5

164

The student will be able to identify the
discipline in relation to a problem.

The student will be able to define the para-
meters Of the disciplines of the natural

and life sciences, particularly astronomy,
biology, chemistry, geology. and physics.

The study will be able to relate the state
and philosophy of the disciplines today with
its historic evolution and its future thrust.

The student will be able to differentiate
between pure science and its application as
a technology.

The student will be able to identify the
methods of inquiry peculiar to each Of the
disciplines as well as those common to the
sciences such as the following:

a. Observation of Phenomena

b. Ordering Of Data

c. Determining Variables

d. Experimentation

e. Generalizing and Evaluating Observed
Data

f. Determining and Evaluating Predict-
ability.

1155

 

 

 

 

 

 

 

 

 

 

 

a. CO 3
09:05 30.605
.2403. :5..a.._:cm
83-83 «I .3
53.32.23 3:0... O00; :0...” £522.33 7: 35.32.33 use. .9
.00»... u #252 .r .330: base... P3 Look! u u 0.5.
.. ...»floilhumfl
w .0500; :0 30:00.2 .n no.3:
. LO 5Ou~s~d05b £023.: .2 a0...
“1 5.3.3.0822. H.293...
moan» one.) :0.) _ “caucuses Lasagna» a co.ua..u.oa Num. .mu
munco.sap, mumwotp «scene auc.;»[ue.zwwn[ wou.tooouou -.N no.
.aee-uuo.
uu_uoc_g co.uuao¢ co.uo: to «30. .-n co.uoz «km. .m.
O» Enough... «.8230: :O 50.32%. £030: 40.. ...: a0...
@885 >409... E005.
Cauuus CO2... «0:0... O06; 30:. ..0.:00.Ot 020:3. mo m:.>.Om .3333: «mm. ...
3.3003: 020:... ".2623 332953.. upon 60.noth 020:3. an no...
1300.003. ....m~ :52.» NR.
_~u_eo;u use: -oa50u scout»: stuoeo_gu.OOm .. a».
9:03.525 30%» 0.63 ”.280: a.m.. ...m :2.
..-...
.x to a. .m-.. ..aacaz can .
stum_eogu «use» oou.> zu_> ._oas>m moacagu .au_u>;a co.souoz «km. .ou
aEGG—32:. n.2523 .00....05 a .00....05 0:02: u: :2.
carom «cu .0 wowsm _am.~taa< c<
.20... no 6009.... 0.2 25.3.“. a :33... «guan— da .0u:0.um .-N ..-. 3:30.530: ~59 .MN
”.0 3:805:02 “0:: 33¢ .5» «SE... a 9.00.5: “Pu—Eu... n3 Fatwa}... cm. :2.
«an. - use. a at»:
00:30»! «0:0.— O0u.> 30; .mm..-mum 3:3... man no.5 00:0.0». ..O 080m an. ....
wo moaned ".0:O.uao :O.»0»O: 0~N.u:0.um :0. :0s
mt4.u hzuzzu.mm< hzuzzu.mm< hzwt.¢mmxu u.mOh no gum)
uo<u¢< 4u¢¢¢p. 44¢. u<4

 

 

 

 

 

 

«mm. £3233. «uh-:3
322”; mm... a: 455.5: ...0 «20:32.8...
33.309 5.2256“. 924:3

1(56

 

 

 

 

 

 

 

 

 

     

 

 

 

 

 

 

 

 

 

. 4 ~[ x<xu 3<z.u Nun. .o~
P IN— —.r..a<
. . 30.>0¢ unm— .q.
M -2Lt2
Awe—v xxm u:.Em.m 0L32004 "oou.> “
ANmNV gutmm covv_: zoom 0nu c. ..9. 0.00m 05.» .00.oo.oou
.33 8. ..mom 2335 M . NR.
0:2 mo muotuom 60¢ 0:2 c. n.00a o~.-oa .nn .u_:: . a.th u.0_u forum .0. ..Lq<
Ao.~. 0mL0>.c: L 0c.tm: "munch w >uo_oou u coach ac.vaox no: Loco—m 0:» . umN 50:0:
33 38.. _. .
CO co_um0m.o . H
.mm. M _
your» >taucus..< .
Am..v _
0m00m.o utn0: modah oov_> 20.> m:_0uota .muau meoum>m “
A_~.-uuo. :O_ua_:ut.u cance—m .nn .m020uv>contmu 0>.um0m_c
5:23.; 6.58.023 £3.33... a E822 8. an.» a .3293 NR. .2
a 2:00: ”.mco_udo we mua00:0u a.mmm umonutm0: .>Loum.zut.u -m. cutaz
m:4_u . hzmxzo.mm< hzutzu_mm< hzmz_¢u¢xm u.ao» do xuu:
. mo<u¢< 3u¢¢<u 44:. m<4
N 0mm;

mum. .¢(azu44u «whz.1
wutm.cw wu.u a Jaxae<z no m1n_hsrr uh

167

 

 

 

 

 

 

 

 

 

 

 

 

m>om< mxh no 44¢ mum. .owum_ z<xm
4.¢¢< 4<z.u
AxmvCOtv
c».~u “can.“ -m_.o_ __.a< n~
AxmucOtv
meoum>m o>_umom_o a _muo_uxm .>L0um_:ug_u unm. .NN .Lmt ox
Axmuco:v
s:_.a___=ou _oumsocu «um. .m. .Lmz my
mvcaonEOU umcmmgo uc_smz a >EOcoxmh «mm. .n .me :§
comumuoz a >Loogh L~_auu_oz u_uoc_x «mm. .m. .3»; n“
>Luueo_;u_oum a co_u~uoz u__one>m ~5m. .a .5»; N‘
mucueogammo: _au_m>sm a ouco_um mo occum Nam. ..N .cms _‘
ou¢u>ou mu.mo» uh<o hmuh

 

«mm. ¢uk2.3 .mqaouzum hawk
om—
uuzm_um um.4 az< 4<¢:h<z no mzo_h<az=ou

 

DEPARBMENT OF FOUNDATIONAL STUDIES
NATURAL AND LIFE SCIENCE

THE SCOPE OF SCIENCE

"A science can be thought of as a body of information
grounded in factural descriptions, generalizations,
laws and theories based upon systematic inquiry involv-
ing observation and experimentation in the world to
which the body of knowledge pertains."

Performance Goals

Students should be able to:

1.

4.

Construct a definition of the words: Science, natural
science, biology, chemistry, physics, astronomy,
geology, physiology, and zoology.

Identify a situation involving the natural and life
sciences from a list of written situations.

Describe in writing the distinction between organic
and inorganic matter.

Construct a brief explanation of how the natural
sciences and life sciences are subdivided.

Questions

1.

2.

3.
4.
5.

What constitutes the structure of the natural sciences?

What are some similarities and differences among the
various disciplines that compose the natural sciences?

Can autonomous disciplines be integrated or synthesized?
What constitutes the structure of the life sciences?

What is meant by "inorganic" matter? What is
"organic" matter?

168

169

 

 

 

 

 

 

Media
1. Work the following program: IPLL
Scientific Notation, F 973—1193, Part 8
2. Read Chapters I and II, pp. 3 - 36. Textbook
3. Answer questions on handout sheet. Handout
4; Go to lab and complete "Grab Bag Experiment" Lab
outlined for you.
5. View the following films: "C" Arcade
"Frames of Reference” (198)

 

The LRC has a reference shelf which has been set aside for
your convenience to study on your own. You will find it has
the books pertaining to this subject placed on reserve for
your use.

170

DEPARTMENT OF FOUNDATIONAL STUDIES
NATURAL AND LIFE SCIENCE

PHYS ICAL MEASUREMENTS

"Factual descriptions provided by the natural sciences
are those experienced through physical measurements;
i.e., quantitative assessments of material objects
expressed in terms of agreed upon standard units of
mass, length, and time."

Performance Goals

Students should be able to:

1.

Read measuring devices that directly to indirectly
are applied to the properties of mass, length, and
time.

Demonstrate skill in the metric system using differ-
ent length, mass, area, and volume units.

Demonstrate skill with exponential numbers.

Describe in writing how to convert English units to
metric units.

5. Demonstrate skills in converting 0C to 0F to OK
temperature scales.
6. Describe in writing how to convert to any temperature
scale.
Questions
1. Why does man need to measure?

2.
3.

4.

5.

6.

What kind of tools does he use for measuring?
How does an astronomer measure light from a star?

What are the units of mass, length, time and volume
in a metric system?

What is scientific notation?

Distinguish between centigrade, fahrenheit, and
absolute (Kelvin) temperature scales.

171

 

 

 

 

 

 

Media
1, .Angwer question on handout sheet. Handout
2. Go to lab and complete experiments in the
laboratory manual: Lab
1-1 and 2-1
3. Work the following programs: "Numbers and
Units for Science" IPLL
ypp. 178—184
4. Listen to Audio tape: "Fusion & Fission; an
Appraisal” "C" Arcade
5. View the following films: "Shape of the
Earth" "C" Arcade
"Measurement of the Speed of Light" "C" Arcade
6. Use Appendix — pp. 535—548 Text Book

 

The LRC has a reference shelf which has been set aside for

your convenience to study on your own.

You will find it has

the books pertaining to this subject placed on reserve for
your use.

SYMBOLIC NOTATIONS

172

OAKLAND COMMUNITY COLLEGE
FOUNDATIONS OF NATURAL AND LIFE SCIENCE

"The ultimate goal of a science is a theoretical symbolic
understanding of the qualitative symbolic phenomena in-
cluded in the world under examination."

Performance Goals

Students should be able to:

1.

Translate observed phenomena into theoretical sym-
bolic statements.

Identify a situation involving a chemical and
physical change.

Identify the elements essential to life.

Construct a definition of the words photosynthesis
and respiration.

 

5. Describe in writing how symbols are involved in a
particular experiment.
Questions
1. Discuss how green plants hold the key to the living

2.

world.

HOW may symbols combine to explain a phenomena?
Cite examples to support your answer.

What is meant by the law of conservation of mass?
Is it always conserved?

Describe the process of photosynthesis. Describe
the process of respiration. How do they differ?

What systems of shorthand are used in mathematics,
chemistry, physics, and biology? Cite examples.

173

 

 

 

 

 

 

Media
1. Go to lab and complete experiments in the
laboratory manual: Lab
14-3 and l4-4
2. Work the following programs: IPLL
"Chanical Symbols"
3. Complete questions on handout sheet. Handout
4. View the following films: "C" Arcade
"Introducing Chemistry" Textbook
5. Listen to audio tape: "The Chemical
Accelerator" "C" Arcade
pp. 229-235 Textbook

 

The LRC has a reference shelf which has been set aside for
your convenience to study on your own. You will find it has
the books pertaining to this subject placed on reserve for

your use.

-174

OAKLAND CQWMUNITY COLLEGE
FOUNDATIONS OF NATURAL AND LIFE SCIENCE

STOICHIOMETRY
Performance Goals:
Student should be able to:
1. Define Stoichiometry in writing.
2. Find the simplest formula for a compound.

3. Find the molecular weight and the formula weight of
a compound.

4. Determine the relationships between the weights of
reactants and products in a reaction.

Questions:

Do all questions and problems (No's. 1—21) on pp. 374-
375 in the text.

 

 

Media
1. Read pp. 361-375 Textbook
2. Do lab exercise: 25-1 in Lab Manual A-103

 

 

The LRC has a reference shelf which has been set aside for
your convenience to study on your own. You will find it has
the books pertaining to this subject placed on reserve for
your use.

175

DEPARTMENT OF FOUNDATIONAL STUDIES
NATURAL AND LIFE SCIENCE

KINETIC MOLECULAR THEORY

"The fact that the Ideal Gas Law can be used to summar—
ize reasonably accurately the physical behavior of all
gases, whatever their degree of molecular complexity,
is a clear indication that the gaseous state of matter
is a relatively simple one to attempt to treat from a
theoretical point of view."

Performance Goals
Students should be able to:

l. EXPlain and describe in writing the basic assumptions
of the kinetic molecular theory.

2. Identify a situation involving Dalton's Law of
partial pressure.

3. Identify a situation involving a general relation of
Boyle's Law, Charles' Law and Avogadro's Principle
between volume, pressure, temperature and number of
moles of a gas sample.

4. Construct a practical model of a molecule moving in
a box and describe the molecular speed, number of
collisions per second with the walls of the box,
average collision with the wall in producing the
pressure found in the box, and the average kinetic
energy of the molecule.

.Questions

1. A flask of C02 is collected over water at a total
pressure of 740 mm of mercury. If the partial pressure
of the water vapor is 15 mm of H , what is the pressure
exerted by the C02? 9

2. Suppose a gas, measured under a pressure indicated by
a barometric reading of 720 mm, has a volume of 620
ml. What volume will this gas occupy under standard
pressure (760 mm), with the temperature constant?

3. The volume 8f a certain gas, when measured at a temper-
ature of 70 C, is 640 ml. What is its volume at 10 C?

4. A gas measured 1000 ml at a temperature of 50°C and
under a pressure of 748 mm. What volume will it occupy
at a temperature of 27 C and under a pressure of 760
mm?

176

5. Consider a 5 liter balloon filled wéth .05 moles of
helium (He) gas and heated from 400 K to 1600 K.
Compare quantitatively in terms of factor changes

the following:

a)
b)

C)
d)
e)
f)

9)
h)

Number of Moles

Average collision with the wall in producing the
pressure. '

Volume

Absolute Temperature

Mass

Molecular speed of the molecules.

Average momentum, and

Number of collisions per second.

Media

1. Answer questions on handout sheet. Handout

 

2. View the following films:

"Kinetic Molecular Theory" (81)

"Introduction to Reaction Kinetics" (448) "C" Arcade

"Transplant Technique"

 

3. Listen to the following tape:

"The Chemical Accelerator" "C” Arcade

 

4. Problem session. Lab

 

5. Work the following programs:

1. Basic Assumptions of Kinetic Molecular

Theory IPLL

UN

The Gas Laws
The Principles of Chemistry #6, pp.
93F114 ‘

 

 

The LRC has a reference shelf which has been set aside for
your convenience to study on your own. You will find it has
the books pertaining to this subject placed on reserve for

your use.

MOTION

177

OAKLAND COMMUNITY COLLEGE
FOUNDATIONS OF NATURAL AND LIFE SCIENCE

Performance Goals:

The student will be able to:

1.

5.

Define, either orally or in wriring, Newton's three
laws of motion.

Work problems relating mass, velocity, acceleration,
and force.

Show or devise a practical demonstration using motion.
Relate impulse and kinetic energy, using any medium
he chooses, but writing a description of the relation-

ship, using symbols.

Use a pendulum to show the relationship between
kinetic energy and potential energy.

Questions:

1.

Sunlight takes about 8-1/2 minutes to get to the sur-
face of the earth from the sun, a distance of about
1.50 x 108 kilometers of 9.3 x 107 miles. What is
the speed of light in kilometers per second and miles
per second?

The speed of sound in air is about 1100 feet per
second. If a bolt of lightning strikes one mile from
you, how long will the sound take to reach you?

A car moving at 80 kilometers per second is brought

to a stop in 3 seconds. The car has a mass of 1100

kilograms. What was the average acceleration during
the 3 second period?

Using the example above, how much kinetic energy is
absorbed into the brakes of the car?

A stone dropped from a cliff falls with an accelera—
tion of 9.8 m/secz. How fast will the stone be
moving 5 seconds after it is dropped?

178

Program of Study

 

 

 

 

Assignment _ V Media

1. Read Text: pp. 37-61 Home

2. View Motion Picture: "Straight Line Kinematics” "C" Arcade
3. Do Lab exercise 3-1 A—103

4. Work Program: "Newton's Laws of Motion" IPLL

 

 

The LRC has a reference shelf which has been set aside for
your convenience to study on your own. You will find it has
the books pertaining to this subject placed on reserve for
your use.

179

OAKLAND COMMUNITY COLLEGE
FOUNDATIONS OF NATURAL AND LIFE SCIENCE

CATEGORIZED DESCRIPTION AND TAXONOMY

"Someone dumped a thousand different coins in a pile
and asked you to arrange them in some systemic way.
How would you begin?"

Performance Goals

Students should be able to:

1.

2.

3.

4.

5.

6.

Construct a hierarchy of the animal kingdom.

Construct a brief explanation of this classification
system and give an example of each phyla.

Construct a hierarchy of the traditional classifica-
tion of the plant kingdom.

Describe in writing how a list of plants and animals
may be classified.

Construct a definition of the word taxonomy.

Classify chemical compounds, inorganic and organic.

Questions

1.

How can the principles of scientific classification
be made useful in areas outside of biological study?

What are some specialized branches of biology?

What kind of work would you expect a taxonomist to
be doing?

Name the classification groups from the largest to
the smallest.

What do we call the specialized branch of biology
which deals with the naming and classification of
plants and animals?

Name the Alkanes that are commonly found in gasolene.

What is the difference between an Alkane and an
Aklene: an Alkyne?

180

 

 

 

 

 

 

Assignments Media
1. Answer questions on handout sheet. Handout
2. a) fill in classification sheet:
"Putting Things Together Taxonomically“
(Pick up sheet in Lab) LRC
b) preparation of an alcohol Lab
3. Work Program: "Naming Organic Compounds" IPLL
4. View Film: "Classifying Plants and Animals" "C" Arcade
5. Listen to Tape: "NObel, Nerves and Noradren-
aline" "C" Arcade
6. (Optional) View video tapes to review "C“ Arcade

 

 

The LRC has a reference shelf which has been set aside for

your convenience to study on your own.

You will find it has

the books pertaining to this subject placed on reserve for
your use.

181

DEPARTMENT OF FOUNDATIONAL STUDIES
NATURAL AND LIFE.SCIENCE

CHEMICAL EQUILIBRIIIVI

"In ordinary conversation the word equilibrium suggests

a stable, or at least a steady, condition produced by
balancing the forces that tend to act in different
directions. The general idea of equilibrium as a balance
between two changes Opposing each other has the same
general meaning in chemistry although there are some
important distinctions."

Performance Goals

Students should be able to:

1.

Describe in writing the distinction between statis and
dynamic equilibrium.

Construct a definition of Le Chatelier's principle.

Identify some of the possible changes that may alter
an equilibrium system.

Describe in writing a mass action expression for
certain chemical reactions.

Construct a practical model under the influence of
equilibrium conditions and explain how the equilibrium
state is affected by changes in terms of Le Chatelier's
principle.

Questions

1.
2.
3.
4.

5.

What is actually happening when equilibrium is reached?
What is meant by the Law of Mass Action?

What is dynamic equilibrium? Static equilibrium?

Draw a graph to show how equilibrium is attained.

Write a mass action expression for the folloWing
chemical reactions:

, __.__3
a C2H4 (g) + 3 02 (g) ‘__ 2 C02 (9) + 2 H20(g)

g)

(9) <———

(9

c. N2(g) +02(g) : 2 510(9)

182

6. Consider the equilibrium system consisting of N2, 02
and N0 in a sealed container at constant temperature.

The net reaction is:

* ___Js
N2(g) . 02(9) T____ 2 NO

(9) °

Explain how the equilibrium state is affected in terms
of Le Chatelier's principle by the following changes:

a. Addition of N; to the container.
b. Removal of N0 from the container.
c. Addition of a catalyst.

d. Removal of 02 from the container.

 

 

 

 

 

 

Program Location
1. Read Text: Chapter 21, pp. 293—310. Text
2. Answer questions on handout sheet. Home
3. Go to lab and complete experiment 21—1 first Lab
and 21-2 second.
4. Listen to Tape: "Molecules in Space." "C" Arcade
5. Read programmed materials. IPLL
a. Molecular Equilibrium, pp. 3-42.
b. Chemical Principles, pp. 331-344.
c. Principles of Chemistry (#8). pp. 79-143.
6. "C” Arcade

View.Motion Pictures:

a. "Chemical Equilibrium"
b. "Equilibrium"
c. "Chemical Change"

 

References

See LRC Reference Shelf

 

183

DEPARTMENT OF FOUNDATIONAL STUDIES
NATURAL AND LIFE SCIENCE

THE CIRCULATORY, SKELETAL AND DIGESTIVE SYSTEMS

"The cells in man's body are bathed in a solution called
tissue fluid. This fluid is piped through his body and
circulated with a pump, the heart. If the pump stops
working, man's cells are in the same predicament as a
sponge would be when thrown up on the beach."

Performance Goals

 

Students should be able to:

1.

10.

11.
12.
13.

Trace the circulation of the blood through the body.
Describe in writing how blood clots.

Describe in writing the difference between plasma
and corpuscles.

Identify the components of blood plasma and identify
the solid components of blood.

Construct a model of the heart and identify its parts.

Be able to identify the anatomy of the gastro-
intestinal system.

Describe the actions of enzymes on food.

Identify the various glands involved in the digestive
system, along with their secretions.

Describe the process of digestion from intake to
excretion.

Relate the process of absorption into the bloodstream
to the processes of breakdown occurring in the G—I
tract.

Name and locate the bones of the skull.

Name and locate the bones of the spine.

Describe the different joints and their typical
locations.

 

 

184

14. Relate major bones and portions of the circulatory

system.

15. Describe the two girdles and the sexual differences.

Questions

 

1.
2.

10.

11.
12.

13.

14.

15.

What materials are found in blood plasma?

What condition in the body does a high white-blood
count usually indicate?

Distinguish between an artery and a vein.

Trace the blood from the right toe to the left index
finger.

Describe how you would go about performing a heart
transplant.

What is the origin of the cells found in blood?

Name and locate anatomically the sphincters of the
gastro—intestinal system.

Name the glands associated with the digestive system,
starting at the mouth and ending at the ascending
colon.

Name the enzymes used in the digestive process and
identify the gland which secretes each.

Name the separate parts of the gastro-intestinal
system.

Name and locate the bones of the skull.

Name the bones of the backbone in order from skull
to coccyx.

Describe the articulation in all joints from: 1) the
shoulder to the most distal phalanz; 2) from the left
hip to the left big toe.

Which bones have holes in them to allow circulatory
involvement? Which have grooves in them to accommo-
date veins and/or arteries?

Discuss the differences typically encountered in the

construction of: a) the elbow joint, b) the pectoral
girdle, and c) the pelvic girdle from the standpoint

of sexual difference.

185

PROGRAM OF STUDY

Assignment

1. Work the Program:

Basic Concepts of Anatomy and Physiology,
pp. 316-346

Media

IPLL

 

View Motion Pictures:
a. Heart and Circulation
b. Heart Disease
c. Alimentary Tract
d. Digestion of Foods

Arcade

llcll

 

Do Lab Experiments:
1. Heartbeat

2. Tests for Carbohydrates, Proteins, Fats

A-103
A-103

 

Listen to Audio Tape: "Microbes To Food"

"C" Arcade

 

View Video Tapes: (Optional)
a. Skeletal System
b. Circulatory System
c. Digestive System

Arcade

"Cu

 

Fill in blanks of "The Story Of Ike And Mike"

"C" Arcade

 

Complete questions on handout sheet

Home

 

186

OAKLAND COMMUNITY COLLEGE
FOUNDATIONS OF NATURAL AND LIFE SCIENCE

THE PLANET EARTH

"The firmament displays wonders, but Planet Earth is our
home."

Performance Goals

Students should be able to:

1.

Understand and use a selected list of words peculiar
to geology.

Point out specific land features in Oakland County.

Construct a history of the glaciation of Oakland
County.

Describe the major forces of weathering and land
formation.

Explain the structure of the interior of the earth.

Read a tOpographic map.

Questions

1.

2.

Define: Fosse, esker, moraine, outwash, till, fault,
fold, uplift, and metamorphism.

Write a brief description of the events which led
to the current land form of Oakland County.

Trace a river from its rise in mountains to its
formation of a delta.

Describe and explain the importance of isostasy.

ll

 

187

 

 

 

 

Assignments Media

1. Map reading A—lO3

2. Listen to the following tapes:
"Hot Brine Pools In The Red Sea" "C" Arcade
"Oil In The Sea" " "

3. Work the following programs, all frames:
Glaciers (by Bradner) IPLL

4. Field Trip Pamphlet &

Car Pools

 

 

5. Complete questions on handout sheet Handout
6. View the following films:
"Secrets Of The Ice (269)

"Hidden Earth" (252)

 

"C" Arcade

 

The LRC has a reference shelf which has been set aside for
your convenience to study on your own. You will find it has
the books pertaining to this subject placed on reserve for

your use.

APPENDIX C

TESTS ASSOCIATED WITH THE PROGRAMED TEXTS

188

189

 

PROGRAM NO. 18 ' COPY PAGE
NAMING ORGANIC COMPOUNDS
PRE-TEST - - FORM A
NAME 0
(Print) SCORE A DATE

Match the statements in Column A with the terms in column B.
(For this test, I used column B, no. )

 

 

 

 

A .13.
(see separate
sheet)

1) 2-butyne l) a
2) 2,2—dimethy1 butane 2) b
3) methane 3) c
4) 3-ethyl-2,3-dimethylpentane 4) d
5) a homocyclic compound 5) e
6) 1,3,5—hexatriene ' 6) f
7) a heterocyclic compound 7) g
8) 3,7-diehty1-2,2-dimethy1-4-propylnonane 8) h
9) Zamethyl-l,3-butadiene 9) i
10) decane 10) j
11) ethene 11) k
12) 3,3,4-trimethy1hexane 12) 1
13) 5—ethyl-2,4-dimethyloctane 13) m
14) 4-ethyl—2-methyl—1-hexene 14) n
15) 3-heptene 15) o
16) Hexane 16) p
17) 2,2-dimethy1-5-propyl-3-nonyne 17) q
18) ethyne 18) r
19) 3,3,4,4-tetramethyl-1,pentyle 19) s
20) isobutane 20) t
21) u

(you may use 22) v

Score = No. correct x 5 letters or the 23) w
numbers) 24) x

25) Y

190

 

 

 

 

PROGRAM NO. 18 COPY PAGE
NAMING ORGANIC COMPOUNDS
PRE-TEST . . FORM B
NAME SCORE % DATE
(Print)
Match the statements in column A with the terms in column B.
(For this test, I used column B, no. )
s i
(see separate
sheet)
1) a homocyclic compound 1) a
2) 2-methy1-1,3—butadiene 2) b
3) 3,3,4-trimethy1hexane 3) c
4) 2-butyne 4) d
5) 3-heptene 5) e
6) isobutane 6) f
7) 3,7-diethyl-2,2—dimethyl—4-propylnonane 7) g
8) ethene 8) h
9) 2,2—dimethylbutane 9) i
10) ethyne 10) j
11) S-ethyl—Z,4—dimethyloctane 11) k
12) 1,3,5—hexatriene 12) 1
13) hexane 13) m
14) methane 14) n
15) decane 15) o
16) 3,3,4,4-tetramethy1-l-pentyne 16) p
17) a heterocyclic compound 17) q
18) 4-ethyl—2-methyl-l—hexene 18) r
19) 3-ethyl—2,3-dimethylpentane l9) s
20) 2,2—dimethy1-5—pr0py1-3 nonyne 20) t
‘ 21) u
(you may use 22) v
Score = No. correct x 5 the letters or 23) w
the numbers) 24) x
25) y

191

 

 

 

 

 

COLUMN B
PROGRAM NO. 18 (NO. 1)
NAMING ORGANIC COMPOUNDS
(DO NOT WRITE ON THIS SHEET)
a) GE b) g c) d) C C e)
C—C-E- -C C=C- =C C—C-C-C-C-C C-C-E-C-C-C C-CEC-C
f) g) h) C i) j)
C-§ g g C C-C-E-C C—é-C
C= -C—C—C7C E
g—C-C-C
b0 H 1) m) C n) o)
IH
H—C—
| N—H' C10 H22 C H4 H-CEC-H
H—Cj
IH‘b
H
To C q) r) q s) H t)
g E \ ,H C-C-é-CEC I
= "' =C-C . H/C=C\H C H‘f- \C80 C10 H18
H—C—
[ ii
, H
) 7‘ v) C W) x) y)
§=§ C—E-C 2 £1
-C-C C-C-C— — - C1- -C1
-C-C-C E E-C 1
‘ =C

 

 

 

 

 

 

 

192

 

 

 

 

 

 

 

 

 

 

PROGRAM NO. 18 COLUMN B
5 (No. 2)
NAMING ORGANIC COMPOUNDS
(DO NOT WRITE ON THIS SHEET)
a) b) c) d) e)
C-g—C C—C-E-E—C—C C-C—g-g—C 9
g—C-C C C-CsC—C E
-C—C-C C
C =c
d:
E—C-C
f) g) h) C i)‘ j) 9
C-C—E-C C_é C-E-C C-E-g-CEC
H~ /H C l
C=C
H’ ‘H g-C-C-C
C
) l) m) H n) o)
l H}:
C10 H22 C H4 H-C —‘C H-Csc-H
—H
H-C -
l
H
"P) q) H r) E S) t) E
H-C-Fefi C=E- =C-C Clo H13 Gag-C— -C-C
:0
“if:
I
H
u) v) w) x) 1 y)
C=C-S=C C-C—C- ‘2‘? §=§ Cl—E-Cl
E g-C C1 C-C-C-C-C-C

 

 

 

193

 

 

 

 

PROGRAM NO. 18 COPY PAGE
NAMING ORGANIC COMPOUNDS
POST-TEST . . FORM A
NAME SCORE % DATE
(Print)
Match the statements in column A with the terms in column B.
(For this test, I used column B, no. )
A B
(see separate
sheet)
1) 2,2-dimethyl butane 1) a
2) 2-ethyl-l,4—hexadiene 2) b
I 3) 3-ethyl-2,3—dimethy1pentane 3) c
07 .
Eg 4) 2amethy1-1,34butad1ene 4) d
5) 3-ethy1-2-methyl-l,3-pentadiene 5) e
6) decane 6) f
g: 7) 3,3,4—trimethylhexane ‘E; 7) g
g 8) 2—butyne '-\ 8) h
> 9) S-ethyl-Z,4—dimethyloctane £3 9) i
\1 10) 4-ethy1-2-methyl-1-hexene \l 10) j
_9- Q
5! 11) 2,3-dimethyl-2—butene {Ll 11) k
12) ethene 12) l
G) 13) 2,2-dimethyl—5—propy1-3-nonyne 13) m
S) 14) 3,3,4,4-tetramethyl—l-pentyne 14), n
2: 15) 6—methy1-3-nonyne (molecular formula) 15) o
Q 16) 3 heptene 16) p
Q. 17) isobutane 17) q
18) 3,7-diethyl-2,2-dimethyl—4-pr0pylnonane 18) r
19) 1,3,5—hexatriene l9) s
20) Carbon tetrachloride 20) t
21) u
(you may use 22) v
Score = No. correct x 5 the letters or
the numbers) 23) w
24) x
25) Y

194

 

 

 

 

PROGRAM NO . 18 COPY PAGE
NNMING ORGANIC COMPOUNDS
POST-TEST ' ‘ ' FORM B
NAME SCORE % DATE
(Print)
Match the statements in column A with the terms in column B.
(For this test, I used column B, no. )
A 2
(see separate
sheet)
1) 3-ethy1—2—methyl—l,3-pentadiene l) a
2) 3,3,4,4—tetramethyl-l-pentyne 2) b
3) 5-ethyl—2,4-dimethyloctane 3) c
4) 3,7-diethyl-2,2-dimethyl-4-propylnonane 4) d
5) 2,2-dimethyl butane 5) e
6) isobutane ’ 6) f
7) 4-ethyl-2—methy1-1—hexene 7) g
8) decane 8) h
9) 2,2-dimethy1-5-propyl—3-nonyne 9) i
10) 2-ethy1-l,4—hexadiene 10) j
11) 1,3,5—hexatriene 11) k
12) 6dmethy1-3-nonyne(Molecular formula) 12) l
13) 3,3,4-trimethylhexane 13) m
14) 2,3-dimethyl-2~butene 14) n
15) Carbon tetrachloride 15) o
16) 3-ethyl-2,3-dimethylpentane 16) p
17) 3 heptene 17) q
18) 2-butyne 18) r
19) ethene 19) s
20) 2dmethyl-1,3-butadiene 20) t
(you may use 21) u
Score = No. correct x 5 the letters or 22) V
the numbers) 23) w
24) x
2 5 ) Y

195

 

 

PROGRAM NO. 20 COPY PAGE
PRE-TEST NEWTON'S LAWS OF MOTION FORM A
NAME SCORE 1»‘% DATE

(Print) .
Match the statements in column A with the terms in column B.

 

Items in column B may be used more than once.

A
1) Change of position with respect to

a referent 1)
2) In figure A, if F = 20n, determine Fx. 2)
3) Newton's second law. 3)
4) The vertical component of a vector. 4)
5) A quantity with both magnitude and

direction. 5)
6) Movement of a body along an axis. 6)
7) In figure B, if F1 = 20n, F2 = lOn,

determine R. 7)
8) Movement of a body around an axis. 8)
9) Change of rate of velocity. 9)
10) Newton's third law. 10)
11) The horizontal component of a vector 11)
12) An application of Newton's third law.12)
13) In figure E, if F = 50n, M = lOKg,

find a. 13)
14) Tendency of a body to resist a change

in equilibrium. 14)
1.5) In figure C, if F1 = 2n; F2 = 1n,

determine R. 15)
16) A push or pull exerted on a body. 16)
17) In figure F, if F1 = 50n, M = lOKg,

F2 = 0, find a. 17)
18) Every force is accompanied by an

opposite & force. 18)
19) Newton's laws of motion relate . 19)
20) In figure D, if F1 = 20n, F2 = 15n,

detenmine R. 20)

.B_

20n
500 m/sec/sec
3n

5 m/sec/sec

1n
motion 8c force

35n

force 8c gravity
vector quantity
4.44 m/sec/sec

equal

17.5 n

inertia
25n

speed
Fx

motion

jet engine
22.5 n

acceleration

196

A

Scoring;kev: Score = No. correct x 5
25) None of these 28) Newton

26) rotational motion 29) mass

27) unequal 30) force

9
Fy

action=reac-
tion
translational
motion

F = ma

197

NEWTON'S LAWS (FIGURES)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

_FIGURE A ' W
M
F F1
'1
300 [ F2
FIGURE C §l§HB§_2
F2 M
M
F F1 F2
FIGURE E FIGURE F
F1
F
M l F2
M l e;

 

 

 

198

 

 

PROGRAM NO. 20 COPY PAGE
NEWTON'S LAWS OF MOTION
PRE—TEST . FORM B
NAME SCORE % DATE
(Print)

Match the statements in column A with the terms in column B.
Items in column B may be used more than once.

A 13.
1) Change of position with respect to a
referent. 1) force & gravity
2) In figure A, if F = 20n, determine
Fx. 2) None of these
3) Newton's second law» 3) Fx

4) The vertical component of a vector. 4) unequal

5) A quantity with both magnitude and

direction. 5) 20n
6) Movement of a body along an axis. 6) F = ma
7) In figure B, if F1 = 20n, F2 = lOn,

determine R. 7) vector quantity
8) Movement of a body around an axis. 8) motion
9) Change of rate of velocity. 9) SOOm/sec/sec
10) Newton's third law. 10) Newton
11) The horizontal component of a

vector. 11) jet engine
12) An application of Newton's third

law. 12) 4.44m/sec/sec
13) In figure E, if F = 50n, M = lOKg,

find a. 13) 3n
l4) Tendency of a body to resist a

change in equilibrium. l4) Translational

motion

15) In figure C, if F; = 2n, F; = 1n,
determine R. 15) equal

16) A push or pull exerted on a body. 16) Fy

17) In figure F, if F1 = 50n, M = lOKg,
F; = 0, find a. 17) 5 m/sec/sec

18) Every force is accompanied by an
opposite & force. 18) 17.5n

199

19) Newton's laws of motion relate .
20) In figure F, if F1 = 20n, F2 2 15n,

determine R.

Scoring key: Score = No.

25) 22.5 n
26) motion & force

27) mass

correct x 5

28) 25h

29) action=reaction
30) 35n

19)

20)
21)
22)
23)

24)

acceleration

speed
force

1n
rotational
motion

inertia

 

 

200

NEWTON'S LAWS (FIGURES)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

FIGURE A FIGURE B
M
F1
7)
300 ‘ F2
FIGURE C FIGURE D
F2 M
M
F F1 F2
FIGURE E FIGURE F
F1
F
M | .2
M I %

 

 

 

201

 

 

 

 

PROGRAM NO.20 COPY PAGE
NEWTON'S LAWS OF MOTION
POST-TEST . FORM A
NAME SCORE % DATE
(Print)

Match the statements in column A with the terms in column B.
Items in column B may be used more than once.

10) Every force is accompanied by an
opposite & force. 10) jet engine

A A
l) A quantity with both magnitude and
direction. 1) motion
2) Change of rate of velocity. 2) 25m/sec/sec
3) In figure A, if F = 25n, determine
Fy. 3) F = ma
4) Movement of a body around an axis. 4) Translational '
""_ motion
5) Change of position with respect to
. a referent. 5) 4 m/sec/sec
6) In figure B, if F; = lOn, F1 = 20n,
determine R. 6) action=reaction
7) Tendency of a body to resist a change
in equilibrium. 7) 50m
8) Newton's laws of motion relate . 8) Fx
9) In figure C, if F1 = 12n, F; = 8n,
determine R. 9) inertia

11) An application of Newton's third
law. 11) 3.3m/sec/sec

12) The vertical component of a vector. 12) unequal
13) In figure D, if F1 = 40n, F; = 30n,

determine R. 13) Newton
14) Newton's third law. 14) 21n
15) A push or pull exerted on a body. 15) rotary lawn
Sprinkler

16) In figure 4, if F = 50n, M 2 25Kg,
find a. 16) speed

17) The horizontal component of a
vector. 17) 4n

 

23)
24)
25)
26)

none of these
force & gravity
20n

equal

202

A
18) Movement of a body along an axis. 18)
19) In figure F, if F; = lOn, M a 5Kg,
F; = 8n, find a. 19)
20) Newton's second law. 20)
21)
Scoring key: Score = No. correct x 5 22)

27) 2 m/sec/sec

28) rotational motion
29) Fy

30) 22.5n

B

acceleration
vector quan-
tity

force

11.75 n
motion & force

203

NEWTON'S LAWS (FIGURES)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

FIGURE A FIGURE B
M
F1
I
30° , F2
_____FIGURE C WE
F2 M
M
F F1 F2
FIGURE E FIGURE F
I5'1
F
M l F2
M I >>

 

 

 

204

 

 

 

PROGRAM NO. 20 COPY PAGE
NEWTON'S LAWS OF MOTION
“POST-TEST FORM B
NAME SCORE % DATE
(Print)
Match the statements in column A with the terms in column B.
Items in column B may be used more than once.
A 13.
l) A quantity with both magnitude and
direction. 1) Fx
2) Change of rate of velocity. 2) 20n
3) In figure A, if F = 25n, determine
Fy. 3) speed
4) Movement of a body around an axis. 4) 2 m/seC/sec
5) Change of position with respect to
a referent. ‘ 5) motion
6) In figure B, if F2 = lOn, F1 = 20n,
determine R. 6) force8agravity
7) Tendency of a body to resist a
change in equilibrium. 7) Inertia
8) Newton's laws of motion relate 8) 4n
9) In figure C, if F1 = 12n, F2 = 8n,
determine R. 9) 25 m/sec/sec
10) Every force is accompanied by a
Opposite & force. 10) rotational
motion
11) An application of Newton's third
law. 11) acceleration
12) The vertical component of a vector. 12) jet engine
13) In figure D, if F1 = 40n, F2 = 30n,
determine R. 13) F = ma
14) Newton's third law 14) none of these
15) A push or pull exerted on a body. 15) 3.3 m/sec/sec
16) In Figure E, if F s 50n, M = 25Kg,
find a. 16) 11.75n
17) The horizontal component of a
vector. 17) translational
18) Movement of a body along an axis. 18) unequal

205

 

A
19) In figure F, if F1 = lOn, M = SKg,
F2 = 3n, find a. 19)
20) Newton's second law. 20)
Scorinquey: Score = No. correct x 5 21)
25) vector quantity 28) 21n 22)

26) action=reaction 29) motionacforce 23)
27) Fy 30) 50n 24)

A

force

rotary lawn
sprinkler

22.5 n

4 m/sec/sec
equal
Newton

206

NEWTON'S LAWS (FIGURES)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

__FIGURE A W
F F1
'1
300 I F2
____FIGURE c W
F2 M
M
F F1 F2
FIGURE E FIGURE F
F1
F M I F2
M I _ >_
\ \

APPENDIX D

KOIMOGOROV—SMIRNOV TESTS-~WORK TABLES

207

WORK TABLES

KODMOGOROV—SMIRNOV STATISTICAL TEST

The formula for determining the computed test value from
the tables of Chapter IV, for the one-tailed test for two

samples, at the .10 alpha level is

 

 

x2 = 4132

 

 

The computations for each of the tables listed in Chapter

 

 

IV follow.
Table 4.3 Table 4.4
x2 = 4D2 nln2 x2 e 4(.079)2 (92(14J
9+14
nl+n2

. 4(.l78)2 7(a)(7)1 4<.006) 126
8+7 _] (23)

= 4(.03168) * 56
_(56)

= (.12672)(3.733)

II

(.024) (5.478)

 

.13147

= .473

208

209

Table 4.5

40475)’ 191151 x2
(_8+5

 

4(.2256) '(40)
_(13)

(.9024) (3.077)

 

2.7766

Table 4.7

4(.314)2 (7)(5) x2
7+5

4(.098) [(35)]
(12)

(.392) (2.916)

 

1.1430

Table 4.9

4(.25)2 (8)(5) x2
8+5

4(.0625) (40)
(13)

(.250) (3.0769)

 

.7692

Table 4.11

4(.1333)2 (15)(5) x2
15+5

4(.0177) [(75)]
(20)

(.0708) (3.75)
.2655

 

Table 4.6
4(.2137)2 (l9)(13)
9+13

4(.0456) _gggg}
(22)

(.1824) (5.318)

 

.97000
Table 4.8
4(.269)2 (l4)(13)
14+13

4(.0723) (182)]
(27)

(.2892) (6.740)

 

1.949

Table 4.10

4(.383)2 1121121
12+5

4(.1467) [g6g)]
(17)

(.5868) (3.529)

(2.07)

Table 4.12

404-46)2 _(2_6)_ll_0_)_
26+10

4(.199) (260)
(36)

(.796) (7.222)

5.74888

 

"I(NEHTWMNTTs