The purpose of this study was two-fold: (1) To compare the effects of a teacher-directed method and an individualized learning packet in teaching a unit of beginning badminton skills to college students. (2) To determine the attitude of the students exposed to each teaching method. / Seventy students were selected from two activity courses in the Physical Education and Recreation Department at West Georgia College in Carrollton, Georgia, to serve as the population samples to be studied. These students were not physical education majors and ranged from age 18-22. The two groups were randomly assigned to the treatments. Subjects were required to complete a badminton screening form in order for the investigator to determine if they had previous formal instruction in a badminton class or not. Three badminton skills tests were administered to all subjects at the second and third class meeting to determine the initial performance levels of the subject. Groups received instruction in the beginning badminton unit for twenty lessons over a 10-week period. A paired t-test for significant differences at the.05 level of confidence was used to evaluate the pretest to posttest improvement. The results indicated that both groups improved significantly on the badminton skill tests. Both methods are effective for the teaching and learning of selected badminton skills. Posttest analysis indicated no significant difference in two of the three tests which supported that either method was effective. Consequently, physical education teachers can employ the individualized learning packet approach in selected learning environments. The resulting release time frees the teachers to be a facilitator who works individually with each student, allowing him or her to improve at their own rate without sacrificing quality personalized instruction in larger classes. / At the end of the formal instruction a questionnaire was administered by the investigator in order to determine the students' perceptions concerning the value of the badminton course. The t-test of significant difference indicated at the.05 level of confidence that subjects did not differ significantly in their perceptions and opinions of the individualized learning packet and the teacher-directed methods as successful approaches for the teaching and learning of selected beginning badminton skills. Both groups expressed strong positive perceptions that the course was valuable. (Abstract shortened with permission of author.) / Source: Dissertation Abstracts International, Volume: 53-09, Section: A, page: 3091. / Major Professor: Beverly Yerg. / Thesis (Ph.D.)--The Florida State University, 1992.

The Korean apparel industry has been one of the most important industrial segments for economic growth of the Korean society. However, with growing competition in the markets, developing a fashion merchandising curriculum to educate personnel competent in fashion merchandising has become necessary. The major purposes of this study were to identify business and consequent academic needs of the Korean apparel merchandising industry and students, and to develop a proposal for an undergraduate curriculum in fashion merchandising for a department of clothing and textiles in a Korean university. / This study used primarily the methodology of content analysis to examine resources including the development and personnel needs of the Korean apparel merchandising industry, the education systems in Korea, Korean and American clothing and textiles curricula, and a review of curriculum development theories. As the result of examinations of these resources, Bishop's model of curriculum development was chosen to build the most appropriate fashion merchandising program in a Korean university. Fashion merchandising programs at selected American universities were used as base line data and were compared with Korean clothing and textiles curricula. Through the comparative study, a proposed program was developed by refining and reflecting existing Korean clothing and textiles curricula, and current Korean university requirements and operating systems. / For consistency with present Korean university patterns, the proposed program was structured as requirements and electives in clothing and textiles rather than a separate option in clothing and textiles. The new program emphasized understanding of principles and procedures of apparel merchandising with a broad overview of socio-economic factors and student field experiences in the apparel industry. The proposed principal courses include: Clothing and Textiles Economics as a requirement; and Fashion Merchandising, Merchandising Planning and Control, Visual Merchandising, Selected Non-Apparel Textiles Merchandise, and Field Work as electives in clothing and textiles, plus supporting courses: International Trade, Marketing, Accounting, and Retailing as electives. / Source: Dissertation Abstracts International, Volume: 48-02, Section: B, page: 0406. / Thesis (Ph.D.)--The Florida State University, 1987.

The purpose of this study was to examine the effect of a cooperative and individual task structure on concept learning by 109 Florida State University non-major biology students within a computer-based instructional environment. The interdependent cooperative groups included elements of an incentive and reward structure, a task appropriate for groupwork and an orientation to help each other learn. Students in non-interdependent groups and individuals had a task appropriate for groupwork but included none of the other elements. / The second purpose of this study was to identify the type of interactions that occurred between group members as they completed computer-based instruction. Interaction was felt to be related to feedback preference differences via computer-based instruction for individuals and groups. / The dependent measures were achievement on a written posttest following instruction, simple or elaborated feedback preference selected from the computer program, helping behaviors used by group members as they interacted, percent correct responses given during instruction, and attitude toward the computer-based instruction. / Results indicated that students in the non-interdependent treatment condition were significantly more likely to have their request for information ignored by other group members. / Other hypotheses investigated in the study were not statistically significant for differences among treatment groups. Specifically, achievement gains on a retention posttest did not show any differences among interdependent and non-interdependent groups and individuals. There were also no differences in items correct during computer-based instruction. / Although feedback preference differences for individuals and groups was not statistically significant, an unexpected pattern of initial feedback preferences existed which might warrant further investigation. / Finally, because groups would feel encouraged and supported for their learning efforts by other group members, it was hypothesized that groups in both treatment conditions would have a greater liking for the computer-based instruction than individuals. In reality, all treatment groups had an equally positive disposition toward the computer-based instruction. / Source: Dissertation Abstracts International, Volume: 51-01, Section: A, page: 0064. / Major Professor: Marcy Perkins Driscoll. / Thesis (Ph.D.)--The Florida State University, 1989.

This study examined the effectiveness and utility of two instructional design methods, the concept tree and the rational set generator (RSG), to improve coordinate concept learning. Four instructional designers independently developed a self-study instructional lesson to teach upper-level teacher education students to interpret standardized test scores. Two designers developed the lesson using conventional systematic instructional design procedures. Two other designers developed a similar lesson incorporating the concept tree and RSG into the instruction. / Beilby's (1980) cost effectiveness model was used to determine the cost effectiveness of both design methodologies. A content analysis was conducted to determine how the lessons differ in structure. / Eighty three students enrolled in a required upper-level teacher education course were randomly assigned the lessons during a regular class period. Following completion of the lesson, students completed a criterion-referenced posttest. / Students who received the instruction incorporating the concept tree and examples generated by the rational set generator performed as well on the criterion referenced posttest as students who had received conventionally developed instruction. Posttest items generated by the rational set generator were more difficult for both groups of students. Both lessons contained the same basic content, in terms of coverage of objectives. However, presentation styles differed. Results also indicated that lower development costs were incurred when the concept tree and rational set generator were used to develop the instruction. / These findings are useful to instructional developers, test item writers, and others interested in producing cost-effective concept-learning instruction. / Source: Dissertation Abstracts International, Volume: 50-02, Section: A, page: 0349. / Major Professor: Marcy Perkins Driscoll. / Thesis (Ph.D.)--The Florida State University, 1988.

The main objective of this study was to investigate the hierarchical nature of the van Hiele levels in the learning of transformation geometry. Secondary school students in Singapore completed tasks using the concepts of reflection, rotation, translation and enlargement. In addition, the van Hiele levels of two current Singapore textbooks were analyzed for transformation geometry. / A level characterization for transformation geometry was written after interpreting related research reports. Test items were then developed, and critiqued by a nationally-based panel of mathematics educators. The items, revised for the first four levels were used in interviews with twenty secondary four students (ages 15-16) from a school. The audiotaped and videotaped interviews took two sessions of one and a half hours each. In the analysis, two persons independently assigned levels based on students' responses. These responses were analyzed for existence of level hierarchy using a Guttman Scalogram and for patterns of thinking. Textbooks were analyzed to identify levels for the content and the sequencing of the levels in the material. / Results indicated the levels form a possible hierarchy. The percentage of responses at each level of thinking was: 42.5%, Basic; 36.25%, Level 1; 6.25%, Level 2; 12.5%, Level 3. Analysis of responses revealed students: (1) had misconceptions with enlargement which is the least achieved concept; (2) perceived transformations in terms of motion before attending to the properties associated with the transformation; (3) lacked precise vocabulary to describe transformations; (4) had difficulties in relating a matrix to a transformational picture; (5) continually referenced teachers and text as reasons for their solutions; (6) did proofs using particular examples. The textbook analysis showed expository lessons with many worked examples and exercises characterized at Level 1 and Level 2 pertaining to coordinate and matrix system. Also there was an absence of hands-on activities and applications to real life situations with little opportunity for students to explore, reflect and conjecture. / The study has implications for teacher-educator in preparing the teachers to provide appropriate learning environments. The implication for the curriculum developer and textbook writer is in restructuring curricula. / Source: Dissertation Abstracts International, Volume: 50-03, Section: A, page: 0619. / Major Professor: Janice Louise Flake. / Thesis (Ph.D.)--The Florida State University, 1989.

The purpose of this study is to investigate the relationships between teachers' exposure, demographic characteristics, concerns, and receptivity to an educational innovation. The target population for this study consisted of elementary, middle, and high school teachers in Florida. For the purpose of this study, two separate samples were selected from two different populations using a proportionate stratified sampling technique. / The research findings are summarized below. The plotted stages of concerns profile for the SY2000 teachers and for the Non-SY2000 group reflect inexperienced users' and nonusers' concerns, respectively. About 70% of teachers from the SY2000 group are in a low level of resistance, while about 86% of Non-SY2000 teachers indicate moderate risk or caution level. All of the relationships between the independent variables and the dependent variable were found to be statistically significant. However, after reviewing the effects of the selected demographic characteristics on teachers' concerns and receptivity, the data show that each element of the background characteristics relate differently to concern and receptivity. Overall, school level functions as the highest predictor of receptivity. Also, after reviewing the effects of the selected demographic characteristics on teachers' concerns, school level for the SY2000 group and age for the Non-SY2000 group function as the highest predictors of concern. / Several general conclusions can be made based on the findings from this study: (a) Teachers' pattern of concerns are developmental, with the exception of a minor variation in the collaboration stage; (b) The different contributions of demographic characteristics are made on variance of concern about and receptivity to the innovation in terms of their portion of variance and significant; and (c) Teachers' concerns regarding an innovation are found to be a powerful predictor of the potential for receptivity to the innovation. / Several recommendations were made such as ongoing diagnosis to identify the current stages of concerns and intermittent assessments of resistance and further exploration of cause-and-effect relationships between the variables. / Source: Dissertation Abstracts International, Volume: 54-12, Section: A, page: 4415. / Major Professor: Robert M. Morgan. / Thesis (Ph.D.)--The Florida State University, 1993.

This study examined Arabic reading and civics education textbooks used in Iraq to determine whether their content was consistent with the policy of sex equity of the Ministry of Education. Specifically, the study sought to establish whether there was fair representation of both genders in Iraqi textbooks. / Analysis of the narrative content was based on the following variables: sex, age, setting, family role, occupations, traits, activities, character role, vocabulary (nouns and pronouns) and number of male and female characters featured in titles. The pictorial content analysis examined gender, age, setting, and activities. The character was used as the unit of analysis. / The results of the narrative and pictorial analysis showed that male characters outnumber female characters with respect to all variables. These differences were statistically significant. Both genders were portrayed in traditionally masculine and traditionally feminine activities. Intercoder reliability in the application of the content analysis instrument to the material for these results ranged from 0.92 to 1.0. / The representation of female characters in textbooks does not accurately represent the important role Iraqi women play in building and serving the society of Iraq today. / The findings of this study also confirmed those of previous research on the representation of male and female characters in school textbooks in other Arab and non-Arab countries. / Recommendations for further research and policy issues were developed. More research needs to be done to discover ways to promote sex equity in the following areas: (a) coeducational and single-sex schools, (b) testing, (c) classroom organization and climate, and (d) the area of the hidden curriculum. / Source: Dissertation Abstracts International, Volume: 51-12, Section: A, page: 4008. / Major Professor: Byron G. Massialas. / Thesis (Ph.D.)--The Florida State University, 1990.

This study was designed to examine whether having teachers participate in material development activities is an effective strategy for producing instructional material that teachers will adopt. The primary purpose was to determine if teachers who reviewed a traditional chapter revised on the basis of teachers' suggestions would have significantly different attitudes toward adopting that chapter than teachers who reviewed the original, unrevised version or a modified version which incorporated changes suggested by student data and instructional designers. The study was also designed to compare the instructional effectiveness of the original version with the effectiveness of the teacher-designed and designer-designed versions. / Teachers from a vocational school were randomly assigned to review one version of the chapter, and were asked to complete an Instructional Materials Acceptance Questionnaire. Students were asked to read the chapter randomly assigned to them and to complete a posttest. / Contrary to expectations, the teacher-designed chapter was as effective as the designer-designed chapter and more effective than the original chapter, yet it was not more acceptable to teachers. As expected, the designer-designed chapter was more effective than the original chapter. However, teachers were no more favorably disposed to the designer-designed chapter than to the original chapter. / Perhaps the teacher-designed chapter would have been more acceptable if the teachers who participated in the material development activities had discussed the material with the teachers who participated in the material review sessions. It is generally believed that a major reason why individuals adopt a new product is because other individuals in the social system are influencing them. / Although the effects of the designer-designed and teacher-designed chapters were similar in this study, these results should not be viewed as conclusive. Differences in the qualifications of teachers and designers could vastly alter the instructional quality of materials revised on the basis of teacher and designer input. / Source: Dissertation Abstracts International, Volume: 51-04, Section: A, page: 1098. / Major Professor: Robert Reiser. / Thesis (Ph.D.)--The Florida State University, 1990.

This study compared two different approaches to the teaching of elementary probability to 196 community college students. These two approaches were identified as the single concept approach and the multi-formula approach. In the single concept approach the students solved probability problems by relying solely upon the definition of 'probability'. Students in the multi-formula approach solved probability problems by the traditional approach of using several formulas. / The multi-formula group and the single concept group were compared on achievement, retention, and transfer. An analysis of variance was used to analyze the achievement scores. The single concept group scored significantly higher (p-value = 0.0001). An analysis of covariance was used to analyze the retention scores. The single concept group scored significantly higher (p-value = 0.025). An analysis of variance was performed on the transfer items. Again, the single concept group scored significantly higher than the multi-formula group on the transfer items both on achievement and retention. The p-value was equal to 0.0001 for both analyses. / A depth of understanding may account for these results. Whereas the multi-formula group divided their time and effort among several concepts associated with their formulas, the single concept group concentrated their efforts and attention on the single definitional concept. One might conjecture that students versed in a single concept would outperform those spreading the same amount of time over many concepts (formulas). / In addition to investigating the learning of probability, this study relates to two types of understanding identified by Richard Skemp. Instrumental understanding is identified with the multi-formula group and Relational understanding with the single concept group. The results of this study suggest that the single concept approach may be better for learning other mathematical concepts. For example, the idea of perimeter as the distance around a figure contrasted with a collection of formulas for finding the perimeters of various figures. Another example is the definitional meaning of integral exponents contrasted with a variety of formulas addressing operations with exponents. / In view of the success with the single concept approach used in this study, additional research would tell if similar success may be realized with other mathematical topics. / Source: Dissertation Abstracts International, Volume: 51-12, Section: A, page: 4052. / Major Professor: Herbert Wills, III. / Thesis (Ph.D.)--The Florida State University, 1990.

The purpose of this study was to determine how Gagne's learning theory, as represented in his events of instruction, accounted for and supported learning within a Cooperative Learning environment. / The investigator carried out the study in a fourth-grade classroom with 27 students where the instructor used a Cooperative Learning model of instruction. Data were gathered over a five-month period using naturalistic methods. / Findings supported the study's initial propositions: the events of instruction do occur within a Cooperative Learning environment; the events of instructions may be instantiated differently depending on the learning and the instructional environment; different individuals, groups, or instructional materials may provide the events of instruction; and the events of instruction contribute positively to effective learning in the classroom. / The main conclusion of the study was that Gagne's instructional theory, as reflected in the events of instruction, supports and is compatible with Cooperative Learning's process-oriented, social learning theory. / Source: Dissertation Abstracts International, Volume: 52-02, Section: A, page: 0423. / Major Professor: Marcy Perkins Driscoll. / Thesis (Ph.D.)--The Florida State University, 1991.