Research Design in Occupational Education
University
Except for those materials which are supplied by different departments of the University
(ex. IRB, Thesis Handbook) and references used by permission.
CRITIQUE EXAMPLE - GRADUATE STUDY
Bibliographical Entry
Hamby, J.L. (1995). An assessment of the Applied Biology/Chemistry
curriculum in selected Oklahoma schools. Unpublished doctoral dissertation, Oklahoma
State University, Stillwater.
Problem
Traditional science teaching methods may be an ineffective preparation
venue for students assuming careers in a technologically advanced labor market. A
curriculum which stresses an applied approach employing the cooperative learning method
may be a more effective means of teaching a diverse base of scientific information. For
this reason, the relative effectiveness of an applied science curriculum needs to be
evaluated.
Comments - The problem statement was very lengthy and needed to be
reread several times to understand the point of the study. The problem did, however, agree
with the title and had an educational significance.
Purpose
The purpose of this study was to compare the Applied Biology/Chemistry
(ABC) curriculum taught using the cooperative learning method with the traditional biology
curriculum taught using more typical instruction by means of student scores on a
standardized biology test and science attitude survey.
Comments - The purpose was clearly stated, agreed with the title and
problem, and was limited to the researchers capabilities and resources. The purpose
agreed with the problem in that it will evaluate the effectiveness of the ABC curriculum.
However, the purpose revealed that this was done by comparing scores on a standardized
biology test and science attitude survey.
Objectives
Specifically, the study sought to compare pre-test and post-test scores
on: (a) the National Association of Biology Teachers/National Science Teachers Association
(NABC/NSTA) biology test of those students taught the ABC curriculum using the cooperative
learning method in selected Oklahoma schools; (b) the NABT/NSTA biology test of those
students taught the traditional biology curriculum using typical teaching methods in
selected Oklahoma schools; (c) the NABT/NSTA biology test of those students taught the ABC
curriculum using the cooperative learning method with those taught the traditional biology
curriculum using typical teaching methods in selected Oklahoma schools; (d) the science
attitude survey of those students taught the ABC curriculum using the cooperative learning
method in selected Oklahoma schools; (e) the science attitude survey of those students
taught the traditional biology curriculum using typical teaching methods in selected
Oklahoma schools; (f) the science attitude survey of those students taught the ABC
curriculum using the cooperative learning method with those taught the traditional biology
curriculum using typical teaching methods in selected Oklahoma schools.
enough information to accomplish the purpose and will help solve the problem. The author
also included a list of hypotheses which were constructed to achieve the objectives of the
study.
Review of Literature
The author provided an overview of the available literature in science
education as it pertained to the objectives of the Applied Biology/Chemistry curriculum.
The review of literature was very detailed; however, there were a limited number of
citings used within the text. Section titles were: (1) Introduction; (2) Applied Basic
Science Courses; (3) Cooperative Learning; (4) The Nature of Effective Instruction; (5)
Attitudes Towards Science; (6) Related Research; and (7) Summary. Reference citations
appeared correct and used proper APA style. Practical and theoretical reasoning was
included and similar studies were cited.
Procedures
The pre-tests were administered to students within the first four weeks
of the 1993-94 academic year. One of two versions of the NABT/NSTA biology test, differing
in only item order, was randomly administered to each student. All of the science attitude
surveys were identical in content and form. Both the ABC and traditional students were
provided identical instructions. During the last three weeks of the school year, the
post-tests were given. The alternative version of the achievement test was given to each
student.
Comments - The research design was adequate and the data gathering
procedures were explained. The instrument was not described in detail but the sample
appeared adequate. The author explained the situation clearly and reviewed the statistical
techniques.
Findings
The findings indicated that use of the ABC biology curriculum produced
significant gains versus the traditional biology curriculum on the NBTA/NSTA biology test.
In addition, analysis of the science attitude survey revealed no significant differences
for either the ABC biology students or the traditional biology student.
appeared to be some errors in the report. At one point the author referred to a
significant gain at the alpha = .05 and in the same paragraph said there was no
significant gain at the alpha = .05. The tables were well designed and could stand alone.
The narrative was clear and could also easily stand alone. From my knowledge, the
statistical results appeared correct.
Summary
There was a summary of everything from the introduction right through
the hypotheses and procedures. This appeared redundant as it was the exact same material
used to start chapters one, three, and five. Tables were included in the summary.
Conclusions
There was a conclusion included for each objective and the basis for
those conclusions was stated. The conclusions were logically stated and related to the
logic included.
Recommendations
A list of recommendations was given in relation to the outcomes of the
study. However, there was not a recommendation for each pertinent conclusion. But there
was a rationale for each recommendation. The recommendations were clearly stated and ideas
for further research were included.
List of References
The format of the references listed was consistent with APA style and
were from a variety of sources including journals, books, and theses.
Overall Critique of the Study
Strengths - This was a much needed study in that it was the basis for
the recommendation on whether or not the ABC curriculum was effective.
Weaknesses - After reading the study, it could have been better
organized and checked for errors.