Michael Szabo

Television-Based Reading Instruction, Reading Achievement, and Task Involvement.

AbstractThe major question in this study was: Does media with high potential for motivational effects lead to increased task involvement or increased achievement in the classroom or both? Specifically, does reading instruction based on popular youth-oriented television programs increase involvement on task associated with reading achievement or increase reading achievement scores or both? Randomly assigned classes in two major urban cities used their normal reading instruction while treatment classes used, in addition, nine sets of reading exercises based on current prime-time youth-oriented TV programs. After an academic year of instruction, treatment class means on a reading achievement test were significantly higher than controls. Systematic observation confirmed increased involvement (e.g., instructional time on task) of the treatment group.

Secondary School Teachers’ Knowledge of and Attitudes Toward Educational Research

AbstractThis study investigated relationships among secondary teachers’ attitude toward and knowledge of educational research and selected demographic characteristics of the sample. A sample of 204 teachers voluntarily completed a knowledge of educational research test, a semantic differential attitude inventory, and a personal data form. Using ANOVA, it was concluded that: 1.) knowledge and attitude scores are related to subject area taught; 2.) knowledge scores are related to subject area taught, recency of course work in educational research, measurement, or statistics, and research participation; 3.) attitude and knowledge scores are unrelated to the sex of the teacher, years of teaching experience, and grade level taught; and 4.) the correlation between knowledge and attitude scores is not significantly different from zero.

Personality and Intellective Predictors and Academic Success in an Independent Study Science Course at the College Level.

To determine if the addition of personality scores to a battery of intellective predictors of achievement would yield a significant increase in the multiple correlation a study was carried out in a structured independent study course at the college level. Standardized test scores (SAT and CEEB), high school grades, and personality scores from the Guilford-Zimmerman Temperament Survey were correlated with grades in the college course using a multiple regression analysis model. Predicted achievement based on SAT scores and high school graduation rank was used as a moderator variable to identify low, middle, and high predicted-achievement subgroups. The multiple correlation (R) from the combined intellective and personality variables was significantly greater than the R from the intellective predictors alone for males, and middle and low predicted-achievement subgroups.

Modes of Instruction for Teaching Linear Measurement Skills

AbstractSixty-six first and second grade subjects were classified as conservers or nonconservers and randomly assigned to one of three treatment groups. Each treatment group received linear metric measurement instruction in either a manipulative, graphic, or abstract mode. Subjects responded in the manipulative mode. The instructional period lasted thirty minutes per day for four successive days. It was found that subjects receiving manipulative instruction acquired linear metric measurement skills to a greater degree than under the graphic mode. Manipulative and abstract mode instruction produced equivalent results.