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A STUDY OF THE VALUE OF SELECTED CURIOSITY TESTS

FOR PREDICTING ACADEMIC ACHIEVEMENT

IN FIRST AND SECOND-GRADES

APPROVED:

Graduate Committee:

Major Professor

Minor Professor

Committee Member

Committee Member

Dean of the School of Education

Dean of tPre Graduate School

A STUDY OF THE VALUE OF SELECTED CURIOSITY TESTS

FOR PREDICTING ACADEMIC ACHIEVEMENT

IN FIRST AND SECOND-GRADES

DISSERTATION

Presented to the Graduate Council of the

North Texas State University in Partial

Fulfillment of the Requirements

For the Degree of

DOCTOR OF EDUCATION

By

Jack Adkisson, B. A., B. D., M. R, E.

Denton, Texas

TABLE OF CONTENTS

Page LIST OF TABLES v

Chapter

I. INTRODUCTION 1

Background of the Present Study-Significance of the Present Study General Statement of the Problem Purpose of the Present Study Statement of the Hypotheses Definition of Terras Discussion of Terms Used in the Study Preview of the Organization of the Study

II. REVIEW OF RELATED RESEARCH lb

Berlyne's Empirical Studies of Curiosity Questioning Affects Thinking Processes Summary

III. PROCEDURES 27

Limitations Basic Assumptions Instruments Experimental Treatment Procedures for Collecting Data Procedures for Analysis of Data

IV. FINDINGS kZ

Question One, Data Related to Hypotheses 1, 2, and 5

Question Two, Data Related to Hypotheses 3» 7> and 8

Question Three, Data Related to . Hypotheses 9 and 10

V. SUMMARY, CONCLUSIONS, IMPLICATIONS ' AND RECOMMENDATIONS H I

Summary-Conclusions Implications Re commendat i on s

iii

APPENDICES Page

Appendix A, Battery A Tests 129

Appendix B, Battery B Tests . . 1^6

Appendix C, Thinking Operations Skills 16'+

Appendix D, Permission to Use Experimental

Materials of Maw and Maw 166

Appendix K, The Pilot Program . 167

Appendix P, Manual: "Stimulating Children to Think". 169

Appendix G, Figure: A Conceptual Model of Curiosity Power Relationships 17?

Appendix H, Tables XXXIX-XXXXII, Additional Data on Experimental Program 1?8

Appendix I, Tables XXXXIII-XXXXVI, Scores by Students on Otis-Lennon, Combined Tests of Curiosity, and Stanford Achievement Tests 190

BIBLIOGRAPHY 262

LIST OP TABLES

Table Page

I. Curiosity Tests and Their Behavioral Correlates as Defined by Maw and Maw 29

II. Diagram of Research Design 35

III. Comparison of Stanford Achievement

Sub Tests 37

IV. Zero-Order Coefficients of Correlation . . . . 38

V. Means, Standard Deviations, Fisher's t Value, and Level of Significance between Experimental and Control Group Scores on the Otis-Lennon Mental Ability Test, KTementary I for First-Grade- . ' kk

VI. Means, Standard Deviations, Fisher's t_ Value, and Level of Significance between Experimental and Control Group Scores on the Otis-Lennon Mental Ability Test, Elementary I for Second-Grade. 7 . . . . ^5

VII. Correlations between Measures of Academic Achievement and Selected Measures of Ability in First-Grade Students . . . . . ^8

VIII. Summary of Correlations Abstracted from Table VII Showing Marked Relationships between Measures of Ability of First-Grade Students 51

IX. Correlations between Measures of Academic Achievement and Selected Measures of Ability in First-Grade Group I Students after the Administration of the Experimental Program . 53

Table

X. Summary of Correlations Abstracted from Table IX Showing Marked Relationships betxfeen Measures of Academic Achievement and Selected Measures of Ability in First-Grade Group I Students After the Administration of the Experimental Program 55

XI. Correlations between Measures of Academic Achievement and Selected Measures of Ability in First-Grade Group II Students After the Administration of the Experimental Program . . . . . . . . . 57

XII. Summary of Correlations Abstracted from Table XI Showing Marked Relationships between Measures of Academic Achievement and Selected Measures of Ability in First-Grade Group II Students After the Administration of the Experimental Program 59

XIII. Correlations between Measures of Academic Achievement and Selected Measures of Ability in Second-Grade Students . . . . . 61

XIV. Summary of Correlations Abstracted from Table XIII Showing Marked Relationships between Measures of Academic Achievement and Selected Measures of Ability of Second-Grade Students . . . . . 6'+

XV. Correlations between Measures of Academic Achievement and Selected Measures of Ability in Second-Grade Group I Students After the Administration of the Experimental Program 66

XVI. Summary of Correlations Abstracted from Table XV Showing Marked Relationships between Measures of Academic Achievement and Selected Measures of Ability in Second-Grade Group I Students After the Administration of the Experimental Program . . . . . . . . . 68

Table

XVII.

Page

XVIII.

XIX.

XX.

XXI.

XXII.

XXIII.

XXIV.

XXV.

Correlations between Measures of Academic Achievement and Selected Measures of Ability in Second-Grade Group II Students After the Administration of the Experimental "Program 69

Summary of Correlations Abstracted from Table XVII Showing Marked Relation-ships between Measures of Academic Achievement and Selected Measures of Ability in Second-Grade Group II Students After the Administration of the Experimental Program.

Mean Gain or Loss for First-Grade Experi-mental and Control Groups for Each Seven Week Period of the Investigation.

Mean Gain or Loss for Second-Grade Experi-mental and Control Groups for Each Seven Week Period of the Investi-gation

Hypotheses, Group, and Computed t_ Value Relating to Mean Gains in Curiosity during the First Seven Weeks and the Second Seven Weeks of the Investi-gation.

Mean Gain, Fisher's t_ Value, and Level of Confidence Pertaining to the Difference between the Experimental Groups in Curiosity .. . . . . . . .

Summary of Tally Sheets Showing Average Number of Sessions and Average Number of Thinking Operation Stimulus Cards Used by Each Teacher per Session during the Investigation

Mean Gain in Reading Comprehension for First-Grade Experimental and Control Groups for Each Seven Week Period of the Investigation . . .

72

73

7^

76

77

Mean Gain in Reading Comprehension for Second-Grade Experimental and Control Groups for Each Seven Week Period of the Investigation . . . .

78

79

80

vii

Table

XXVI.

Page

XXVII.

XXVIII.

XXIX.

XXX.

XXXI.

XXXII.

XXXIII.

XXXIV.

Hypotheses, Group, and. Computed t_ Value Relating to Mean Gains in Reading Comprehension during the First Seven Weeks and the Second Seven Weeks of the Investigation . . . . . . . . . .

Mean Gain, Fisher's t_ Value, and Level of Confidence Pertaining to the Difference between the Experimental •-Groups in Reading Comprehension . . .

Coefficients of Correlation between the Total Measure of Academic Achievement and Selected Measures of Ability in First-Grade Students Together with Standard Errors of Estimate

82

83

Intercorrelations between a Measure of Academic Achievement and Selected Measures of Ability for First-Grade Students. . . . . . . .

Coefficients of Multiple Correlation between a Measure of Total Academic Achievement and Combinations of Selected Measures of Ability for First-Grade Students. . . . . . ,

86

89

92

Standard Errors of Estimate for Total Academic Achievement Scores of Firat-Grade Students Predicted from Best Combinations of Selected Measures of Ability . 95

Coefficients of Correlation between the Total Measure of Academic Achievement and Selected Measures of Ability in Second-Grade Students Together with Standard Errors of Estimate . . . . .

Intercorrelations between a Measure of Academic Achievement and Selected Measures of Ability for Second-Grade Students..

99

102

Coefficients of Multiple Correlation between a Measure of Total Academic Achievement and Combinations of Selected Measures of Ability for Second-Grade Students. 105

viii

Table Page

XXXV. Standard Errors of Estimate for Total Academic Achievement Scores of Second-Grade Students Predicted from Best Combinations of Selected Measures of Ability .108

XXXVI. Summary of Findings Related to Question 1, Relationship of Total Achievement and Total CTC 120

XXXVII. Summary of Findings Related to Question 2 Relevant to Cariosity 121

XXXVIII. Summary of Findings Related to Question 2 Relevant to Reading Comprehension . . . 122

XXXIX* Variables, Group, Mean Gain, Computed t Value Relating to Mean Gain in Ability and Achievement of First-Grade Students during the First Seven Weeks and the Second Seven Weeks of the Investigation 178

XXXX. Variables, Group, Mean Gain, Computed t_ Value Relating to Mean Gain in Ability and Achievement of Second-Grade Students during the First Seven Weeks and the Second Seven Weeks of the Investigation 180

XXXXI. Variable, Possible Score, Mean, Standard Deviation of Each Test for First and Second-Grade Groups I and II. . . . . . 182'

XXXXII. Variables, Groups, Mean Gain, Standard Deviation, Computed Value Relating to Mean Gain in Ability, and Achieve-ment of First-Grade and Second-Grade Students in Combined Experimental Groups and in Combined Control Groups during the Investigation. 186

XXXXIII. Scores Made by First-Grade Students on the Otis-Lennon Mental Ability Test, the Combined Tests of Curiosity, and the Stanford Achievement Tests. . . . . 190

Table

XXXXIV.

XXXXV.

XXXXVI.

Scores Made by Second-Grade Students on the Otis-Lennon Mental Ability Test, the Combined Tests of Curiosityand the Stanford Achievement Tests. . . ,

Scores Made by First-Grade Students on the Otis-Lennon Mental Ability Test, the Combin ed~ Te s ts of Curiosity, and the Stanford Achievement Tests. . . ,

Scores Made by Second-Grade Students on the Otis-Lennon Mental Ability Test, the Combined Tests~of Curiosity, and the Stanford Achievement Tests. . . ,

Page

20?

222

2^2

CHAPTER I

INTRODUCTION

Background of the Present Study-

Following Berlyne• s (.1) publication of Conflict,

Arousal, and Curiosity in i960, interest in the area of

human curiosity increased. Maw and Maw (7) obtained a

research contract with the United States Office of Edu-

cation, Department of Health, Education and Welfare, to

study measures of curiosity. The Maw and Maw study, 196^,

was entitled, "An Exploratory Study into the Measurement of

Curiosity in Elementary School Children." Certain paper

and pencil tests of curiosity for fifth-grade children were

devised, validated, and tested for reliability by the Maws.

Mays used the Maw and Maw tests in 1969 in an experi-

mental study at North Texas State University. She suggested!

Instruments for measuring curiosity in subjects younger aid older than the fifth-graders for whom the Maws designed their paper-and-pencil tests are needed. Such instruments would permit the study of curiosity at all age levels (8, p. 78).

Bradley and Adkisson devised downward extensions of some of

the Maw and Maw tests for the purpose of this study since no

curiosity tests had been devised for first and. second-grade

students and no studies had been made to determine their

value in predicting academic achievement.

Significance of the Present Study

With the increase of world population and the concomitant

relationship of this population becoming more accessible to

new problems, ideas, and philosophies, it would seem that the

ability to think curiously, comprehensively, and intellec-

tually is of great necessity for culture in the present world.

Teachers who are aware of the need of improving these thought

processes may become viewed as ones who are the major con-

tributors to the educational experiences of children.

There is a need for children to be given a program util-

izing curious questioning through the categories of selected

thinking operations. If one recognizes what appears to be

happening in school classrooms, the emphasis is on factual

knowledge, memorization of data, repetition, and drill.

The end result of the exclusive use of convergent

thinking is that intellectual curiosity is seldom encouraged,

utilized, or developed. Indeed, intellectual curiosity may

be suppressed while the striving for factual information Is

encouraged. Cogswell' emphasizes the need for a program of

divergent thinking:

A course in the art or science of thinking would seem to be so necessary and valuable for individuals in particular and society in general that it should be an absolute requirement for every student. But how many schools offer such a course? I do not know one (3, p. 60).

Taba states, "The development of thinking is an objective to

which we pay lip service, but which we do not practice" (12,

p. 215).

Baths recognizes that an emphasis upon thinking activities

will encourage thinking and result in a decrease in what may

be termed "immature" behavior. He suggests that his theory

be put to the test (10, p. viii). Consequently, this study

is not only supported by Raths who stated:

Children may be given many opportunities over a period of one semester to think and then an assessment of their behaviors can be carried out a second time (10, p. viii),

but by Bradley and Earp (2), Maw and Maw (7), and Mays (8).

Their concerted opinions were in essence: The time has

come for children to be taught how to think, to acquire from

their teachers a type of program that promotes their thought

processes, and to use their innate curiosity as an anchor

point between what one is able to use as a.process (thought

skill) and what one has as a move to be curious, a willing-

ness to learn (exploratory type of behavior).

Recognizing the instructional dilemma, the need was to

(1) investigate the value of curiosity test scores for pre-

dicting educational achievement of first and second-grade

children; (2) prepare materials for teachers using the ques-

tioning procedures suggested by Bradley and Earp with the

categories expanded to twelve of the fifteen categories

delineated by -Raths; (3) determine the extent to which

thinking operations as categories of questioning affect

curiosity, achievement, and intelligence test scores.

General Statement of the Problem

This investigation was concerned with the problem of

determining the value of selected curiosity tests for pre-

dicting academic achievement in first and second-grades.

Purpose of the Present Study

In order to assess the value, the relationship of

selected curiosity test scores with Stanford Achievement

Test (5, 6) scores was determined for the purpose of ascer-

taining the best predictors of a student's ability to

achieve academically.

More specifically, answers were sought to the following

questions:

1. Will curiosity test scores indicate a student's

ability to achieve academically?

2. If the answer to-question one is in the affirmative,

will the questioning procedures of Bradley and Earp concom-

itantly increase the curiosity and reading comprehension

scores?

3. What are the best predictors of academic achieve-

ment when a combination of test scores is utilized?

Statement of the Hypotheses

The present study tested the hypotheses that curiosity

test scores are useful in predicting a student's ability

and that the questioning procedures of Bradley and Earp

will increase curiosity as well as achievement test scores.

Specifically, the following hypotheses were tested:

1. There will be a significant relationship between

academic achievement as measured by Stanford Achievement

Tests, Primary I (Y) for the first-grade, and each of the

following measures of ability:

X^ Intellectual ability as determined by Otis-

Lennon Mental Ability Test (9).

X2 Self Judgment of Curiosity as determined by

Combined Tests of Curiosity (CTC).

X3 Story Memory of Evidence as determined by CTC.

Xif. Persistence as determined by CTC.

X5 Desire to Know as determined by CTC.

X5 Desire for the Incongruous as'determined by CTC.

X7 total ability of curiosity as determined by CTC.


academic achievement as measured by the Stanford Achieve-

Tests,- Primary I (I) and each of the following measures

of ability after administration of the experimental program:*

"The seventeen weeks program constitutes as its basis the questioning procedures suggested by Bradley and Earp (2, pp. 65-72) with the categories expanded to twelve of the fifteen delineated by Raths** (10, pp. 5-23).

Louis E. Raths (Ph.D., The Ohio State University), theorist on thought processes and their application in actual classroom settings, is Coordinator of Curriculum and Instruction, and Distinguished Service Professor at Newark State College.

X-|_ intellectual ability as determined by the

Otis-Lennon Mental Ability Test.

Xg Self Judgment of Curiosity as determined by CTC.

Xj Story Memory of Evidence as determined by CTC.

Xi± Persistence as determined by CTC.

Desire to Know as determined by CTC.

X^ Desire for the Incongruous as determined by CTC,

X? total ability of curiosity as determined by CTC.

3. There will be a significant difference between the

increase in the mean test scores of the first-grade experi-

mental group and the mean test scores of the first-grade

control group.

There will be a significant relationship between


ment Tests, Primary II (I) for second-grade, and each of

the following measures of ability:

XX intellectual ability as determined by Otis-

Lennon Mental Ability Test.

X2 Self Judgment of Curiosity as determined by CTC.

X-j Story Memory of Evidence as determined by CTC.

X4 Persistence as determined by CTC.

X5 Desire to Know as determined by CTC.

X6 Desire for the Incongruous as determined by CTC.

Xy total ability of curiosity as determined by CTC.


academic achievement as measured by the Stanford Achievement

Tests, Primary II (Y) for second-grade, and each of the

following measures of ability after administration of the

experimental program:

Xx intellectual ability as determined by the Otis-

Lennon Mental Ability Test. K j m & v u e x g & F t s v i • At— mrniiinu junrii—IT

x2 Self Judgment of Curiosity as determined by CTC.


X^ Persistence as determined by the CTC.

X5 Desire to Know as determined by the CTC.

X^ Desire for the Incongruous as determined by CTC.



increase in the mean test scores of the second-grade exper-

imental group and the mean test scores of the second-grade

control group.

7. There will be no significant difference between the

increase in the mean test scores of first-grade Group I,

Experimental, and first-grade Group II, Experimental.


increase in the mean test scores of second-grade Group I,

Experimental, and second-grade Group II, Experimental.



ment Tests, Primary I (Y), and a combination of the

following measures of ability:

8

X- intellectual ability as determined by the

Otls-Lennon Mental Ability Test,


X3 Story Memory of Evidence as determined by CTC.

X^ Persistence as determined by CTC.

X 5 Desire to Know as determined by CTC.

Xg Desire for the Incongruous as determined by CTC.

Xr, total ability of curiosity as determined by CTC.


academio achievement as measured by the Stanford Achievement

Tests, Primary II (I) and a combination of the following

measures of ability:

Xx intellectual ability as determined by the

Otis-Lennon Mental Ability Test.




X^ Desire to Know as determined by CTC.

X6 Desire for the Incongruous as determined by CTC.


Definition of Terms

For the purposes of this investigation the following

definitions have been formulated:

Curiosity..— An intrinsic energy initiated by environ-

mental stimuli which moves by the means of inquiry into the

unknown, bringing forth behavioral investigative acts of

exploration, manipulation, observation, and comparison

which through cognitive conflict results in interpretation,

solution, confirmation, and creative production. See

Appendix G for figure depicting curiosity power relation-

ships.

Question.— "Any intellectual exercise calling for a

response; this would include both problems and projects"

(11, p. 2).

Thinking Operations.— A complex coordination and

integration of skills used in a continuous process through

developmental stages associated with inquiry and decision

making. See Appendix C for definition of each skill as

used in this study: applying facts and principles in new

situations, assuming, classifying, collecting and organiz-

ing (ordering) data, comparing, criticizing, hypothesizing,

imagining, interpreting, observing, recalling, summarizing.

Discussion of Terms Used in the Study

Constituting the term curiosity is a cluster of words

which are closely related and are at times used as being

synonymous with curiosity. Such words as attention, crea-

tivity, discovery, interest, motivation, problem solving,

and purpose are often thought of in conjunction with curious

moves.

The Maws, after examining all the information avail-

able, concluded that curiosity is demonstrated by an ele-

10

1. reacts positively to new, strange, incongruous, or mysterious elements in the environment by moving toward them or "by manipulating them.

2. exhibits a need or a desire to know more about himself and/or his environment.

3» scans his surroundings seeking new experiences.

k, persists in examining and exploring stimuli to know more about them (?, p. 2).

Curiosity is a compelling drive to know the peculiar,

incongruous, and mysterious. Curiosity causes a person to

question the obvious, reject the accepted, and believe only

that which has been personally explored and examined. Curi-

osity steers the helm of creativity, sustains the growing

edge of interest, and channels the process of thinking.

"It is a motive which directs,- channels, and sustains pur-

posive, problem-solving behavior so that persistence in

inquiry increases the likelihood that divergent thinking

will lead to discovery" (8, p. 8).

Berlyne rationalized the difference between curious

thinking and creative thinking as being the fact that curi-

ous thinking puts the individual in permanent possession of

new knowledge, and creative or productive thinking calls up

remembered knowledge to guide the handling of new or current

problems (1, p. 265).

Dewey hypothesized that curiosity becomes intellectual

in the degree it is transformed into interest in problems

which persist through questioning, and it becomes a positive

intellectual force when alertness for answers is maintained

11

(^, p. 23). The ability to continue the state of doubt and

to carry on systematic and protracted inquiry are the two

essentials of thinking (4-, p. 13). Thus, thinking can be

regarded as a disposition—a complex coordination and inte-

gration of specific activities (2, p. 1*0.

In this chapter the background, significance, general

statement of the problem including the purpose, statement of

the hypotheses, and the definition of terms used were pre-

sented. The following brief preview of chapter organization

is presented as an aid to the reader who may wish to refer

to a particular section of this study for specific informa-

tion.

Preview of the Organization of the Study

Chapter II reviews the research in curiosity, question-

ing, thinking, and non-intellective self report variables as

predictors of achievement relevant to this study. Included

in Chapter III are limitations, basic assumptions, descrip-

tion of the sample, description of the meastires employed,

research design, procedures for collection of data, and the

procedures for analysis of data. The findings of this pres-

ent research relevant to each hypothesis are found in Chap-

ter IV. A review and summary of the findings are found in

Chapter V with resultant conclusions, implications, and

recommendations for further study.

CHAPTER BIBLIOGRAPHY

1. Berlyne, D. E., Conflict, Arousal, and Curiosity, New-York, McGraw-Hill Book Co., ino.,'1960.

2. Bradley, R. C. and N. Wesley Earp, Exemplar3 of the Teacher*s Cognitive Domain, Dubuque, Iowa, Win. Cf Brown Co.", Inc., 196?.

3. Cogswell, Coralie, "Students Need a Course in Thinking," Today's Education, Vol. LVIII, (November, 19^9)» 60.

Dewey, John, How We Think, Boston, D. C. Heath and Co., 1911.

5. Kelly, Truman L., Richard Madden, Erie P. Gardner, Herbert C. Rudman, Stanford Achievement Test, Directions for Administering," Primary' I_ Battery", New York, Harcourt, Brace, arid World, Inc., I9I&.

6. Kelly, Truman L., Richard Madden, Eric P. Gardner, Her-bert C. Rudman, Stanford Achievement Test, Directions for Administering, Primary"II Battery" New York, Har-court, Brace, and World, Inc., \9bk,

7. Maw, Wallace H. and Ethel W. Maw, "An Exploratory Investi-gation into the Measurement of Curiosity in Elementary School Children," Washington, U. S. Office of Educa-tion, 196^.

8. Mays, Sue Cox, "Curiosity in the Reading Encounter, An Experimental Study of the Effect of Questioning on Curiosity and Reading Comprehension," unpublished doctoral dissertation, School of Education, North Texas State University, Denton, Texas, 1969.

9. Otis, Arthur S. and Roger T. Lennon, Otls-Lennon Mental Ability Test, Manual for Adminl strati on, Elementary I_ Level, New York, Harcourt^ Brace, and"~WorId, Inc., 1967.

10. Raths, Louis E., Arthur Jonas, Arnold Rothstein, Selma Wassermann, Teaching for Thinking, Theory and Applica-tion, Columbus, Ohio,""Charles E. Merrill "Publishing Co., 1967.

11. Sanders, Norris M., Classroom Questions—What Kinds? New York, Harper and Row Publishing ~^rr~

CHAPTER II

REVIEW OF RELATED RESEARCH

There are numerous articles in the current literature

related to curiosity, questioning, and thinking operations.

This review is to present the research related to this study.

The "background and general statement of the problem were

given in Chapter I including considerable research in the

area of the significance of the pi-oblem. Terms were defined

and research was cited in reference to curiosity and curious

thinking. This chapter will be devoted to elaborating on the

literature previously mentioned in Chapter I and other signif-

icant research as it relates to this present study.

Berlyne's Empirical Studies of Curiosity

The principle empirical studies of curiosity were re-

viewed by Berlyne in his provocative work entitled Conflict,

Arousal, and Curiosity (1). In this work Berlyne developed

a theory of human curiosity which differentiated between

what he called perceptual and epistemic curiosity. Percep-

tual curiosity was used to refer "to states of high arousal

that can be relieved by specific exploration and in which,

therefore, specific exploratory responses are likely to

occur" (1, p. 195). Epistemic curiosity was used to refer

15

to "responses through which knowledge Is acquired"

(X, p. 80).

Knowledge is certain highly specialized information-

gathering and information-storing processes which are

dependent on symbolic processes. Knowledge consists of

habits. A habit is a psychological disposition which has

been learned and has become knowledge through symbolic re-

sponses. Sequences of symbolic responses constitute think-

ing, through which knowledge exerts its influence on overt

behavior (1, pp. 262-265).

Behavior (epistemic) falls into three main classes:

(1) observation, which includes observing anything from

scandal to scientific experiments; (2) thinking, which is to

put the individual in permanent possession of new knowledge;

(3) consultation, which includes writing letters, reading,

and asking questions (1, pp. 262-265).

When incompatible responses, emerge and conflict is

engendered by them, Berlyne calls this conflict conceptual

conflict (1, p. 283). Conflict from a variety of sources

keeps epistemic curiosity alive, keeps it moving and deter-

mines which direction it will turn at each option (1, p. 290).

Conflict in the form of questioning intensifies curiosity

whether the subject raises the question or whether it comes

from others (1, p. 296). In the present study students were

encouraged to adopt, accept, and make a practice of applying

the questioning attitude in daily classroom routines.

16

Maw and Maw Formulated Curiosity Tests

Maw and Maw in their review of the literature observed:

In the scholarly and comprehensive bibliography of more than 50 items in Berlyne's Conflict, Arousal, and Curiosity, there is not a single reference to classroom behavior. In fact, with the exception of the works of Piaget, one reference dated 1930 j an(i three articles reporting on the vision of infants, children are not mentioned specifically in the bibliography. Yet, if curiosity is to be maintained and even increased, it must be done with school-age children (1^, p. 2).

Maw and Maw (1^) hypothesized that if curiosity ware to

be maintained and developed, adequate measures must be

devised. It was the purpose of their study to explore the

possibilities of developing paper and pencil tests to meas-

ure curiosity in elementary school children. The investi-

gation was conducted in thirty-eight fifth-grade classrooms

in New Castle County, Delaware. In designing the measuring

instruments, characteristics of high and low curiosity

children had to be considered. On the basis of the three

studies composing the investigation, high curiosity children

as compared to low curiosity children are those who

1. ask more and better questions, 2. select more outgoing, adventurous activities, 3. have more general information about the world

in which they live, 4. can recall more specific facts, 5. relate more frequently to the unbalanced and

unfamiliar, 6. persist longer at problem solving, and 7. are more alert to verbal absurdities {!**•, p. 119).

As a result of paper and pencil tests the Maws found

the following to be true:

17

1. Paper and pencil tests can be used to measure

curiosity in groups of children with a measurable degree of

accuracy, but cannot identify curiosity with a high degree

of accuracy in any given child.

2. Curiosity can be measured by using test items simi-

lar to those used for measuring breadth of knowledge.

3. High curiosity children are more persistent than low

curiosity children.

k, Curiosity may be a unique factor and, therefore, is

mult i-dimen s i onal (1^, pp. 117-119).

Questioning Increases Curiosity

Mays (16) used the Maw and Maw tests in 19&9 in 0X1

experimental study at North Texas State University. All of the

fifth-grade class sections from two elementary schools in a

suburban district, being six in number, participated in the

research study. There were 171 children who participated.

Three forms of the Maw and Maw tests were used, and three forms

of the "Heading Comprehension Test" of the Iowa Tests of Basic

Skills were used. Gains in curiosity and reading compre-

hension were computed for experimental and control groups

after seven weeks of questioning procedures during the

reading encounter. The questions followed the categories

advocated by Bradley and Earp (6, pp. 65-72).

The gains were analyzed by means of the two-tailed t_

test. The findings indicated that the use of selected

questioning procedures increased the curiosity levels of the

18

subjects who participated in the study and facilitated

their growth in reading comprehension (16, p. 7 0 ) . Thatcher

found in an earlier study that

the act of exploring (curiosity) is itself a move from the known in the direction of the less known and the unknown. A large number of exposures to the infor-mation and opinions found in present day reading matter may lead, potentially, to some types of creative response (24, p. 2 3 7 ) .

This current investigation followed the questioning

procedure advocated by Bradley and Earp (6, pp. 65-72).

Mays found that of the four categories delineated by Bradley

and Sarp, "type three and type four questions—-predicting

consequences and interpretation and inference making skills

did produce a significant increase in curiosity" (16, p. 7 0 ) .

Although the questioning procedure of this present study

followed the Bradley and Sarp suggestion, the categories

were expanded to twelve of the fifteen delineated by Hatha

(19, pp. 5-23), and was not exclusively limited to the read-

ing encounter since it included all the sub tests in the

Stanford Achievement battery for first and second grades.

If questioning increases curiosity, then there is the

possibility that a lack of questioning as stimulation in the

educational encounter could stifle or kill curious moves.

Holt dogmatically declares*

We kill, not only their curiosity, but their feeling that it is a good and admirable thing to be curious, so that by the age of ten most of them will not ask questions, and will show a good deal of scorn for the few who do (9, p. 168).

19

Many educators believe that education for the youngster

can be likened to fitting a child to a mold—patterns are

established and he is expected to fit the pattern. Bradley

must have observed this phenomenon when he admonished "for a

student to be truly curious, it is necessary that he be

relieved of the pressures of teacher-dominated experiences'*

(*+, p. 9). "Berlyne1s theory proposed that, epistemic

curiosity, which instigates a search for knowledge, increases

with the number of previous gratifications (successful out-

comes) of the drive in similar situations" (17» p. 11).

Questioning Affects Thinking Processes

Stimulating thinking. —Marchman defined critical think-

ing "as the ability to select, appraise, and draw conclusions

from evidence bearing upon the social scene" (13, p. 363),

He confessed to the belief that the best way to attain a

given objective in teaching is to plan for it where necessary

and if possible to devise instructional materials that are

intended to achieve it (13, P. 363).

In the light of Marchman's contention, a thinking

operations stimulus kit was devised and produced for the

current investigation, using stimuli from the happenings in

the everyday life of first and second-grade children.

Another basis for the stimulus kit was a later study by

Berlyne on which Neal commented that

new discovery techniques rely heavily on stimulating independent discovery facts and development of individual judgment. Accordingly, he (Berlyne) does not view the

20

student as either passive or absorbed, but rather as one whose curiosity has to be cultivated so that he will discover knowledge through his own activities (18, p. 635).

Berlyne's concepts, as cited by Neal, make a study

given by Durkin pertinent. Durkin found, as reported by

Russell, that "the greatest pressure to read seemed to be

the child's own curiosity plus a combination of the influ-

ence of parents and older siblings (usually mothers and

sisters)" (21, p. 191).

The thinking operations stimulus kit devised for this

current study was constructed on the basis of the child*s

curiosity within social experiences. The stimulus kit was

so constituted even though Hunkins found no significant

difference between control and experimental groups. He had

"sought to determine whether a dominant use in social

studies text-type materials of analysis and evaluation

questions defined by Bloom's taxonomy (3) would effectively

stimulate the development of sixth-grade pupils' critical

thinking" (10, p. 697).

Thinking tasks limited.--"In many classrooms, the

variety of thinking tasks required of students is limited

and may often be restricted to nothing more than recalling

memorized information" (12, p. 302). Specifically, "the

development of thinking is an objective to which we pay lip

service, but which we do not practice" (22, p. 215).

Teaching strategy.--A teaching strategy that relies

heavily upon asking questions on the premise that thinking

21

is learned, and is learned developmentally, is given in Taba's

Teacher*s Handbook for Elementary Social Studies (23). The

teaching strategy consists of sequentially ordered questions

designed to elicit specific sequences of overt activity from

the students. Advancement to higher levels of thinking depends

upon what questions are asked; what the teacher gave or sought

and at which point in the proceedings; at which points elab-

oration and extension of ideas were permitted, encouraged, or

by-passed; and whether or not there were summaries of ideas

and information before inferences of higher order x\rere sought.

Labeling stifles.—Research by Taba has found that

the fast students, especially the highly verbal ones, often make leaps in their predictions for which they cannot supply the connecting causal links....The pre-dictions of the slower and less verbal students tend to be on the more immediate and concrete level. In fact, they fill in the concrete links. In this way the heterogeneity of ability in a class becomes com-plementary and can be used advantageously (23, p. 115)*

Bradley has indicated that homogeneous grouping with labels

tends to stifle curiosity and thus affect thinking proc-

esses {^, p. ^50).

Thinking Processes May Involve Non-Intellective Variables

Self esteem.—Coopersmith states "self esteem is a

better predictor of a child's future success in school than

intelligence" (7» p. 28). Binder, Jones, and Strowig found

in two studies that self expections and self concept of

ability seemed to be associated with scholastic achieve-

ment (2, p. 366). Smith, after nine years of study,

22

concluded, that "personality tests used in combination with

traditional achievement tests may prove to be a substantial

improvement over current methods of predicting academic

success" (20, p. 7).

Personality.--Kingston and Miite found that interpre-

tation of characters in a story is influenced by person-

ality and self concept variables (11, p. 116.) "The reader's

personality and past learnings determine, distort, or alter

his understanding of what he reads » (11, p. 109).

Self rating instruments.—Maw and Maw discovered while

developing the paper and pencil tests of curiosity used as

prognostic variables in the present study, that a student is

possibly not more curious than he considers himself to be

curious (1^, p. 3^). "The success of self rating instru-

ments with children has been attributed to the fact that the

problems of children are so close to their lives that they

can scarcely refrain from answering what applies to them"

(15, p. k62).

Increasing self esteem,—In the survey of the liter-

ature, no studies were found in which attempts were made to

modify a student's self rating of curiosity through a par-

ticular program used to stimulate thinking. Binder (2) j

developed an instrument to measure an individual's expec-

tations for his behavior in the role as student, but no

program is reported in which the score may be increased.

23

Behavior change.—Raths cites evidence to indicate that

certain behaviors of children change after introduction of

a program which has been structured to emphasize think-

ing (19} p. 23). Berlyne in his continuum of epistemic

curiosity includes

thinking as sequences of symbolic responses through which knowledge exerts its influence on overt behavior. Trie intervention of symbolic processes between external stimuli and overt responses and the interaction between external stimuli and symbolic processes are what give behavior guided by knowledge its special character-istics: its rationality, its flexibility, its stamp of voluntary and conscious control (1, p. 26k).

The twelve thinking operations used in this study are iden-

tifiable within the three main classes of epistemic curiosity

as described by Berlyne (1, p. 265).

Summary

Berlyne developed a theory of human curiosity in which

he differentiated between perceptual and epistemic curiosity,

Epistemic curiosity was used to refer to responses through

which knowledge is acquired. In order to test curiosity as

defined by Berlyne, Maw and Maw devised instruments for the

measurement of curiosity in which groups could be identified

as being high or low in curiosity.

Mays used the Maw and Maw tests and the questioning

procedures advocated by Bradley and Sarp to find that read-

ing comprehension and curiosity could be increased. Mays'

study was significant to the degree that the student is

passive, as Neal contends (18, p. 635), and needs a

Zk

stimulating environment in which curiosity can be cultivated.

Taba found, when such a program of stimulation was provided

that advancement was made to higher levels of thinking.

Advancement depended upon what questions were asked; what the

teacher gave or sought and at which point in the proceed-

ings; at which points elaboration and extension of ideas

were permitted, encouraged, or by-passed; and whether or not

there were summaries of ideas and information before infer-

ences of higher order were sought.

Curious thinking involves the non-intellective variable

of self concept. Miile developing instruments for the

measurement of curiosity, Maw and Maw discovered the non-

intellective variable that a student is possibly riot more

curious than he considers himself to be curious.

Mays' investigation indicated that curiosity scores

could be increased, but no studies have been made in the

area of predicting achievement through the use of curiosity

scores.


1. Berlyne, D. E., Conflict, Arousal, and Curiosity, New York, McGraw-Hill Book Co., "inc., i960.

2. Binder, Dorothy M., John G. Jones, R. WTay Strow!g, "Non-Intellective Self-Report Variables as Predictors of Scholastic Achievement,"The Journal of Educational Research, Vol. LXIII, (April, "19707," 36^366". "

3. Bloom, Benjamin S., editor, Taxonomy of Educational Objectives, New York, David McKay CompanyInc., 195&.

Bradley, R. C., "Do Current Reading Practices Stifle Curi-osity?" The Reading Teacher, Vol. XXII, (February, 1969), WP-F52.

5. Bradley, R. C., "How to Take the Pun Out of Reading," Educational Marketing and Research, La Jolla, Calif., 19697

6. Bradley, R. C. and N. Wesley Earp, Exemplars of the Teacher*s Cognitive Domain, Dubuque, Iowa, Ma. C." Brown Co., inc.", 19^7.

7. Coopersmith, Stanley and Jan Silverman, "How to Ehhance Pupil Self Esteem," Today's Education, Vol. LIX, (April, 1970), 28-29. '

8. Guilford, J. P., "The Structure of the Intellect," Psy-chological Bulletin, Vol. LIII, (July, 1956), 267-293.

9. Holt, John, How Children Learn. New York, Pitman Pub-lishing Corporation, I9S7T

10. Hunkins, Francis P., "Analysis and Evaluation Questions: Their Effects Upon Critical Thinking," Educational Leadership. Vol. XXVII, (April, 1970), 97-70^ "

11. Kingston, Albert J. and William F. White, "The Relation-ship of Reader's Self Concepts and Personality Components to Semantic Meanings Perceived in the Protagonist of a Reading Selection," Reading Research Quarterly, Vol. II, (Spring, 1970), 107-116". ~

12. Manson, Gary and Ambrose A. Clegg, Jr., "Classroom Questions! Keys to Children's Thinking?" Peabody Journal of Education, Vol. XXXXVII, (March, 19707, 302-307.

26

13. Marchman, George Frederick, "Teaching Critical Thinking and the Use of Evidence," The Quarterly Journal of Speech, Vol. XXXI, (February," 19^5). 362-35B.

14. Maw, Wallace H. and Ethel W. Maw, "An Exploratory Inves-tigation into the Measurement of Curiosity in Elemen-tary School Children," Washington, U.S. Office of Education, 196^.

15. Maw, Wallace H. and Ethel W., "Self-appraisal of Curi-osity," The Journal of Educational Research, Vol. LXI, (July-August, 195By,~¥62-2"5"5T

16. Mays, Sue Cox, "Curiosity in the Reading Encounter, An Experimental Study of the Effect of Questioning on Curiosity and Reading Comprehension," unpublished doctoral dissertation, School of Education, North Texas State University, Denton, Texas, 1969.

17. McGuire, Carson and Thomas Rowland, "Curiosity in the Educational Encounter, A Representation of Daniel E. Berlyne," Ed. 013 987 ERIC Microfilm.

18. Neal, Elizabeth, "A Review of Epistemic Curiosity and Behavior," Educational Leadership, Vol. XXVII, (March 1970), 633-OTl.

19. Raths, Louis E., Arthur Jonas, Arnold Rothstein, Selma Wasserman, Teaching for Thinking, Theory and Appli-cation, Columbus, Ohio, Charles E. Merrill Publishing Co., 1967.

20. "Research Clues," Today's Education, Vol. LIX, (March, 1970), 7.

21. Russell, David H., Children Learn to Read, Boston, Ginn and Company, I96I.

22. Taba, Hilda, Carriculum Development, Theory and Practice, New York, Harcourt, Brace, and World, inc.7"19&27

23. Taba, Hilda, Teacher*s Handbook for Elementary Social Studies, Palo Alto, Addison-Wesley"Publishing Co., Inc., 19 £"7.

2Ur. Thatcher, David A.,. "Reading Instruction, Creativity, and. Problem-Solving," The Reading Teacher, Vol. XXI, (Decem-ber, 1967) , 235-2^0, ~25o7~297.

CHAPTER III

PROCEDURES

In Chapter I the background, significance, general

statement of the problem including the purpose, statement

of the hypotheses, and the definition of terms used in the

present study were given. The research specifically related

to this study was given in Chapter II, This present chapter

is concerned with procedures clustered around the collection

of data.

Limitations

This investigation was restricted to first and second-

grade level students attending two separate team teaching

schools in North Texas. "The rotation group design tended

to minimize the influence of uncontrolled factors. The

following factors may have influenced the results obtained •

in the conduct of this investigation:

1, The time length of thinking operations stimulation

was seven weeks,

2, The nature of the population, the teaching staff,

and the setting may have restricted the interpretation to

the population used in this investigation,

3, The length of tests and number of test items was of

necessity imposed, since the attention span for learning

27

28

purposes is relatively short for first and second-grade

children.

The data pertaining to learning achievement and

ability may have been limited by the reliability and valid-

ity of the instruments used in measurement.

Basic Assumptions

Major assumptions which were entertained in this study

are as follows:

1. The teachers did adequately and explicitly carry out

the instructions in the manual and in-service tutorship

provided by the investigator.

2. The use of four or more classes in each grade in

each control and experimental group as well as the use of

two different schools--one for control and one for experi-

mental—did negate the effect of any single instructor

(N = 18).

3. At the time of the rotation, midway of the investi-

gation, the teachers of the former experimental group did

in fact become the teachers of the control group and no

longer used the stimulating techniques of the investigator.

The rotation group design did minimize the influ-

ences of uncontrolled factors.

!

Instruments

Curiosity Tests.---Paper and pencil tests for measuring

curiosity,--devised, validated, and tested for reliability

29

by Maw and Maw# through the course of three studies and/or

downward extensions of these paper and pencil tests by Brad-

ley and Adkisson—were employed in this investigation. The

data relevant to this pilot study is given in Appendix D.

The instruments designed to measure curiosity were validated

by establishing two criterion groups, one group high in

curiosity and the remaining low in curiosity. The tests

were designed to meet the behavioral requirements of the

Maw and Maw definition of curiosity as follows:

TABLE I

CURIOSITY TESTS AND THEIR BEHAVIORAL CORRELATES AS DEFINED BY MAW AND MAW*

Curiosity Tests . Behavioral Correlates

Self Judgment of Curiosity*#. . Exhibits a need or desire to know more about himself

Story Memory of Evidence### . . Exhibits a need or desire to know more about his environment

Persistence###. . Persists in examining and Hidden Objects exploring stimuli in Mazes order to know more Geometric Tree about them

Desire to Know### . Scans his surroundings seek-What's Wrong? ing new experiences What Grows into What?

Desire for the Incongruous##. . Reacts positively to new, {Which to Discuss) strange, incongruous, or

mysterious elements in his environment by mov~

*(5> PP. 117-119) ing toward them, by ##Maw and Maw exploring them, or by *##Bradley manipulating them

# (c) copyright, Wallace H. and Ethel Maw, I96.I, used by permission.

30

The Self Judgment of Curiosity Test reliability was

obtained, with 158 cases comprising the population of the

Maw and Maw first preliminary study. By using the split-

half method with the first forty items and the Spearman-

Brown formula for correction, an estimated reliability of

.91 was obtained. Cnildren in the high curiosity group

gave themselves higher scores on curiosity than did the

remaining group. The difference between the means was sig-

nificant at the .005 level (5, p. 36).

The Self Judgment of Curiosity Test has had only one

form. Bradley devised another form of this instrument for

the purpose of this investigation. The correlation coeffi-

cient of the Bradley instrument with the Maw and Maw instru-

ment was .63, greater than .01 level of confidence. The

correlation coefficient of the Bradley instrument in test-

retest with two week interval was .61, greater than .01

level of confidence.

The reliability of the Maw and Maw Which to Discuss

Test was computed by the split-half method. The reliability

coefficient of .91 was based on the scores of 560 children

for whom complete data was accumulated (5, p. 97). This

test was included in instruments of this current study as

the Desire for the Incongruous Test.

The Self Judgment of Curiosity and the Which to Discuss

Tests needed no downward extension, as no reading was re-

quired. Other 1— "

31

extensions. Bradley and Adkisson developed such downward

extensions, and reliability was established by the test-

ret est method on 270 cases. The reliability coefficient

for Story Memory was . 7» greater than .01 level of signif-

icance; Desire to Know was .^8, greater than .01 level of

significance.

The Persistence tests did not have significant corre-

lation. Maw and Maw had their lowest correlation in per-

sistence, .35 (5j P. 97). In the present study when the

Persistence Test was correlated with the total battery, on

Battery A the coefficient was .58, greater than .01 level of

confidence; on Battery B the coefficient was .61, greater

than .01 level of confidence.

The descriptive labels of Garrett denote the corre-

lations as obtained on the three downward extensions as

being of substantial or marked relationship (2, p. 173).

Smith (9 , p. 7), after nine years of study at Harvard Uni-

versity's medical school, found that students who do their

best in school score highest on his measures of persistence.

In this current study the Persistence Test was left in the

battery on the basis of the correlation with the total score

of the battery, and on the assumption that a valuable instru-

ment in the prediction of academic achievement of first and

second grade students could be lost to research if it were

not used.

32

Achievement Tests.--Achievement tests used were the

Stanford Achievement Test as revised in 196^ and published

by Harcourt, Brace, and World, Inc., New York. The Stanford

authors sought to insure content validity by examining

appropriate courses of study and textbooks as a basis for

determining the skills, knowledges, and understandings to be

measured (*}-). Reliability data for these tests using the

Kud e r-Ri chard son reliability coefficient was: Primary I

Word Reading .85, Paragraph Meaning .88, Vocabulary .83

(3> P* 30); Primary II Word Meaning .85, Paragraph Meaning

.93, Word Study Skills .93 (**, p. 30).

Mental Ability Tests.--Otis-Lennon Mental Ability

Tests, Elementary I, Forms J and K were used and are recom-

mended for the last half of grade one through the end of'

grade three (?). The tests are designed for use with class-

room groups and x ere easily administered by the classroom

teacher. The reliability, using Kuder-Riehardson reliability

coefficients, was .88 (7, p. 20).

Experimental Treatment

The teachers of the experimental group had at their

disposal a thinking operations stimulus kit. The kit con-

tained 5 X 7 stimulus cards in twelve categories of think-

ing operations which were devised to arouse the questioning

attitude within the child. The stimulus kit was constituted

on the basis of the questioning procedures suggested by

33

Bradley and Earp (1, pp. 65-?2) with the categories expanded

to twelve of the fifteen delineated by Raths (8, pp. 5-23)•

The stimulus card had a place for the teacher to

initial and date each time it was used. A check was made to

see which cards were preferred and how often teachers

cooperated. The investigator made this check every two

weeks and was available upon request to teachers of the

experimental group every Tuesday and Thursday during the

term of the experiment. In addition, Bradley visited the

experimental schools four times during the term of the

experiment.

The teachers of Group I experimental, received complete

instructions on how to use the stimulus kit through directions

contained in the manual, "Stimulating Children to Think."

Classroom demonstrations using the thinking skills kit were

given to all teachers.

Teachers of the experimental group were given help in

knowing how to give pupils time to think and how to get

pupils to formulate and discern pertinent questions during

the discussion period (1, p. 35).

The discussion is not the place to settle the answers to all questions, but the place to raise them. It may be better that pupils have some discussions that come, before study; thereby discovering what needs to be studied rather than recite on what they have studied (5» p. 5^)«

There was an orientation period for the experimental .

group teachers during week one of the study. Test I was

3^

given to all students of the investigation during week one

of the study. The control group was completely ignored ex-

cept for the testing of students.

During week nine all kits, manuals, and other materials

furnished to Group I were rotated to Group II because

Group II became the experimental group. Group II received

the same orientation as Group I had experienced. Group I

then became the control group during weeks ten through six-

teen. Group I teachers were asked to give no thinking

operations instructions other than the regular program during

the seven weeks they served as the control group. The

teachers were not to discourage students from using the

questioning procedures they learned to use during the time

they were the experimental group.

Procedures for Collecting Data

Two schools within an independent school district in

North Central Texas were used for this investigation. The

schools were composed of students from urban, middle income

families. One school had four first-grades totaling 108

students and four second-grades totaling 82 students. The

remaining school had five first-grades with 133 students and

five second-grades with 11'+ students (N = ^3?). All classes

of first and second-grade students in these schools partici-

pated. These schools were referred to as Group I and

Group II.

35

The term of this investigation was seventeen weeks and

is diagra.mmatioa.lly presented:

TABLE II

DIAGRAM OP RESEARCH DESIGN

Weeks Group I Group I I Weeks Group I Group I I

1 T1 0 T1 10 C T20E 2 E C 11 C E 3 E C 12 C E k E C 13 C E 5 E c Ik C E 6 E c 15 C E 7 E c 16 c E 8 ET2 CO 17 T3 T3 9

*T - Test, Arabic Numerals - Testings, 0 - Orientation, E - Experimental Method, C - Control Method.

***Spring Vacation.

During the first week of the study Group I teachers

were introduced to the use of the experimental procedures,

and Test 1 was administered to both groups. Test 1 included

Battery A of the Combined Tests of Curiosity, Stanford

Achievement Tests, Primary I_, Form W, for first-grade and

Primary II, Form W, for second-grade, as well as the Otis-

Lennon Mental Ability Test, Form J. In the following seven

week period, weeks two through eight, Group I received the

experimental treatment, and Group II served as the control.

During the latter part of the eighth week Group II

teachers received orientation for the use of the thinking

operations, and Group I was administered Test 2. Included in

36

Test 2 were the Combined Tests of Curiosity, Battery B,

Stanford Achievement Test, Primary I_, Form X, for first

grade, and Primary II, Form X, for second grade, and the

Otis-Lennon Mental Ability Test, Form K.

During week nine classes did not meet, as this was the

week of the spring vacation. During the tenth week Group II

was tested the second time, and the teachers received a

review of the orientation given the latter part of week

eight.

In the following seven week period, weeks ten through

sixteen, Group II received the experimental treatment and

Group I served as the control group. During week seventeen,

the final week of the investigation, Test 3 was administered

to both groups. Test 3 used the same batteries as Test 1.

Procedures for Analysis of Data

Sources of data were scores from (1) the Otis-

Lennon Mental Ability Test, Elementary I (Xx); (2) the

Combined Tests of Curiosity (CTC) sub tests: Self Judgment

(X2), Story Memory of Evidence (X^), Persistence (Xzj.),

Desire to Know (X^), Desire for the Incongruous (X5), and

total CTC (Xr,); (3) Stanford Achievement Tests. Primary j[

and Primary II. sub tests as illustrated in Table III. The

purpose of this table is to justify the assignment of the

I variables, since sub tests in the Stanford batteries are

not the same by table or in number of tests utilized.

37

TABLE III

COMPARISON OF STANFORD ACHIEVEMENT SUB TESTS OF PRIMARY I AND PRIMARY II BATTERIES

Primary I (Y3_6) (Y!U9> M 2 S H H

First-Grade Second-Grade

Word Reading (i.i>

di) Word Meaning

Paragraph Meaning (Y2) (Y2) Paragraph Meaning

, (Y^) Science and Social Studies

Vocabulary (Y^)

Spelling (Y^) . . . . (Y^) Spelling

Word Study Skills (Y^). . . . . . . .(Y^) Word Study Skills

Arithmetic (Y5)

(Y5) Language

. (Yr,) Arithmetic Computation

. . . . . . .(Yg) Arithmetic Concepts

The null hypotheses tested were that no correlations

existed between the strength of the X and Y variables

(Table III) at the .05 level of confidence. A significant

correlation is one that differs by more than a chance amount

from a postulated "true" population value of zero. The

value of r measures the gain in precision of an estimate of

an unknown Y from a known X (10, p. 233). Correlation does

not imply causation but relationships.

In testing the null hypotheses the following computations

were utilized:

A

38

1. Product moment coefficients of correlation as

illustrated in Table IV.

TABLE IV '

ZERO-ORDER COEFFICIENTS OF CORRELATION

X 1 * 2 x 3 x ^ x 5 x 6 X 7 Y

X 1 - - XX XX XX XX XX XX

X 2 XX XX XX XX XX XX

x 3 XX XX XX XX XX

— - XX XX XX XX

x 5 XX XX XX

x 6 — XX XX

X 7 — XX

X —

2. Coefficients of multiple correlation to ascertain

the joint action of the measures of X and I variables.

3. The increase in R^ expressed in terms of Beta

coefficients to yield the proportion of variance explained

by the X variables.

Partial regression coefficients to form regression

equations from which a Y score was able to be estimated

39

by using raw scores of the - Xr, variables. The Standard

Error of the Estimate SE^Qst was computed with each

regression equation, and is reported to indicate the degree

of confidence which can be placed in them.

Hypotheses 1, 2, (K and 5.

Product moment coefficients of correlation were com-

puted (2, p. 13*0. Each measure of academic achievement {Y)

was correlated with each of the measures of ability (X) as

illustrated in Table IV.

Hypotheses J3> 6, £.» and 8

Means and standard deviations were computed using the

•raw scores. A two tailed t-test was used to test for sig-

nificance at the .05 level. The two-tailed test of signifi-

cance is used for the null hypothesis when any difference

that is observed between the two means, regardless of the

direction of the difference, is sought (2, p. 218).

Hypotheses £ and 10

The possible combinations of zero-order coefficients of

correlation between measures of academic achievement (Y^ - Y^)

Primary I, (Y^ - Y^) Primary II, (X^ - X^) each of the

selected measures of ability, were utilized in multiple

correlation formulae. Table IV illustrates inter-

correlations. Only the best predictor variables were in-

cluded in the formulae. Partial coefficients of correlation

were used to construct regression equations from which a Y

ij-o

achievement score may be predicted by using the known scores

of the X variables.

If the variability of the standard deviation of Y is

small, and the correlation between the Y and X high, values

of Y can be predicted from the known X values to a certain

degree of accuracy. The educator may not be sure concerning

the achievement of a given individual, but knowing the cor-

relation between a sub test or a total battery and some

criterion measure of achievement, he can predict often with

ample accuracy the probable achievement. The degree of

accuracy in such predictions depends upon the size of the

correlation coefficient (2, p. 163).

Summary

Chapter III has presented a description of the limi-

tations, basic assumptions, instruments, experimental treat-

ment, procedures for collecting data, and procedures for the

analysis of data. The findings will be reported in Chap-

ter IV.


1. Bradley, R. C. and N. Wesley Earp, Exemplars of the Teacher*s Cognitive Domain, Dubuque, Iowa," Wm. G. Brown Co. ,~Inc.,~ 1967.

2. Garrett, Henry E., Statistics in Psychology and Education, New York, Longman"'s, "Green and" Co., 1953*

3» Kelly, Truman L., Richard Madden, Erie P. Gardner, Herbert C. Rudman, Stanford Achievement Test, Direc-tions for Administering, Primary"I Battery, New York, Harcourt, Brace, and" World, Inc., 1964.

4. Kelly, Truman L., Richard Madden, Eric P. Gardner, Herbert C. Rudman, Stanford. Achievement Test, Direc-tions for AdmIniste'ring, Primary II Battery, New York, Harcourt," Brace, "and World, Inc., 196'^

5. Maw, Wallace H. and Ethel W. Maw, "An Exploratory Investi-gation into the Measurement of Curiosity in Elementary School Children," Washington, U.S. Office of Blucation, 1964.

6. Maw, Wallace H., and Ethel W. Maw, "Self-appraisal of Curiosity," The Journal of Educational Research, Vol. LXI, (July, 1968)7^62*^57

7. Otis, Arthur S. and Roger T. Lennon, Otis-Lennon Mental Ability Test, Manual for Administratlon, Mementary I_ Level,"New York, Harcourt7 Brace, and World, Inc., 1967.

8. Raths, Louis S., Arthur Jonas, Arnold Rothstein, Selma Wassermann, Teaching for Thinking, Theory and Appli-cation, Columbus," Ohio, "Charles E. Merrill" Publishing Co .7 1967.

9. "Research Clues," Today*s Education, Vol. LIX, (March, 1970), 7. — -

10. Walker, Helen M. and Joseph Lev, Statistical Inference, New York, Holt, Rinehart, and Winston, 1953*

UA

CHAPTER IV

FINDINGS

The organization of this current investigation included

in Chapter I a general statement of the problem researched,

hypotheses, background and significance of the study, and a

definition of terms. In Chapter II the research specifically

related to the study was reviewed. The description of the

sample, limitations, basic assumptions, research design,

description of the measures employed, procedures for collection

of data, and the procedure for analyzing the data was given

in Chapter III. The primary purposes of Chapter IV was to

report the findings of the study.

The current investigation tested ten hypotheses formu-

lated to answer three specific questions:



2. If the answer to question one is in the affirmative,

will the questioning procedures of Bradley and Earp concom-


scores?

3. What are the best predictors of academic achievement

when a combination of test scores is utilized?

Research hypotheses were restated as null hypotheses

for the purpose of statistical treatment. Fisher's t test

ILO

^3

was used to test Hypotheses 3» 6, 7> and. 8 to ascertain

whether a significant difference existed "between the result-

ant mean scores as measured "by the instruments selected for

this investigation.

The Pearson Product Moment Coefficient of Correlation

(r) was utilized to test Hypotheses 1, 2, 5> 9» and 10.

The reliability of an obtained r may be tested against the

hypothesis that the population is in fact zero (^, p. 199)*

Also utilized were the descriptive labels given by Garrett

which indicate that the coefficients of correlation ranging

from .00 to +.20 denote "indifferent or negligible"

relationships; from + .20 to +.40 denote "low" relationships;

from +.40 to +.70 denote "substantial or marked" relation-

ships; and from +.70 to +1.00 denote "high to very high"

relationships (k, p. 173)•

All curiosity tests were given by the investigator in

order to maintain uniformity in the administration of the

instruments. Tests given by the teachers were the Stanford

Achievement Tests, Primary I and Primary II, and the Otis-

Lennon Mental Ability Test, Elementary I. These tests were

used in accordance with the procedures recommended in the

manuals.

Three testings of mental ability were completed during

the course of this investigation. The tests of mental

ability were given prior to beginning the program, at the

time the groups were rotated, and at the conclusion of the

44

experimental treatment. The data related to first-grades are

presented in Table V. Each of the three testings indicated

no significant difference between experimental and control

groups. Mental ability is relatively constant and an increase

. TABLE V

MEANS, STANDARD DEVIATIONS, FISHER'S t VALUE, AND LEVEL OF SIGNIFICANCE BET WEEN EXPERIMENTAL AND CONTROL

GROUP SCORES ON THE OTIS-LEMNON MENTAL ABILITY TEST, ELEMffTARY" I, FOR"

TlRST-GRADE (N = 241)

Test Group Mean Standard Deviation

Fisher's t

Value

Level of

Significance

1 I

I I

31.62

33-64

9 .74

8 .77

I.67' Less than .05

2 I

I I

37.48

36 .53

8.67

9 .78 0 .78

Less than .05 . .

3 I

I I

41 .07

4 3 . 8 1

10.68

11 .38 1 ,90

Less than .05

in raw scores would not necessarily indicate an increase in j

IQ since it is a ratio of the mental age divided by the

chronological age multiplied by 100 to remove the decimal

fraction.

^5

The data as presented in Table VI indicates the second-

grades had no significant difference in mental ability at

the inception of the experimental treatment. At the time of

TABLE VI

MEANS, STANDARD DEVIATIONS, FISHER*S t VALUE, AND LEVEL OF SIGNIFICANCE BETWEEN EXPERIMENTAL AND CONTROL

GROUP SCORES ON THE OTIS-LHNNON MENTAL ABILITY TEST, ELEMENTARY I, FOR

SECOND-GRADE ' (N = .196)

Test Group Mean Standard Deviation

Fisher's t

Value

Level of

Significance

.1 I

II 43.69

10.62

10.65 0.15

Less than .05

2 I

II

4-6.48

50.31

- 11.15

11.53 2.31

Greater than .05

3 I

II

50.88

5 * • 89

11.^9

11.72 2.37

Greater than .05

the rotation of the groups, when the second test of mental

ability was given, Group II was significantly different at

the .05 level of confidence. At the time of the third test

of mental ability which was at the conclusion of the exper-

imental treatment, Group II was significantly different at

the .02 level of confidence.

i±6

This difference may be predicated on the fact that the

Group I students had one third the exposure to the stimulus

cards of the experimental program as the Group IX students

had. The groups were of no significant difference in IQ

when the program began in January, each having an IQ of 110.

Seven weeks later Group I had an IQ of 111, Group II of 116.

At the conclusion of the experimental program in May,

Group I had an IQ of 113 and Group II of 118.

It also is well to note that tests two and tests three

each had a spread of five IQ points. This means the last

two scores may indicate the difference in the three testings

as being nothing more than becoming familiar with the tests.

The difference may be predicated on non-intellective

variables because

far more than the person's "intellect" is involved. His effort and his success depend on his self-concept, his feeling about the authority who gives the test, his ability to tolerate stress and frustration, and many other qualities. The test, then, gives a picture of the adjustment of the total person to a standardized situation making intellectual demands (3, P. 2Mi).

The performance limitation is indicated in the sub te3t

scores of the Stanford Achievement Test, Primary II as well

as in the Otis-Lennon Mental Ability Test. Therefore, the

data for the second-grade groups was used with the limitation

that the interpretation of the results are confined to the

local situation in which they occurred.

Findings Relevant to the First Question, Will Curiosity Test Scores Indicate A Student's Ability to Achieve

; Academically?

Data Related to Hypothesis 1

The hypothesis tested was that there is no significant

relationship "between academic achievement as measured by

Stanford Aohievement Tests, Primary £ (Y) for first-grade,

and each of the following measures of ability:

X^ intellectual ability as determined by Otis-

Lennon Mental Ability Test,

X2 Self Judgment of Curiosity as determined by


Story Memory of Evidence as determined by CTC.



X^ Desire for the Incongruous as determined by CTC,


Correlations between measures of academic achievement

and selected measures of ability in first-grade children are

given in Table VII. Hypothesis 1 was tested utilizing 239

degrees of freedom. The value of r must have reached .13

for rejection of the null hypothesis at the .05 level of

confidence and .17 for rejection at the .01 level of con-

fidence, The significant relationships may be ascertained

from Table VII as follows:

^8

TABLE VII

CORRELATIONS BETWEEN MEASURES OF ACADEMIC ACHIEVEMENT AND SELECTED MEASURES OP ABILITY

IN FIRST-GRADE STUDENTS (N = 21*1)

Variables

*1 *2 *3 *1+ r5 *6

Variables

Vford Meaning

1

Paragraph Meaning

1 I

Vocabulary

Spelling

Word Study Skills

Arithmetic

Total Achievement

X-|_ Otis-Lennon .1+79* .530* .537* .501* . 5I14* .573* .627*

X2 Self Judgment .102 .198* .182* .21+0* .218* .185* .221*

Story Memory .^03* .1*77* .*+00* .1441* .^78* .50*+* .5^1*

Xif, Persistence .020 .096 .013 .01+6 .026 .001+ .037

X<j Desire to Know .21+1+* .306* . 298* .325* • 295* .278* .3^1*

Desire for " Incongruous

.196* .210* .172* .169* .265* .179* .238*

X? Total CTC . 352* A75* .398* . 14-59* -7k* .439* .51^*

'""Signifleant at .05 (k , p . 200)

,evel with value of r .13 or greater

ii-9

The null hypothesis that there is no significant

relationship "between Total Achievement (Yr?) and Otis-

Lennon (X^) was rejected with an r value of .627 at the .01

level of confidence. The null hypothesis that there is no

significant relationship between Total Achievement (Yr,) and

Self Judgment (Xg) was rejected with an r value of .221 at

the .01 level of confidence. The null hypothesis that there

is no significant relationship between Total Achievement (Yr,)

and Story Memory (X^) was rejected with an r value of .5^1

at the .01 level of confidence.


relationship between Total Achievement (Yr,) and Persist-

ence (X^) was retained since the r value of *037 did not

reach the ,05 level of confidence. The null hypothesis

that there is no significant relationship between Total

Achievement (Yr,) and Desire to Know (X^) was rejected with

an r value of .3^1 at the .01 level of confidence.


relationship between Total Achievement (Y7) and Desire for

Incongruous (X5) was rejected with an r value of .238 at


is no significant relationship between Total Achievement (Yr,)

and Total CTG (X^) was rejected with an r value of .51^ at


Null hypotheses may be formulated using the r value of

the Stanford Achievement sub tests and the sub teats of

50

the CTC. Table VII gives all possible correlations related

to Hypothesis 1. All correlations with an asterisk are

significant at the .05 level of confidence or better, and

the null hypothesis would be rejected. All correlations

without an asterisk indicate that the null hypotheses would

have to be retained, as they do not reach the .05 level of

confidence.

Of the forty-nine possible null hypotheses which could

be formulated from Table VII, forty-one are rejected and

eight are retained. This means that on the hypothesis of a

population r of zero, only five times in one hundred trials

would a positive r of .130 or larger arise through accident

or sampling which would result in forty-one of the forty-nine

null hypotheses being rejected (**, p. 201).

In order to determine the degree of relationship for

evaluation, Table VII has had abstracted from it a summary

of those tests which meet the r value fitting Garrett's

descriptive labels depicting relationship (^, p. 173).

This summary is found in Table VIII which lists those

relationships which were substantial or marked.

The relationships as reported in Table VIII agree

remarkably with the data related to Hypotheses 9 and. 10 in

which a regression equation was made and unrelated variables

partialed out through multiple regression. This means

when the nature of the variables with which we are concerned

and the purpose for which the r was computed is considered,

51

TABLE VIII

SUMMARY OF CORRELATIONS ABSTRACTED FROM TABLE VII SHOWING MARKED RELATIONSHIPS BETWEEN MEASURES OF ACADEMIC

ACHIEVEMENT AND SELECTED MEASURES OF ABILITY OF FIRST-GRADE STUDENTS

(N = 241)

Variable Correlation

Otis-Lennon (X-i) and Word Meaning (Ix). *79 Paragraph Meaning (Y2) 530 Vocabulary (Y3) . 537 Spelling (Y4) * 501 Word Study Skills (Y<) . . . . . « . . . • .5^ Arithmetic (Yg). 573 Total Achievement (Yr?) .627

Story Memory (X3) and Word Meaning (Y^). < • • • • * ^03 Paragraph Meaning (Y2) .^77 Vocabulary (Yo) .400 Spelling (Y4). .441 Word Study Skills (Y^) -78 Arithmetic (Y^) 50^ Total Achievement (Yr?) 5^1

Total CTC (X?) and Paragraph Meaning {Y2) .^75 Spelling (Yij,).... 459 Word Study Skills (Y5) 474 Arithmetic (Y5). .^39 Total Achievement (Y^) 514

that curiosity test scores in Story Memory and Total CTC

do indicate a student's ability to achieve academically.



relationship between academic achievement as measured by

the Stanford Achievement Tests, Primarv T

52

the following measures of ability after administration of

the experimental programs

X1 intellectual ability as determined by Otls-


Xg Self Judgment of Curiosity as determined by



X;+ Persistence as determined by CTC.

Desire to Know as determined by CTC.

Xfi Desire for the Incongruous as determined by CTC.

Xy total ability of curiosity as determined by CTC.

Group I,— Correlations between measures of academic

achievement and selected measures of ability of first-grade

students after administration of the experimental program are

given in Table IX. Hypothesis 2 was tested utilizing 106

degrees of freedom. The value of r must have reached .19

for rejection of the null hypothesis at the .05 level of

confidence and .2/+ for rejection at the .01 level of confi-

dence. The significant relationships may be ascertained

from Table IX.


relationship between Total Achievement (Yy) and Otis-

Lennon (X^) was rejected with an r value of .617 at the .01


significant relationship between Total Achievement (Yj) and

Self Judgment (X2) was rejected with an r value of .360 at

53

TABLE IX

CORRELATIONS B 1ST WEEN MEASURES OF ACADEMIC ACHIEVEMENT AND SELECTED MEASURES OF ABILITY IN FIRST-GRADE

GROUP I STUDENTS AFTER THE ADMINISTRATION OF THE EXPERIMENTAL PROGRAM

(N = 108)

Variables

*1 *2 Y3 y5 y6 *7

Variables

V/ord Meaning

j I

Paragraph Meaning

s 1 | Vocabulary

i | Spelling

Word Study Skills

i |

1 Arithmetic

i i ; Total Achievement i

Xx Otis-Lennon .480* . 473* • 557* .514* .516* .597* . 617*

X2 Self Judgment . 372* .334* .196* . 329* .258* . 384* . 360*

Xj Story Memory .40 5# . 451* .468* .525* .403* .554* • 551*

Xji Persistence .085 .107 .080 .114 .100 .12? .112

X^ Desire to Know .339--' . 210* . 309* • 333* .378® . 369* • 373*

X/r Desire for Incongruous

.214* .245* .031 .185 .222* .218# . 2 1 6 *

Xr, Total CTC

Jfc n • • <r% • «

.505* .482* .403*. . 534* .4 76* . 596* .580#

(4, p. 200).

5<4-


is no significant relationship between Total Achievement (Y^)

and. Story Memory (X^) was rejected with an r value of .551

at the .01 level of confidence.


relationship between Total Achievement (Y>p) and Persist-

ence (X^) was retained since the r value of .112 did not

reach the .05 level of confidence. The null hypothesis


Achievement (Yr?) and Desire to Know (X^) was rejected with

an r value of .373 at the .01 level of confidence.


relationship between Total Achievement (Yr,) and Desire for

Incongruous (X^) was rejected with an r value of .216 at the

.05 level of confidence. The null hypothesis that there is

no significant relationship between Total Achievement (Yr,)

and Total CTC (X^) was rejected with an r value of .580 at



the Stanford Achievement sub tests and the CTC sub test

scores. Table IX gives all possible correlations related

to Hypothesis 2, Group I. All correlations with an asterisk

are significant at the .05 level of confidence or better,

and the null hypothesis would be rejected. Correlations



confidence.

55


be formulated from Table IX, forty are rejected and nine are

retained. This means that on the hypothesis of a population

r of zero, only five times in one hundred trials would a

TABLE X

SUMMARY OF CORRELATIONS ABSTRACTED FROM TABLE IX SHOWING MARKED RELATIONSHIPS BETWEEN MEASURES OF ACADEMIC ACHIEVEMENT AND SELECTED MEASURES OF ABILITY

IN FIRST-GRADE GROUP I STUDENTS AFTER THE ADMINISTRATION OF THE EXPERIMENTAL

PROGRAM (N =108)


Otis-Lennon (X _) and Word Meaning (Y-]_) .^80 Paragraph Meaning (Y2) .^73 Vocabulary (Yo). .557 Spelling (YhK 51/4-Word Study Skills (Yj . 516 Arithmetic (Yg). . . . . .597 Total Achievement (Yy) .617

Story Memory (Xo) and Word Meaning (Y _). . .405 Paragraph Meaning (Yo) .ii-51 Vocabulary (Yo) Z168 Spelling (YhK 525 Word Study Skills (Y^) J+03 Arithmetic (Yg). . . . .55^ Total Achievement (Y7) .551

Total GTC (X?) and Word Meaning (Y-i). . , . . .505 Paragraph Meaning (Y2) . .482 Vocabulary (Y~). .403 Spelling (Y . .53^ Word Study Skills (Y<-) .ij.76 Arithmetic (Y5). . .596 Total Achievement (Y7) .580

56

positive r of .191 or larger arise through acoident or

sampling which would result in forty of the forty-nine null

hypotheses being rejected (>4, p. 201).


evaluation, Table IX has had abstracted from it a summary

of those tests which meet the r value fitting Garrettfs

descriptive labels depicting relationship (4, p. 173). From

the summary as given in Table X a listing of those relation-

ships which were substantial or marked may be found.

The relationships as reported in Table X correlate

remarkably with the data related to Hypotheses 9 and 10 in


partialed out through multiple regression. This means that

'when the nature of the variables are taken into account and

the purpose for which the r was computed is considered,

curiosity test scores in Story Memory and Total CTC may be

used to indicate a student's ability to achieve academically.

C-roup 2.—Correlations between measures of academic

achievement and selected measures of ability in first-grade

students after administration of the experimental program

are given in Table XI. Hypothesis 2 was tested utilizing

131 degrees of freedom. The value of r must have reached

.171 for rejection of the null hypothesis at the .05 level

of confidence and .224 for rejection at the .01 level of

confidence. The significant relationships may be ascer-

tained from Table XI.

57

TABLE XI

CORRELATIONS BETWEEN MEASURES OF ACADEMIC ACHIEVEMENT AND SELECTED MEASURES OF ABILITY IN FIRST-GRADE

GROUP II STUDENTS AFTER THE ADMINISTRATION OF THE EXPERIMENTAL PROGRAM

(N = 133)

Y1 I 2 y3 % y5 . t „

y6 *7

W CQ H H _ 1

5tal Achievement

. Variables bD £ •H

0)

Ti

M & £k 05 U hD 6 as P*

ff cd H 3 ,0 a$ 0

i 1 j Spelling

I

• r l

m j>

+3 CO

t A

0 •ri -P 0) a & -p "H

5tal Achievement

tS

M & £k 05 U hD 6 as P*

O >

i 1 j Spelling

I

M n <4 E~*

X-j_ Otis-Lennon ,486* .492* .580* .437* .508* .622* .614*

X2 Self Judgment .020 .106 .120 .009 .019 .062 .059

Xj Story Memory .150 .205* .277* .127 .181* .297* .249*

X^ Persistence .050 .088 .020 .069 .051 .116 ,066

X^ Desire to Know .269# .287* . 294# .211# .216* . 301* .312*

v. Desire for ° Incongruous

.173* .173* .273* .0*4-3 .175* .221* .212*

X ? Total CTC .247* . 347* .378* .108 . 214* .400* .347*

"Significant at .05 greater (4, p. 200) •

level with value of r .171 or

58


relationship between Total Achievement (Yr,) and Otis-

Lennon (X^) was rejected with an r value of .61*4- at the .01



Self Judgment (X2) was retained since the r value of .059

did not reach the .05 level of confidence.


relationship between Total Achievement (Yy) and Story Mem-

ory (X-j) was rejected with an r value of .2^9 at the .01.


significant relationship between Total Achievement (Yy) and

Persistence (X^) was retained 'since the r value of .066 did

not reach the .05 level of confidence.


relationship between Total Achievement (Yr,) and Desire to

Know (X^) was rejected with an r value of .312 at the .01


significant relationship between Total Achievement (Yy) and

Desire for Incongruous (X^) was rejected with an r value of

.212 at the .05 level of confidence. The null hypothesis


Achievement (Yr,) and Total CTG (Xy) was rejected with an

r value of .3^7 at the .01 level of confidence.

Hull hypotheses may be formulated using the r value of

the Stanford Achievement sub tests and the CTG sub tests.

59

Table XI gives all possible correlations related to

Hypothesis 2, Group II. All correlations with an asterisk





confidence.


be formulated from Table XI, thirty-one are rejected and

eighteen are retained. This means that on the hypothesis

of a population r of zero, only five times in one hundred

trials would a positive r of .171 or larger arise through

accident or sampling which would result in thirty-one of the

forty-nine null hypotheses being rejected {^, p. 201).

TABLE XII

SUMMARY OF CORRELATIONS ABSTRACTED FROM TABLE XI SHOWING MARKED RELATIONSHIPS BETWEEN MEASURES OF ACADEMIC ACHIEVEMENT AND SELECTED MEASURES OF ABILITY

IN FIRST-GRADE GROUP II STUDENTS AFTER THE ADMINISTRATION OF THE

EXPERIMENTAL PROGRAM (N = 133)


Otis-Lennon (X^) and Word Meaning <*!>•. r '+86 Paragraph Meaning (Yo) 4q2 Vocabulary (Yo) \ q 0 Spelling (Y^f Word Study Skills (Ye) ^08 Arithmetic (Y5) [ ',622 Total Achievement (Yy) . * * * ',61k

Total CTC (X?) Arithmetic (Y5) J4.QO

60


evaluation, Table XI has had abstracted from it a summary


descriptive labels depicting relationship (^, p. 1?3). This

summary is found in Table XII which tests those relation-

ships which were substantial or marked relationships.

Data Related to Hypothesis k



Stanford Achievement Tests, Primary II (Y) for second-grade,

and each of the following measures of ability:

Xx intellectual ability as determined by Otls-








Correlations between measures of academic achievement

and selected measures of ability in second grade children are

given in table XIII. Hypothesis 4 was tested utilizing

19^ degrees of freedom. The value of r must have reached

.1^0 for rejection of the null hypothesis at the .05 level

of confidence and .18^ for rejection at the .01 level of

61

confidence. The significant relationships may be ascertained

from Table XIII.

TABLE XIII

CORRELATIONS EST WEEN MEASURES OP ACADEMIC ACHIEVEMENT AND SELECTED MEASURES OP ABILITY

OF SECOND-GRADE STUDENTS (N = 196)

Variables

*1 *2 *3 *4 Y5 *6 y7 *8 *9

Variables

Word Meaning

Paragraph Meaning

Sci. & Soc. Studies

w

•H H rH © ft CO Word Study Skills

Language

i

s O -P OS 4-> 3 P n 0 0 •

-p

:Arithmetic Concepts

Total Achievement

X- Otis-Lennon .587 &

.592 CO #

.391 .517 • 532 *

.453 *

.620 .628

X2 Self Judgment ,052 .002 .049 .109 .003 .016 . 0 3 2 .019 .017

X-j Story Memory .369 *

.387 . zst . # .240 .382

a

*343 fr

.394 *

.373 .421

Xij, Persistence H 1

VO*

j

. 1 9 5 .16? .095 .069 .098 .074 .18? .15?

Xc Desire to Know

„ * .230 . 2 3 ! .26$ .124 .158 •»

.175 .104 "A*

.228 .215

X^ Desire for Incongruous .20.t .240

I'*

. 2 3 1 .092 .131 . 2 o t .14? .245 .23?

Xy Total CTC • 393 .401 .371 At

.260 «•

.278 .29^ .260 .401 *

.395

Significant at .05 level with value of r .140 or greater (4, p. 200).

62



Lennon (X^) was rejected with an r value of ,628 at the .01


significant relationship between Total Achievement (Yr?) and

Self Judgment (X2) was retained since the r value of .01?

did not reach the .05 level of confidence.


relationship between Total Achievement (Y,-,) and Story Mem-

ory (X^) was rejected with an r value of . -21 at the .01



Persistence (X^) was rejected with an r value of .157 at

the ,05 level of confidence.


relationship between Total Achievement ( Y y ) and Desire to

Know (X^) was rejected with an r value of .215 at the .01


significant relationship between Total Achievement (Y^) and

Desire for Incongruous (X^) was rejected with an r value

of .232 at the .01 level of confidence. The null hypoth-

esis that there is no significant relationship between

Total Achievement (Yy) and Total CTC (Xy) was rejected with




63

scores. Table XIII gives all possible correlations related

to Hypothesis 1. All correlations with an asterisk are

significant at the .05 level of confidence or better, and

the null hypothesis would be rejected. All correlations



confidence.

Of the sixty-three possible null hypotheses which could

be formulated from Table XIII, forty-six are rejected and,

seventeen are retained. This means that on the hypothesis -•

of a population r of zero, only five times in one hundred

trials would a positive r of .1 -0 or larger arise through

accident or sampling which would result in forty-six of the

sixty-three null hypotheses being rejected (**, p. 201).


evaluation, Table XIII has had abstracted from it a summary


descriptive labels depicting relationship (^, p. 173).

This summary is found in Table XIV which lists those

relationships which were substantial or marked relationships

The relationships as reported in Table XIV agree

remarkably with the data related to Hypotheses 9 and 10 in


partialed out through multiple regression. This means

when the nature ot the variables with which we are concerned

and the purpose for which the r was computed is considered,

6k

curiosity test scores in Story Memory and. Total CTC do

indicate a student's ability to achieve academically.

TABLE XIV

SUMMARY OP CORRELATIONS ABSTRACTED FROM TABLE XIII SHOWING MARKED RELATIONSHIPS - BETWEEN MEASURES OF ACADEMIC ACHIEVEMENT AND SELECTED MEASURES OF ABILITY

OF SECOND-GRADE STUDENTS (N = 196)


Otis-Lennon (Xn) and Word Meaning (Y* ). . . . . . » 587 Paragraph Meaning {Y2) .592 Science & Social Studies (Yo). . . . . . . . .582 Word Study Skills (Yj . . i .517 Language (Yg). . . 532 Arithmetic Computation (Yo) 4-53 Arithmetic Concepts (Yg) . . . . . . . . . . .620 Total Achievement (Y^) 623'

Story Memory (Xo) and Total Achievement (Y^) . . . kZl

Total CTC (X7) and Paragraph Meaning (Y?) ^01 Arithmetic Concepts (Yg) *4-01 Total Achievement (Y^) . . . 395

Data Related to Hypothesis £



the Stanford Achievement Tests, Primary II (Y) for second-

grade, and each of the following measures of ability after

administration of the experimental program:

X-j_ intellectual ability as determined by the Otis-


65

X2 Self Judgment of Curiosity as deterained by CIC.

Xj Story Memory of Evidence as determined "by CTC.

Persistence as determined by the CTC.

Desire to Know as determined by the GTC.

Xg Desire for the Incongruous as determined by CTC.

Xr, total ability of curiosity as determined by GTC.

Group I.--Correlations between measures of academic

achievement and selected measures of ability of second grade

students after administration of the experimental program are

given in Table XV. Hypothesis 5 was tested utilizing 80 de-

grees of freedom. The value of r must have reached .217 for

rejection of the null hypothesis at the .05 level of confi-

dence and .283 for rejection at the .01 level of confidence.

The significant relationships may be ascertained from

Table XV.



Lennon (X]_) was rejected with an r value of .70^ at the


no significant relationship between Total Achievement (Yr>)

and Self Judgment (X2) was retained since the r value of

.0 8 did not reach the .05 level of confidence.


relationship between Total Achievement (Yr,) and Story Mem-

ory (X^) was rejected with an r value of .38I at the .01

level of confidence, The null hypothesis that there is no

66

TABLE XV

CORRELATIONS BETWEM MEASURES OF ACADEMIC ACHIEVEMENT AND SELECTED MEASURES OF ABILITY IN SECOND-GRADE

GROUP I STUDENTS AFTER THE ADMINISTRATION OF THE EXPERIMENTAL PROGRAM

(N = 82)

.Variables

*1 *2 *3 YI| *5 Y 6 *7 *8 Y 9

.Variables

Word Meaning

Paragraph Meaning

1

Sci. & Soc. Studies

Spelling

Word Study Skills j

1 j Language

j

Arith. Computation CO p

0 0 £J 8 O «H P 0 s p •H

Total Achievement

X-j_ Otis-Lennon .6^5 •ft

.639 4

.589 Ab7 • »

. 6 0 6 ft

.591 45,

.327 - f t

.685 *

.704

X2 Self Judgment . 0 6 1 .0^7 . 0 2 7 . 0 9 6 . 0 ^ .005 .005 . 0 6 5 .048

X^ Story Memory .350 _ -X-

. 2 9 3 . 2 5 8 . 2 1 9 *

.327 . 2 9 3 . 3 6 . ! .381

X^ Persistence .192 .172 .195 .101 .173 •»

. 2 6 3 .124 .183 .216

XE Desire to Know

i 4* -V *V

CO CM * .265" .391 . 1 7 6 .196 .262 .107 .28$ . 290

X5 Desire for Incongruous .26? . 2 6 0 .193 . 2 2 ?

• f t

.275 .186 .05^ #

.283 *

. 2 7 6

X7 Total CTC «^77 .^2? .*•4. /f

.397 • 33$ , *

.3^7 44.

.^12 .23? .^50 • * .^71

greater (V, p. 200). 05 level with value of r .217 or

significant relationship between Total Achievement (Y-p) and

Persistence (X^) was retained since the r value of .216 did

6?

not reach the .05 level of confidence. The null hypothesis


Achievement (Yr,) and Desire to Know (X^) was rejected with



relationship between Total Achievement (Yy) and Desire for

Incongruous (X^) was rejected with an r value of .276 at the


no significant relationship between Total Achievement (Yy)

and Total CTC (Xy) was rejected with an r value of .471 at



the Stanford Achievement sub tests and the CTC sub test scores.

Table XV gives all possible correlations related to Hypoth-

esis 5j Group I. All correlations with an asterisk are sig-

nificant at the .05 level of confidence or better, and the

null hypothesis would be rejected. Correlations without an

asterisk indicate that the null hypotheses would have to be

retained, as they do not reach the .05 level of confidence.


be formulated from Table XV, forty are rejected and twenty-

three are retained. This means that on the hypothesis of a i


would a positive r of .217 02? larger arise through accident

or sampling which would result in forty-six of the sixty-

three null hypotheses being rejected (4, p. 201).

68


evaluation, Table XV has had extracted from it a summary of

those tests which meet the r value fitting Garrett's descrip-

tive labels depicting relationship (4, p. 173)* This

TABLE XVI

SUMMARY OF CORRELATIONS ABSTRACTED FROM TABLE XV SHOWING MARKED RELATIONSHIPS BETWEEN MEASURES OF ACADEMIC ACHIEVEMENT AND SELECTED MEASURES OF ABILITY

IN SECOND-GRADE GROUP I STUDENTS AFTER THE ADMINISTRATION OF THE EXPERIMENTAL PROGRAM

(N = 82)


Otis-Lennon (X-,) and Word Meaning (Y^) • .6^5 Paragraph Meaning (Yg) .639 Science & Social Studies (Yo). . . . . . . *5^9 Spelling (Yh.) .W? Word Study Skills (Y5) .606 Language (Y5) .591 Arithmetic Concepts (Yo) .685 Total Achievement (Y^) .705-

Story Memory (Xq) and Word Meaning (Y^) /+19

Total CTC (X7) and Word Meaning (Y^) *^77 Paragraph Meaning {Y2) .426 Science & Social Studies (Yo). . . . . . . .397 Arithmetic Concepts (Yg) .450 Total Achievement (Y^) . . . . . .^71

summary is found in Table XVI, which lists those relationships

which were substantial or marked relationships.

Group 2.—Correlations between measures of academic

. ±- •*

69

s t u d e n t s a f t e r a d m i n i s t r a t i o n of t h e e x p e r i m e n t a l p rog ram,

a r e g i v e n i n T a b l e XVII . H y p o t h e s i s 2 was t e s t e d u t i l i z i n g

TABLE XVII

CORRELATIONS BETWEEN MEASURES OF ACADEMIC ACHIEVEMENT AND SELECTED MEASURES OF ABILITY IN SECOND-GRADE

GROUP I I STUDENTS AFTER THE ADMINISTRATION OF THE EXPERIMENTAL PROGRAM

(N = 11*0

V a r i a b l e s

*1 *2 y 3 Yi* Y 5 *6 *7 * 8 Y9

V a r i a b l e s

| W

ord

Mea

nin

g

Para

gra

ph

M

ean

ing

i

Sci.

&

So

c.

Stu

die

si 1 1

Spell

ing

1 V

/ord

S

tud

y S

kil

ls

i ! j '

1 L

ang

uag

e ] i

Ari

th

. C

ompu

t at i

on

Ari

thm

eti

c

Co

ncep

ts

Tota

l A

chie

vem

ent

X^ O t i s - L e n n o n ^ * . 601 • ** . 695 • 53^

• I f r . 5 0 3 .617

, * . 6 2 1 . 5 5 ? . 7 2 7 . 73?

X2 S e l f Judgment ,126 .099 .159 .075 . 0 5 1 .008 .017 .032 .068

X j S t o r y Memory ,22% . 2 6 ? .33^ .162 . 2 l S . 2 0 5 . 15? , 27$ . 2 6 ?

X^ P e r s i s t e n c e JJ.

.329 . 3 5 3 .139 .3O5 .2 7§ ~ * . 2 3 9 . 00^ .280 . 2 9 3

Xj- D e s i r e t o Know .32? .312

-

. 2 7 0 . 1 9 8 „ J* . 2 5 3

. 2 6 1 .078 . 2 6 $ . 2 9 !

X^ D e s i r e f o r I n c o n g r u o u s .28$ . 25? . 2 5 0 . 0 9 5 . 1^2 . 2 ^ 3 .16k . 2 3 §

X ? T o t a l CTC A?0 .b?£ # • 390 . 32? JSt

.352 .3^2 .109 . 398 .1*2% ^ S i g n i f i c a n t a t . 0 5 l e v e l w i t h v a l u e of r . 185 o r

g r e a t e r (4 f p . 2 0 0 ) .

70

112 degrees of freedom. The value of r must have reached

,185 for rejection of the null hypothesis at the ,05 level

of confidence and .2^1 for rejection at the .01 level of

confidence. The significant relationships may be ascer-

tained from Table XVII.


relationship between Total Achievement (Yr,) and Otis-

Lennon (X- ) was rejected with an r value of .736 at the


no si gi if leant relationship between Total Achievement (Y<p)

and Self Judgment (X2) was retained since the r value of

.068 did not reach the .05 level of confidence.


relationship between Total Achievement (Y^) and Story Mem-

ory (X3) was rejected with an r value of .266 at the .01


significant relationship between Total Achievement (Y^) and

Persistence (X^) was rejected with an r value of .293 at



relationship between Total Achievement (Yr,) and Desire to

Know (Xij) was rejected with an r value of . 29I at the


no significant relationship between Total Achievement (Y^)

and Desire for Incongruous (X5) was rejected with an r value

of .244 at the .01 level of confidence. The null hypothesis

71


Achievement (Y^) and Total CTC (X^) was rejected with an

r value of *k22 at the ,01 level of confidence.



scores. Table XVII gives all possible correlations related

to Hypothesis 5J Group II. All correlations with an asterisk





confidence.


be formulated from Table XVII, forty-three are rejected and

twenty are retained. This means that on the hypothesis of a


would a positive r of .185 or larger arise through accident

or sampling which would result in forty-three of the sixty-

three null hypotheses being rejected (^, p. 201).


evaluation, Table XVII has had abstracted from it a summary


descriptive labels depicting relationship ('+, p. 173). This

summary is found in Table XVIII which lists those relation-

ships which were substantial or marked relationships.

72

TABLE XVIII

SUMMARY OF CORRELATIONS ABSTRACTED FROM TABLE XVII SHOWING MARKED RELATIONSHIPS BETWEEN MEASURES OF ACADEMIC ACHIEVEMENT AND SELECTED MEASURES OF ABILITY

IN SECOND-GRADE GROUP II STUDENTS AFTER TH E ADMIN I STRATI ON OF THE EXPERIMENTAL PROGRAM

(N = 11*0


Otis-Lennon (X^) and Word Meaning (YT) . . . .601 Paragraph Meaning (Y?) . . 695 Soienoe & Social Studies (Yq) • . . . . . . . .53^ Spelling (Yjj.). . . . . . . i . . 503 Word Study Skills (Yt) 617 Language . 621 Arithmetic Computation (Yn) 556 Arithmetic Concepts {Yo) 727 Total Achievement (Y^) 736

Total GTC (X.?) and I'brd Meaning (Y-, ) .^70 Paragraph Meaning (Y?) . . .^76 Arithmetic Concepts (Yo) 396 Total Achievement (Y^) .^22

Findings Relevant to the Second Question, Will Questioning Procedures of Bradley

and Earp Increase Curiosity and Reading Comprehension Scores?

Increase in Curiosity Scores

First-Grade,—The mean gain in curiosity was assessed

for each first-grade group. Experimental groups made larger

mean gains in total curiosity than did control groups.

These data are presented in Table XIX. Other data relevant

to the sub tests are presented in Table XXXIX Appendix H.

73

TABLE XIX

MEM GAIN OR LOSS FOR FIRST-GRADE EXPERIMENTAL AND CONTROL GROUPS FOR EACH SEVEN WEEK PERIOD

OF THE INVESTIGATION

Group Test First Seven Weeks

Test Second Seven Weeks

Test

I (N = 108)

1 Experimental 10.03

2 Control 3.16

3

II (N = 133)

1 Control -6.56

2 Experimental 13.22

3

The mean gain in curiosity for Group I-E between Test 1

and Test 2 was 10.03. Between the same tests, Control

Group II-C had a mean gain of -6.5^. After the stimulus

program was rotated to Group II-E, the mean gain for that

group was 13.22. Group I-C gained 3.76. Table XIX indi-

cates that Control Group II-C, during the initial seven

weeks of the program, regressed in curiosity but gained

significantly when the experimental program was applied to

them. The original experimental group, Group I-E, continued

to gain in curiosity after becoming the control group during

the last seven weeks of the investigation, but' at only one-

third the rate.

The strength of the experimental program as applied to

first-grade students may be considered by combining the mean

7;+

gains of the groups, I-E with II-E and I-C with II-C. The

experimental groups gained a total raw score of 23.2^, and

the control groups regressed in curiosity -2.78.

Second-Grade.—The mean gain in curiosity was assessed

for each second-grade group. Experimental groups made larger

mean gains in raw scores in total curiosity than did control

groups. These data are presented in Table XX. Other data

relevant to the sub tests are presented in Table XXXX,

Appendix H.

TABLE XX

MEAN GAIN OR LOSS FOR SECOND-GRADE EXPERIMENTAL AND CONTROL GROUPS FOR EACH SEVEN WEEK PERIOD

OF THE INVESTIGATION



Test

I (N = 82)

1 Experimental 3.11

2 Control 2.79

3

II (N = 11*0

1 Control ~*K03

2 Experimental 9.17

3

The mean gain in curiosity for Group I-E between Test 1

and Test 2 was 3»H* Between the same tests, Control Group

II-C had a mean loss of ~^.03« After the stimulus program

was rotated to Group II-E, the mean gain for that group was

9»17» Group I-C gained 2 .79 . Table XX indicates that the

75

control group, Group II-C, during the initial seven weeks of

the.program, regressed in curiosity but gained significantly

when the experimental program was applied to them. The

original experimental group, Group I-E, continued to gain in

curiosity after becoming the control group during the last

seven weeks of the investigation but at a slower rate.


second grade students may be considered by combining the

mean gains of the groups, I-E with II-E and I-C with II-G.

The experimental groups gained a total combined score of

12,28, and the control groups regressed in curiosity -1.2

Increase in Curiosity.—The gain in the experimental

groups indicate that curiosity can be increased with the

questioning procedures of Bradley and Earp (1, pp. 65-72).

Regression in the control groups may indicate as Bradley

(1, p. kk$) contended and Holt (5, p. 168) declared, that

curiosity can be thwarted. (See Appendix H.)

Tests of Significance

The mean gain and Fisher1s t value for Hypotheses 3

and 6 pertaining to curiosity is given in Table XXI. Sig-

nificance is reported as being either greater or less than .05

level of confidence.

Hypothesis _2.—This hypothesis stated that there would be

no significant difference between increase in the mean test

scores of the first-grade experimental group and the first-

?6

grade control group. This hypothesis was rejected at

greater than the ,05 level of confidence in favor of the

experimental groups.

TABLE XXI

HYPOTHESES, GROUP, AND COMPUTED t VALUE RELATING TO MEAN GAINS IN CURIOSITY DURING THE FIRST SEVEN WEEKS AND

THE SECOND SEVEN WEEKS OF THE INVESTIGATION

Hypothesis

First Seven Weeks Second Seven Weeks

Hypothesis Group Computed t*

Group Computed t*

3 First Grade (N = 241)

I-E

II-C

6.89 I-G

II-E 3.88

6 Second Grade (N = 196)

I-E

II-C

2.73 I-C

II-E 2.54

*Tabled t: .05, I.96; .02, 2.32; .01, 2.57; .001, 3*%9>

Hypothesis 6_.— This hypothesis stated that there would

be no significant difference between increase in the mean

test scores of the second-grade experimental group and the

second-grade control group. This hypothesis was rejected at

greater than the .05 level of confidence in favor of the

experimental groups. The rejection of the null hypothesis

definitely attaches some weight to the contention that the

questioning procedures of Bradley and Earp (1) increases

curiosity.

77

Table XXII gives the mean gain and Fisher's t_ value

for Hypothesis 7 and 8 pertaining to curiosity. The level

of confidence is reported as being either greater or less

than *05 of confidence.

TABLE XXII

MEM GAIN, FISHER'S t VALUE, AND LEVEL OF CONFIDENCE PERTAINING TO THE DIFFERENCE BETWEEN THE

EXPERIMENTAL GROUPS IN CURIOSITY

Hypotheses Mean Gain Fisher's Jb Value

Level of Confidence

7 First Grade (N = 2*KL)

I-E

II-E

10.04

13.22 1.27 Less than .05

8 Second Grade (N = 196)

I-E

II-E

3.10

9.17 2.3 4 Greater than .05

Hypothesis £.~~This hypothesis stated that there would

"be no significant difference between the increase in the

mean test scores of first-grade Group I-E and first-grade

Group II-E. This hypothesis was retained. This means that

in the first-grades there was substantial control of the

variables and equal exposure to the experimental program.

Hypothesis 8.—This hypothesis stated that there would

be no significant difference between the increase in the

mean test scores of second-grade Group I-E and second-grade

78

Group II-E. This hypothesis was rejected at greater than

the .05 level of confidence. This means that in the second-

grades there were variables not controlled, and that

Group I-E did not get the exposure to the experimental

treatment that the latter group received. The teacher

tally sheets upon which the teachers recorded the number of

thinking operation skills cards used in the questioning

procedures, confirms this statistical analysis. Table XXIII

TABLE XXIII

SUMMARY OF TALLY SHEETS SHOWING AVERAGE NUMBER OF SESSIONS ' AND AVERAGE NUMBER OF THINKING OPERATION STIMULUS

CARDS USED BY EACH TEACHER PER SESSION DURING THE INVESTIGATION

Group Grade

Average No. 3-5 Minute Sessions Per Teacher

Average No. Cards Used by Each Teacher Per Session

1 32 1.28 1

32

2 2? 1.37

2 1

2

33

29

3.^8

3.31

gives the group, grade level, and summary of tally sheets

showing the average number of sessions and the average num-

ber of thinking operation stimulus cards used by each

teacher per session during the investigation.

79

Increase In Reading Scores

- First-Grade.--The mean gain in reading was assessed for

each first-grade group. These data are presented in

Table XXIV. Other data relevant to the sub tests are

presented in Table XXXIX, Appendix H.

TABLE XXIV

MEM GAIN IN READING COMPREHENSION FOR FIRST-GRADE EXPERIMENTAL M D CONTROL GROUPS FOR EACH SEVEN

WEEK PERIOD OF THE INVESTIGATION



Test

I (N = 108)

1 Experimental ^•90

2 Control 3

II (N = 133)

1 Control 6.0?

2 Experimental 6.81

3

The mean gain in reading for Group I-E betxreen Test 1

and Test 2 was -.90. Between the same tests, Group II-C had

a mean gain of 6.0?. After the stimulus program was rotated

to Group II-E, the mean gain for that group was 6.81.

Group I-C gained 4.0**. Table XXIV indicates that Control

Group II-C, during the initial seven weeks of the program,

increased in reading comprehension, but gained more when

the experimental program was applied to them. The original

experimental group, Group I-S, continued to gain in

80

reading comprehension after "becoming the control group

during the last seven weeks of the experiment.


first-grade students' reading comprehension may be con-

sidered by combining the mean gains of the groups, I-E with

II-E and I-C with II-C. The experimental groups gained a

total raw score of 11.71, and the control groups gained

10.11. This means that the experimental program did not

bring about change in the reading comprehension of first-

grade students during the period of the investigation. .

Se cond-Grade.--The mean gain in reading comprehension

was assessed for each second-grade group. Experimental

groups made larger mean gains in raw scores in reading com-

prehension than did control groups. These data are pre-

sented in Table XXV. Other data relevant to the sub tests

are presented in Table XXXX, Appendix H.

TABLE XXV

MEM GAIN IN READING COMPREHENSION FOR SECOND-GRADE EXPERIMENTAL AND CONTROL GROUPS FOR EACH SEVEN

WEEK PERIOD OF THE INVESTIGATION



Test

I (N = 82)

1 Experimental 5.00

2 Control -1.39

3

(N 1 Control

2.27 2 Experimental

4,71 3

81

The mean gain in reading comprehension for Group I-E

between Test 1 and Test 2 was 5*00. Between the same tests,

Control Group II-C had a mean gain of 2,27. After the stim-

ulus program was rotated to Group II-E, the mean gain for

that group was 4.71. Group I-C scored -1.39. Table XXV

indicates that Group II-C, during the initial seven weeks of

the program, gained in reading comprehension, but gained

significantly when the experimental program was applied to

them. The original experimental group, Group I-E, regressed

in reading comprehension once the stimulus program was

removed.


second grade students may be considered by combining the

mean gains of the groups, I-E with II-E and I-C with II-C.

The experimental groups gained a total combined score of

9.71» and the control groups gained a total combined score

of 0.88. (See Appendix H.)

Increase in Reading Comprehension.—The gain in the

second grade experimental groups indicates that reading com-

prehension can be increased concomitantly with an increase

in curiosity of second grade children using the methods

advocated by Bradley and E&rp (1). The first grade groups

showed an increase in curiosity but no significant increases

in reading comprehension. The etiology of this may be that

a first grade student does not have the reading vocabulary

power to truly explore through books.

82

Tests of

The mean gain and Fisher's t_ value for Hypotheses 3

and 6 pertaining to reading comprehension is given in

Table XXVI. Significance is reported as being either

greater or less than .05 level of confidence.

TABLE XXVI

HYPOTHESES, GROUP, M D COMPUTED t VALUE RELATING TO MEAN GAINS IN READING COMPREHENSION DURING THE FIRST

SEVEN WEEKS AND THE SECOND SEVEN WEEKS OF THE INVESTIGATION

Hypothesis


Hypothesis Group Computed t*

Group Computed t*

3 First Grade (N = 2kl)

I-E

II-C 1.^0

I-C

II-E 3.09

6 Second Grade (N = I96)

I-E

II-C

2.58 I-C

II-E 5.78

^Tabled t: .05, 1.96; .02, 2.32; .01, 2.57; .001, 3.29.

Hypothesis 2*—This hypothesis stated that there would


mean test scores of the first-grade experimental group and

the first-grade control group. This hypothesis was retained,

as shorn in Table XXVI, as there was no significant differ-

ence between the two groups.

83

Hypothesis £.—This hypothesis stated that there would


mean test scores of the second-grade experimental group and

the second-grade control group. Hypothesis 6 was rejected

at greater than the .05 level of confidence in favor of the

experimental groups, as shown in Table XXVI. The rejection

of the null hypothesis definitely attaches some weight to

the contention that the questioning procedures of Bradley

and Earp (1) increase reading comprehension in second-grade

children.

TABLE XXVII

MEAN GAIN, FISHER'S t VALUE, AND LEVEL OF CONFIDENCE PERTAINING TO THE DIFFERENCE BET WEEN THE

EXPERIMENTAL GROUPS IN READING COMPREHENSION

Hypotheses Mean Gain Fisher's t Level of Confidence

7 I-E -.90 First-Grade (N = 2/-J-1) II-E 6.81 2.20 Greater

than .05

8 I-E 5.00 0.28 Less Second-Grade than .05 (N = 196) II-E ^.?1

than .05

Hypotheses 2 and 8.—Table XXVII gives the mean gain

and Fisher's t value for Hypothesis 7 and 8. These hypoth-

eses pertain to reading comprehension.

8^

Hypothesis 7 stated that there would be no significant

difference between the increase in the mean test scores of

first-grade Group I-K and first-grade Group II-E. This

hypothesis was rejected at greater than the .05 level of

confidence.

Hypothesis 8 stated that there would be no significant

difference between the increase in the mean test scores of

second-grade Group I-E and second-grade Group II-E. This

hypothesis was retained. This means that the two experi-

mental groups had probable equal gains in reading compre-

hension. The probability that the questioning procedures of

Bradley and Earp increase reading comprehension scores

equally in different groups of students, is reinforced.

Findings Relevant to the Third Question, What Are the Best Predictors of

Academic Achievement Mien A Combination of Test Scores Is Utilized?

The formulae used in the computation for Hypotheses 9

and 10 were the stepwise regression formulas used at the

North Texas State University Computer Center. The data were

punched on IBM cards, and all the statistical analyses were

computed at the computer center. The .05 level of signif-

icance was arbitrarily established as the level at which the',

null hypotheses would be rejected.

Data Related to Hypothesis £



85

the Stanford. Achievement Tests, Primary I_ (Y), and a

combination of the following measures of ability:



Xg Self Judgment of Curiosity as determined by CTC.



X^ Desire' to Know as determined by CTC.



Relationship between the total academic achievement

score and scores of selected measures of ability.--Product

moment coefficients of correlation between a measure of

academic achievement as indicated by the Stanford Achieve-

ment Test, Primary I for first-grade, and measures of abil-

ity as indicated by the Otis-Lennon Mental Ability Test.

Form J, (Xx) and the Combined Tests of Curiosity (X^ - X^)

are presented in TableXXVIII. Means and standard deviations

for these measures are presented in Table XXXXI, Appendix H.

The range of coefficients of correlation between a

measure of total academic achievement (Y^) and measures of

ability (X) was .037 to .627. The coefficient of correlation

between total academic achievement (Yr?) and Otis-Lennon

^ental. M l i l Test (X1) was .627. The coefficient of cor-

relation between total academic achievement (Y^) and Story

Memory (X3) was .5^1.

86

The coeffioient of correlation between total academic

achievement (Y?) and Total CTC (X?) was .514. The coeffi-

cient of correlation between total academic achievement (Yy)

and Desire to Know (X^) was .3^1. The coefficient of cor-

relation between total academic achievement (Y ). and Desire

for Incongruous (X^) was .238. The coefficient of corre-

lation between total academic achievement and Self Judg-

ment {X2) was .221.

TABLE XXVIII

COEFFICIENTS OF CORRELATION BETWEEN THE TOTAL MEASURE OF ACADEMIC ACHIEVEMENT AND SELECTED MEASURES OF

ABILITY IN FIRST-GRADE STUDENTS TOGETHER WITH STANDARD ERRORS OF ESTIMATE

Tests

Variables Otis-Lennon Self Judgment Story Memory-Persistence Desire to Know Desire for Incongruous Total arc

.627* ,221* .5^1* .037 . 3^1* .238* .51^*

SE (est. y)

3 .006 fe.573 6.713 3.622 ^1.036 bz. 398 37.^5

I

Significant at the .01 level or greater.

The Persistence Test (Xj ) was the only coefficient of

correlation between total academic achievement and ability

which had no significance. The correlation was .037* The

other six coefficients were significant at greater than .01

level of confidence. According to Garrett's descriptive

87

labels for interpreting coefficients of correlation

(ij-, p. 173), a "substantial or marked" relationship appeared

to exist between the score of the criterion measure of aca-

demic achievement (Y^) and Otis-Lennon, Story Memory, and

Total (JSC,

Coefficients of multiple correlation,—The stepwise

regression formulae of the North Texas State University

Computer Center gives the best combinations of the seven

predictor variables. These were Otis-Lennon (X- ), Story

Memory (X^), Persistence (X^), and Total CTC (Xr,).

The extent to which total academic achievement was

determined by the combined action of each of the predictor

variables was obtained by selecting the statistical procedure

which would provide coefficients of multiple correlation in

terms of beta coefficients (R^). The coefficients of cor-

relation (R) were then derived by extracting the square root

of R^. The procedure was used by Martin (6, p. 3) in pre-

dicting learning achievement in various languages. Walked '

and Lev ( 7 > P» 326) describe and use the following formula:

R2y. 13^7=rylbVl^7+ry2b*y3.l^7*ry3b*y^l37*^b%7a3^

where

ryl coefficient of correlation between the first independent variable and the criterion variable',

k*yl.34*7=relative weight which the first independent variable contributes to the criterion variable.

ry2 coefficient of correlation between the second independent variable and the criterion variable.

88

b ' y = relative weight which the second independent variable contributes to the criterion variable.

ry3 = the coefficient of correlation between the third independent variable and the criterion variable.

^y^.137 = relative weight which the third independent variable contributes to the criterion variable.

ry^ = coefficient of correlation between the fourth independent variable and the criterion variable.

'y?.13^ = relative weight which the fourth independent variable contributes to the criterion variable.

By substituting the known values of the variables used

in this study into the above basic formula, the coefficients

of multiple correlation were determined for each of the

combinations discussed in subsequent sections of this chap-

ter. Other data relevant to the known values of the variables

used are presented in Tables XXXXI and XXXXII, Appendix H.

Relationships Between a Measure of Total Academic

Achievement and Combined Measures of Ability.—Coefficients

of multiple correlation were computed to show the joint

action of the measures of ability combined with the criterion

measure of academic achievement. The product moment

coefficients of correlation used in the computation of the

various combinations of multiple correlation and prediction

formulae are presented in Table XXIX. Means and standard

deviations for the variables are presented in Tables XXXXI

and XXXXII, Appendix H.

89

TABLE XXIX

INTERCORRELATIONS BET WEEN A MEASURE OP ACADEMIC ACHIEVEMENT AND SELECTED MEASURES OP ABILITY FOR FIRST-GRADE STUDENTS

(N = 24.1)

Test Coefficients of Correlation

X1 X2 x3 X/* x5 • x6 X? Y7

Otis-Lennon (X- ) .083 #

.388 .021 .3 75 .198 .368 .627

Self Judgment (Xg) .2 54 .061 .089 .050 .638 •5*

.221

Story Memory (X^) .098 .2l2 .183 .703 .5^1

Persistence (X/j,) .063 .0^9 .037

Desire to Know (X^) .20? .512 .3*f

Desire for Incon-gruous (x^)

. ft .409 .23§

Total CTC (X7) .51?

Total Achieve-ment (Yr,)

^Significant at .01 level when r reaches .170. ^Significant at .05 level when r reaches .130.

The correlations between a measure of total academic

achievement and measures of scholastic aptitude ranged from

.037 to .627. The intercorrelations among the predictor

variables ranged from .021 to .703. The descriptive labels

given by Garrett indicate that coefficients of correlation

90

ranging from .00 to +.20 denote "indifferent or negligible"

relationships; from +.20 to +.^0 denote "low" relationships;

from +.40 to +.70 denote "substantial or marked" relation-

ships; and from +.70 to +1.00 denote "high to very high"

relationships (**, p. 173). Only the best predictor variables

were included in the formulae.

The coefficient of multiple correlation between the

scores.made on the criterion variable total academic achieve-

ment (Y-p) and the combined action of the independent

variables Otis-Lennon (Xj_) and Story Memory (X^) was .705.

The proportion of the variance of the criterion variable

attributed to the joint action of the two independent

variables was ^9.8 per cent. Of this amount 39*^ per cent

of the total variance to academic achievement was the

independent contribution of Otis-Lennon (X^), and 10.^ per

cent was the independent contribution of Story Memory (X-j).

The remaining 50.2 per cent of the variance was attributed

to other factors not measured by these tests.


scores made on the criterion variable total academic

achievement (Yr,) and the combined action of the independent

variables Otis-Lennon (X]_), Story Memory (X- ), and total

CTG (Xr,) was .716. The proportion of the variance of the

criterion variable attributed to the joint action of the

three independent variables was 5-T-.3 per cent. Of this

amount 39*^ per cent of the total variance to academic

91

achievement was the independent contribution of

Otis-Lennon (X- ). The independent contribution of Story-

Memory (X^) to the total variance was 10.4 per cent, while

the contribution of Total CTC (X^) was 1.5 per cent. The

remaining k8.7 per cent of the variance was attributed to

other factors not measured by these tests.



achievement (Y^) and the combined action of the independent

variables Otis-Lennon (X- ), Story Memory (X^), and Persist-

ence (X^) was .718. The proportion of the variance of the

criterion variable attributed to the joint action of the

four independent variables was $1.6 per cent. Of this

amount 39*^ per cent of the total variance to academic

achievement was the independent contribution of Otis-

Lennon (Xx). The independent contribution of Story Mem-

ory (X3) to the total variance was 10.k per cent, while the

contribution of Total CTC (Xy) was 1.5 per cent. The inde-

pendent contribution of Persistence (X^) to the total vari-

ance was .32 per cent. The remaining per cent of the

variance was attributed to other factors not measured by

these tests.

As indicated in Table XXX, the best predictors when two

variables were combined were Otis-Lennon (X^) and Story

Memory (X^) which correlated higher with total academic

achievement than the other combinations with two predictor

92

variables. The coefficient of multiple correlation for this

combination was *705*

TABLE XXX .

COEFFICIENTS OF MULTIPLE CORRELATION BETWEEN A MEASURE OF TOTAL ACADEMIC ACHIEVEMENT AND COMBINATIONS " OF SELECTED MEASURES OF ABILITY FOR FIRST-

GRADE STUDENTS (N = 2^1)

Multiple R Factors R R2

Ry.13* .705** .^9?

Ry.137 .716"** .512

Ry.137^ .718** .516

*Variables 1. Otis-Lennon 2. SelF Judgment -. Story Memory . Persistence I

5. Desire to Know 6. Desire for Incongruous 7. Total CTC X total academic.achievement

**Significant at greater than .01.

The best predictors when three variables were combined

were Otis-Lennon (X-j_), Story Memory (X-j), and Total CTC (X^),

which correlated higher with total academic achievement than

the other combinations with three predictor variables. The

coefficient of multiple correlation for this combination

was .716.

When four predictor variables were combined, the best

predictors were Otis-Lennon (X- ), Story Memory (X^), Total

93

CTC (Xr,), and Persistence (X^), which correlated higher with

total academic achievement than the other combinations of

four variables. The coefficient of multiple correlation for

this combination was .718.

Prediction by multiple repression.—Only the best

predictors as given by the North Texas State University

Computer Center stepwise regression formula were used in the

computation of the multiple coefficients of correlation.

The procedures involved in the computation of multiple

coefficients of correlation servedto maximize the predictive

power of independent variables by the assignment of optimal

weights to these variables. The process used for accom-

plishing this is described by Walker and Lev ( 7, p. 32*0

and involves the following basic formula: A

y13 7 = Ay.l3^7 + hyl.3^7*1 + by3.1^7X3 + Vk13?X/j, + V?.13^X7

Where A Y13^7 = predicted score of criterion measure.

• V.13 7 = a constant.

kyl.3^7 = partial regression coefficient giving the weight of the score attached to the first independent variable with the second, third, and fourth independent variables held constant.

= score of first independent variable.

by3.14-7 = partial regression coefficient giving the weight of the score attached to the second independent variable with the first, third, and fourth independent variables held constant.

X 3 = score of second independent variable.

9^

y^.137 = partial regression coefficient giving the weight of the score attached to the third independent variable with the first, second, and fourth independent variables held con-stant.

X-L). ~ score of third independent variable.

ky7.13^ = partial regression coefficient giving the weight of the score attached to the fourth independent variable with the first, second, and third independent variables held constant,

^7 = score of fourth independent variable.

The application of the above basic formula in deter-

mining the score weights of Otls-Lennon (X^), and Story-

Memory (X3) in predicting total achievement, results in the

following:

Y = ^1.70 + 2.3lXx + 1.8^3.

The weights of 2.31 and 1.85 indicate the amount by

which the scores in variables Otls-Lennon (X^) and Story

Memory (X^) must be multiplied in order to give the pre-

diction of Y. This means that a prediction of a total

academic achievement score may be made by substituting in

the regression equation the known values of XT and X . The x 3

standard error of estimate of any total academic achievement

score predicted from the above formula is +31.07 as shorn in

Table XXXI. This means that the chances are about two in

three that the forecast of the total achievement score will

not miss the actual score of total achievement on the cri-

terion measure by more than +31.07 points.

The application of the basic formula in determining the

score weights of Xi, Xj, and X^ in predicting total academic

95

TABLE XXXI

STANDARD ERRORS OF ESTIMATE FOR TOTAL ACADEMIC ACHIEVEMENT SCORES OF FIRST-GRADE STUDENTS PREDICTED FROM BEST

COMBINATIONS OF SELECTED MEASURES OF ABILITY (N = 2*KL)

Variables* Combined . SE (est. y)

Otis-Lennon (X-i) and Story Memory (X^) ±31.07*#

Otis-Lennon (X- ), Story Memory (Xo), and Total CTC (X?).

J ±30.66

Otis-Lennon (X-j) Story Memory (Xo), Persistence (Xkj, and Total CTC +30.62

*See Appendix H for data relative to the variables.

•ins-Total battery of CTC had raw score sum of 200,

achievement results in the following:

If = 22.07 + 2.21X! + 1.23X3 + .^2X7.

The weights of 2.21, I.23, and ,k2 indicate the amount by

which the scores in variables X]_, X^, and Xr, must be multi-

plied in order to give the prediction of Y. This means that

a prediction of total academic achievement may. be made by

substituting in the regression equation the known values of

xl' x3> a n d x7* T h e standard error of estimate of any total

academic achievement score predicted from the above formula

is +30.66 as shorn in Table XXXI. This means that the

9 6

chances are about two in three that the forecast of the

total achievement score will not miss the actual score of

total academic achievement on the criterion measure by more

than +30.66 points.


score weights of Xj_, X^,X^, and Xy in predicting total

academic achievement, results in the following:

I = 23.18 + 2.17X;1 + l.llX^ ~ .52X4 + .53X7.

The weights of 2.17, 1«11> —.52 and .53 indicate the amount

by which the scores in variables X^, X^, X^, and Xr; must be

multiplied in order to give the prediction of Y. This means

that a prediction of total achievement may be ma.de by sub-

stituting in the regression equation the known values of

Xi, X3, Xjj,, and X7. The standard error of estimate of any

total achievement score predicted from the above formula is

+ 30.62 as shown in Table XXXI. This means that the chances

are about two in three that the forecast of total achievement

will not miss the actual score of total achievement on the '

criterion measure by more than +30.62 points.

As indicated in Table XXXI, the independent variables

Otis-Lennon (X-j_) and Story Memory (X^) combined, produced a

better prediction of total academic achievement (Y^) than the

other combinations of two predictor variables. The standard

error of estimate for this combination was +31.07.

The three independent variables Otis-Lennon (Xi), Story

Memory (X^), and Total CTC (Xr ) combined, produced a better

97

prediction of total academic achievement (Yr,) than the other

combinations of three predictor variables. The standard

error of estimate for this combination was +30,66.

The four independent variables Otis-Lennon (X-j), Story

Memory (X3), Persistence (X/^), and Total CTC (Xr,) combined,

produced a better prediction of total academic achievement (Y7)

than the other combinations of four predictor variables.

The standard error of estimate for this combination

xvas +30.66.



relationship between academic achievement as measured by the

Stanford Achievement Tests, Primary XI (Y), and a combination

of the following measures of ability:





Xif, Persistence as determined by CTC.

X<j Desire to Know as determined by CTC.


Xr> total ability of curiosity as determined by CTC.

Relationship between the total academic achievement

score and scores of selected measures of ability.—Product

moment coefficients of correlation between a measure of

academic achievement as indicated by the Stanford Achievement

98

Test, Primary XI for second-grade, and measures of ability

as indicated "by the Otis-Lennon Mental Ability Test, Form J

(X- ), and the Combined Tests of Curiosity (X2 - X7) are

presented in Table XXXII. Means and standard deviations for

these measures are presented in Table XXXXII, Appendix H.

The range of coefficients of correlation between a

measure of total academic achievement (Y;j_) anc* m©asures

ability (X) was .017 to .628. The coefficient of correlation

between total academic achievement (Y-p) and Otis-Lennon

Mental Ability Test (Xx) was .628. The coefficient of cor-

relation between total academic achievement (Y^) and Story

Memory (X^) was .^21.

The coefficient of correlation between total academic

achievement (Yr?) and Total CTC (Xy) was .395* The coeffi-

cient of correlation between total academic achievement (Y ,)

and Desire to Know (X^) was .215. The coefficient of cor-

relation between total academic achievement (Y^) and Desire

for Incongruous (X^) was .232. The coefficient of corre-

lation between total academic achievement and Persistence (X/j,)

was .157•

The Self Judgment Test (X2) was the only coefficient of

correlation between total academic achievement and ability

which had no significance. The correlation was .017. Five

of the other six coefficients were significant at greater

than .01 level of confidence. Persistence was significant

at the .05 level.

99

TABLE XXXII

COEFFICIENTS OF CORRELATION BETWEEN THE TOTAL MEASURE OF ACADEMIC ACHIEVEMENT AND SELECTED MEASURES OF

ABILITY IN SECOND-GRADE STUDENTS TOGETHER WITH STANDARD ERRORS OF ESTIMATE

(N = 196)

Tests r SE (est. y)

Variables Otis-Lennon .628* *J-8.52 Self Judgment .01? 62.3^5 Story Memory .4-21* 56.558 Persistence .157** 61.580• Desire to Know .215» 60.895 Desire for Incongruous .232# 60.652 Total CTC .395* 57*283

Significant at the .05 level or greater.

According to Garrett's descriptive labels for inter-

preting coefficients of correlation ( , p. 173), a

"substantial or marked" relationship appeared to exist be-

tween the score of the criterion measure of academic

achievement (Y-p) and Otis-Lennon. Story Memory, and

Total CTC.

Coefficients of multiple correlation.—The stepwise

regression formulae of the North Texas State University

Computer Center give the best combinations of the seven

predictor variables. These were Otis-Lennon (Xn), Story

Memory (X^), Desire to Know (X^), and Desire for Incongruous (X^)

100

The extent to which total academic achievement was

determined by the combined action of each of the predictor

variables was obtained by selecting the statistical procedure

which would provide coefficients of multiple correlation in

terms of beta coefficients (R^). The coefficients of cor-

relation (R) were then derived by extracting the square root

p

of R". The procedure was used by Martin (2, p. ^3) in pre-

dicting learning achievement in various languages. Vfeilker

and Lev (7 , p. 326) describe and use the following formula: R2y .1356 = rylbVl. 356+ry2b^y3.l56-fry3w y5.136+ry^y6.1.35

where ryl = coefficient of correlation between the first

independent variable and the criterion variable.

b*yl.356 = relative weight which the first independent variable contributes to the criterion variable.

ry2 = coefficient of correlation between the second independent variable and the criterion variable.

k*y3.156 = relative weight which the second independent variable contributes to the criterion variable.

ry3 = the coefficient of correlation between the third independent variable and the criterion variable.

b*y5.136 = relative weight which the third independent variable contributes to the criterion variable.

ryb = coefficient of correlation between the fourth independent variable and the criterion variable.

y6.135 = relative weight which the fourth independent variable contributes to the criterion variable.

101

By substituting the known values of the variables used

in this study into the above basic formula, the coefficients

of multiple correlation were determined for each of the

combinations discussed in subsequent sections of this chap-

ter. Other data relevant to the known values of the variables

used are presented in Table XXXXII, Appendix H.

Relationships Between a Measure of Total Academic

Achievement and Combined Measures of Ability.—Coefficients

of.multiple correlation were computed to shoitf the joint

action of the measures of ability combined with the criterion

measure of academic achievement. The product moment

coefficients of correlation used in the computation of the

various combinations of multiple correlation and prediction

formulae are presented in Table XXXIII. Means and standard

deviations for the variables are presented in Table XXXXII,

Appendix H.

The correlations between a measure of total academic

achievement and measures of ability ranged from .01? to .628.

The intercorrelations among the predictor variables ranged

from .022 to .6 -2. The descriptive labels given by Garrett

indicate that coefficients of correlation ranging from .00 to

±•20 denote "indifferent or negligible" relationships; from

+.20 to + .40 denote "low" relationships; from +.*K) to +.70

denote "substantial or marked" relationships; and from +.70

to +1.00 denote "high to very high" relationships {*!-, p. 173).

Only the best predictor variables were included in the formulae.

TABLE XXXIII

IN T ERCO RRELATIONS BETWEEN A MEASURE OF ACADEMIC ACHIEVEMENT AND SELECTED MEASURES OF ABILITY FOR SECOND-GRADE STUDENTS

(N = 196)

.102

.Test Coefficients of Correlation

X1 X2 X.3 x5 x6 Xr? *9

Otis-Lennon (X^) .05^ ,^o5 .18? A27 .21® .1*77 #

.628

Self Judgment (X2) .05? .058 .125 .0 -3 1 *

A70 .017

Story Memory (X-j) - - - - .022 .130 .035 ^35 . #

Ml

Persistence (X^) .152 .077 .6$ .157

Desire to Know (X^) .103 .520 •»

.215

Desire for Incon-gruous (X^)

# • 375

- *

.232

Total CTC (X7) .395

Total Achieve-ment (Y^)

^Significant at .01 level when r reaches .18 -.

•^Significant at .05 level when r reaches .1^0,



achievement (Y-p) and the combined action of the independent

103

variables Otis-Lennon (X^) and Story Memory (X^) was .60.

The.proportion of the variance of the criterion variable

attributed to the joint action of the two independent

variables was ^2.8 per cent. Of this amount 39*^ P e r cent


independent contribution of Otis-Lennon (X- ), and 3.^ per

cent was the independent contribution of Story Memory (X^),

The remaining 57*2 per cent of the variance was attributed

to.other factors not measured by these tests.

The coefficient of multiple correlation between th<?


achievement (Yy) and the combined action of the independent

variables Otis-Lennon (X-j_), Story Memory (X^), and Desire

for the Incongruous was ,66k. The proportion of the

variance of the criterion variable attributed to the joint

action of the three independent variables was Vl-.O per cent.

Of this amount 39*^ per cent of the total variance to

academic achievement was the independent contribution of

Otis-Lennon (X- ). The independent contribution of Story

Memory (X^) to the total variance was 3*^ P6** cent, while

the contribution of Desire for the Incongruous was 1.2 per

cent. The remaining 56 pe** cent of the variance was

attributed to other factors not measured by these tests.



achievement (Yr?) and the combined action of the independent

10^

variables Otis-Lennon {X- ), Story Memory (X^), Desire to

Know (X^), and Desire for the Incongruous (X^) was ,665.

The proportion of the variance of the criterion variable

attributed to the joint action of the four independent

variables was ^.3 per cent. Of this amount 39*^ per cent


independent contribution of Otis-Lennon (X^). The

independent contribution of Story Memory (X^) to the total

variance was per cent, while the contribution of Desire

for the Incongruous (Xg) was 1.2 per cent. The independent

contribution of Desire to Know (X^) to the total variance

was .02 per cent. The remaining 55*7 Pe^ cent of the

variance was attributed to other factors not measured by

these tests.

As indicated in Table XXXIV, the best predictors when

two variables were combined were Otis-Lennon (X^) and Story

Memory (X^) which correlated higher with total academic

achievement than, the other combinations with two predictor


combination was .628.

The best predictors when three variables were combined

were Otis-Lennon (X- ), Story Memory (X^), and Desire for

Incongruous (X^), which correlated higher with total academic

achievement than the other combinations with three predictor


combination was .663.

10 5

TABLE XXXIV

COEFFICIENTS OF MULTIPLE CORRELATION BETWEEN A MEASURE OF TOTAL ACADEMIC ACHIEVEMENT AND COMBINATIONS OF SELECTED MEASURES OF ABILITY FOR SECOND-

GRADE STUDENTS (N = 2^1)

Multiple R Factors R R2

By. 13* .628** .39^

Ry.136 .663** .428

^.1365 .665** • 4^0

^'Variables 1. Otis-Lennon 2. Self Judgment

Story Memory Persistence I

5. Desire to Know 6. Desire for Incongruous 7. Total CTC Y total academic achievement

^Significant at greater than .01.

When four predictor variables were combined, the best

predictors were Otis-Lennon (X^), Story Memory (X^), Desire

for Incongruous (X ), and Desire to Know (X^) which correlated

higher with total academic achievement than the other com-

binations of four variables. The coefficient of multiple

correlation for this combination was .665.

Prediction by multiple regression.—Only the best

predictors as given by the North Texas State University

Computer Center stepwise regression formulae were used in the

10 6

computation of the multiple coefficients of correlation.

The procedures involved, in the computation of multiple

coefficients of correlation serve to maximize the predictive

power of independent variables by the assignment of optimal

weights to these variables. The process used for accom-

plishing this is described by Walker and Lev (7, p. J2k)

and involves the following basic formula;

11356 = ^y.l 356 + byl.356Xx = by3.156X3 + by5.136X5 + by6.135X6

Where

• 1356 = predicted score of criterion measure.

Ay.1356 = a constant.

byl*356 = partial regression coefficient giving the weight of the score attached to the first independent variable with the second, third, and fourth independent variables held constant.

X-j_ - score of first independent variable.

by3.i56 = partial regression coefficient giving the weight of the score attached to the second independent variable with the first, third, and fourth independent variables held constant.

X3 = score of second independent variable.

by5.l36 = partial regression coefficient giving the weight of the score attached to the third independent variable with the first, second, and fourth independent variables held constant.

X5 = score of third independent variable.

"by6.135 = partial regression coefficient giving the weight of the score attached to the fourth independent variable with the first, second, and third independent variables held constant.

^6 = score of fourth Independent variable.

10?

The application of the above basic formula in determining

the score weights of Otis-Lennon (X- ), and Story Memory (X^)

in predicting total achievement, results in the following:

Y = 3.26 + 3.20X-L + 2.I8X3.

The weights of 3.20 and 2,18 indicate the amount by

which the scores in variables Otis-Lennon (X^) and Story

Memory (X^) must be multiplied in order to give the pre-

diction of Y. This means that a prediction of a total

academic achievement score may be made by substituting in

the regression equation the known values of X-j_ and Xy The

standard error of estimate of any total academic achievement

score predicted from the above formula is +47*^0 as shorn

in Table XXXV. This means that the chances are about two in

three that the forecast of the total achievement score will

not miss the actual score of total achievement on the cri-

terion measure by more than +47.^0 points.


score weights of X- , X^, and X5 in predicting total academic

achievement results in the following: A Y = -15.71 + 3.o^xx + 2.26X3 + 1.5^X5.

The x-jeights of 3*0^, 2.26, and 1.5^ indicate the amount by

which the scores in variables X^, X^, and Xg must be multi-

plied in order to give the prediction of Y. This means that

a prediction of total academic achievement may be made by

substituting in the regression equation the known values of

X^, and X5. The standard error of estimate of any. total

108

TABLE XXXV

STANDARD ERRORS OF ESTIMATE FOR TOTAL ACADEMIC ACHIEVEMENT SCORES OF SECOND-GRADE STUDENTS PREDICTED FROM BEST

COMBINATIONS OF SELECTED MEASURES OF ABILITY (N = 196)

Variables* Combined SS (est. y)

Otis-Lennon (X-,) and Story Memory (X3) +47.40

Otis-Lennon (X-j_), Story Memory (Xo), and Desire for Incongruous (X^) . . . . . . . . +47.00

Otis-Lennon (Xq ) Story Memory (Xo), Desire to Know (X5), and Desire for Incongruous (X5) ±47.02

"See Appendix H for data relative to the variables.

academic achievement score predicted from the above formula

is +47.00 as shoxvn in Table XXXV. This means that the

chances are about two in three that the forecast of the

total achievement score will not miss the actual score of

total academic achievement on the criterion measure by more

than +47.0 points.


score weights of X- , X3, X^, and X^ in predicting total

academic achievement, results in the following: -a Y = -2,70 + 3.19X1 + 2.23X3 ~0.80X5 + 1.55X6.

109

The weights of 3.19, 2.23, -0.80 and 1.55 indicate the amount

by which the scores in variables X^, X^, and X^ must be

multiplied in order to give the prediction of X. This means

that a prediction of total achievement may be made by substi-

tuting in the regression equation the known values of X- , X^,

Xcj, and Xg. The standard error of estimate of any, total

achievement score predicted from the above formula is £47.02

as given in Table XXXV. This means that the chanGes are about

two in three that the forecast of total achievement will not

miss the actual score of total achievement on the criterion

measure by more than +47.02 points.

As indicated in Table XXXV, the independent variables

Otis-Lennon (X\) and Story Memory (X^) combined, produced a

better prediction of total academic achievement (Y-p) than the

other combinations of two predictor variables. The standard

error of estimate for this combination was +47.40.

The three independent variables Otis-Lennon (X^), Story

Memory (X^), and Desire for Incongruous (X^) combined, pro-

duced a better prediction of total academic achievement (I7)

than the other combinations of three predictor variables.

The standard error of estimate for this combination was +47.0.

The four independent variables Otis-Lennon (X _), Story

Memory (X^), Desire to Know (X^), and Desire for Incon-

gruous (X5) combined produced a better prediction of total

academic achievement (Y7) than the other combinations of four

predictor variables. The standard error of estimate for this

combination was +47.02.


1. Bradley, R. C. and N. Wesley Earp, Exemplars of the Teacher*s Cognitive Domain, Dubuque, Iowa, Win. C. Brown Co., ~Inc., 19*6 7.

2. Bradley, R. C. and Billie Edward Martin, "A Study and Assessment of the Value of Selected Placement Tests for Predicting Achievement in Spanish, French, and.German for First Semester Freshmen," The Journal of Experi-mental Education, Vol. XXXVI, TWinter, 19&7T, 50-5^.

3. Cronbach, Lee J., Essentials of Psychological Testing, New York, Harper~and Row, Publishers," i960 *

4. Garrett, Henry E., Statistics in Psychology and Education, New York, Longman"'s, Green and Co., 1953*

5. Holt, John, How Children Learn, New York, Pitman Pub-lishing Corporation, "T9S7.

6. Martin, Billie Edward, "A. Study of the Value of Freshman Placement Tests for Predicting Achievement in Spanish, French, and German at the University of Missouri," unpublished doctoral dissertation, School of Education, University of Missouri, Columbia, 1965.

7. Vfelker, Helen M. and Joseph Lev, Statistical Inference, New York, Holt, Rinehart, and Winston, 1953*

CHAPTER V

SUMMARY, CONCLUSION, IMPLICATIONS, AND RECOMMENDATIONS

Summary

Hypotheses

Major purpose of the investigation*—The major purpose

of this investigation was concerned with the problem of

determining the value of selected curiosity tests for pre-

dicting academic achievement in first and second-grade

students. In order to assess the value, the relationshipsof

selected curiosity test scores with Stanford Achievement

Test scores were determined for the purpose of ascertaining

the best predictors of a'student's ability to achieve

academically.

More specifically, in seeking a solution to the prob- .

lem, answers were sought to the following questions:



2. If the answer to question one is in the affirmative,

will the questioning procedures of Bradley and. Sarp concom-


scores?

3. What are the best predictors of academic achieve-

ment when a combination of test scores is utilized?

Ill

1X2

Question one.—In order to find the answer to question

one, the following four hypotheses were formulated:


academic achievement as measured by Stanford Achievement

Tests, Primary I_ (Y) for the first-grade, and each of the

measures of ability (X).



ment Tests, Primary I (Y) and each of the measures of

ability (X) after administration of the experimental program.

h. There will be a significant relationship between


ment Tests, Primary II (Y) for second-grade, and each of the

measures of ability (X).


academic achievement as measured by the Stanford Aohlevement

Tests, Primary II (Y) for second-grade, and each of the

measures of ability (X) after administration of the experi-

mental program.

Question two.—The answer to question two required the

testing of the folloxving hypotheses;

3« There will be a significant difference between the

increase in the mean test scores of the first-grade experi-

mental group and the mean test scores of the first—grade

control group.

113


increase in the mean test scores of the second-grade experi-

mental group and the mean test scores of the second-grade

control group.


increase in the mean test scores of first-grade Group I

Experimental and first-grade Group II Experimental.


increase in the mean test scores of second-grade Group I

Experimental and second-grade Group II Experimental.

Question three.—Question three required the testing of

the following hypotheses:


learning achievement as measured by the Stanford Achievement

Teats, Primary I_ (Y), and a combination of the measures of

ability (X).


learning achievement as measured by the Stanford Achievement

Tests, Primary II (Y) and a combination of the measures of

ability (X).

Subjects for the investigation.—To test the hypotheses,

subjects for the investigation consisted of 2 -1 first-grade .

and 196 second-grade students attending two separate team

teaching schools in a metropolitan area of North Texas. The

subjects comprised the total population of the first and

second-grades in the two schools.

11**

Experimental design.--The rotation group design was

utilized, using two cycles. In Cycle I, Group I received

the experimental treatment and Group II served as the control

group. In Cycle II, Group I was the control group and

Group II received the experimental treatment. See Table II,

page 35.

Stimulus program.—The stimulus program, patterned after

the questioning procedures recommended by Bradley and Earp,

consisted of a thinking operations kit. The kit contained

5 X 7 cards having pictures, statements, and questions

designed to arouse the questioning attitude within the child.

Table XXIII gives the amount of stimulus exposures each group

received.

Instruments.—The instruments employed to measure ouri-

osity were tests devised, validated, and tested for reli-

ability by Maw and Maw with fifth-grade students through the

course of three studies. Downward extensions were made by

Bradley and Adkisson. The tests as used in the investi-

gation were tested for reliability in a pilot study (Appen-

dix S) of 270 subjects. Sixty subjects were selected at

random for the purpose of analysis. The achievement of

first and second-grade children was tested utilizing the

Stanford Achievement Tests, Primary I and II. Also used as

a measure of ability was the Otls-Lennon Mental Ability Test.

115

The two latter tests are commercially printed and sold by

Harcourt, Brace, and World.

Statistical treatment.—After collection of the data,

the tenability of the hypotheses of the study were tested by

the folloxtfing statistical treatment:

1. The research hypotheses were restated in the null

form.

2. Hypotheses 1, 2, and 5 were tested by the util-

ization of the Pearson Product Moment Coefficient of Cor-

relation. An appropriate table was consulted to determine

the significance of the difference of r from .00 (2, p. 200).

Also, Garrett *s descriptive labels were applied (2, p. 1?3).

3. Hypotheses 3, 6, 7, and 8 were tested by the util-

ization of the significance of the difference between two

means. Fisher's t test was used to ascertain the level of

confidence which could be placed in the difference between

the means.

The findings were arbitrarily rejected or retained

at the .05 level of significance.

Findings

The findings of this investigation are limited to the two

schools in which the data were gathered. It is not intended

that the findings be generalized to other situations dis-

similar to those described for this experiment.

116

Hypothesis l_.~~Qf the forty-nine possible null hypotheses

which could be formulated from Hypothesis 1 as given in

Table VII page 48, forty-one are rejected and eight are

retained. When Garrett's descriptive labels are applied as

in Table VIII page 51, Story Memory (X3) and Total CTC (X?)

have a substantial relationship to academic achievement.

Hypothesis 2, Group 1.--Of the forty-nine possible null

hypotheses which could be formulated from Hypothesis 2 as

given in Table IX page 53> forty are rejected and nine are

retained. When Garrett1s descriptive labels are applied as

in Table X page 55 > Story Memory (X3) and Total CTC (X7)

have a substantial relationship to academic achievement.

Hypothesis 2, Group 2_. —Of the forty-nine possible null

hypotheses which could be formulated from Hypothesis 2 as

given in Table XI page 57» thirty-one are rejected and

eighteen are retained. When Garrett's descriptive labels

are applied as in Table XII page 59, Total CTC (Xr,) has a

substantial relationship to Arithmetic (Yg) but not with

total achievement (Y^).

Hypothesis jk—Experimental groups made significant

mean gains over control groups in curiosity, as indicated in

Table XXI page 76. Group I-fi was significant over Group II-C

at the .001 level. Group II-B was significant over Group I-0

at the .001 level.

117

The experimental, group I-E did not make significant

gains over the control group in reading comprehension. This

is indicated in Table XXVI p. 82. The control group had

greater mean gain than I-E, but it was at less than .05

level of significance. In the second cycle II-S was sig-

nificantly better than I-G. The difference was at greater

than .01 level of confidence.

Hypothesis —Of the sixty-three possible null

hypotheses which could be formulated from Hypothesis k as

given in Table XIII page 61, forty-six are rejected and

seventeen retained. When Garrett's descriptive labels are

applied as in Table IV page 6< , Story Memory (X^) and

Total CTG (Xrj) have a substantial relationship to. academic

achievement.

Hypothesis j5, Group I>.—Of the sixty-three possible

null hypotheses which could be formulated from Hypothesis 5

pertaining to Group I, as given in Table XV page 66, forty

are rejected and twenty-three are retained. Mien Garrett's

descriptive labels are applied as in Table XVI page 68,

Story Memory (X^) and Word Meaning (Y^) have a substantial

relationship. Total GTC (X,-,) has a substantial relationship

with total academic achievement (Y^).

Hypothesis £, Group II.—Of the sixty-three possible

null hypotheses which could be formulated from Hypothesis 5

118

pertaining to Group II as given in Table XVII page 69,

forty-three are rejected and twenty retained. When Garrett's

descriptive labels are applied as in Table XVIII page 72,

Total CTC has a substantial relationship t o total academic

achievement.

Hypothesis 6.—Experimental groups made significant

mean gains over control groups in curiosity as indicated in

Table XXI page 76. Group I-E was significant over II-C at

the .01 level. Group II-E was significant over II-C at the

.02 level.

The experimental groups ma,de significant mean gains

over the control groups in reading comprehension, as indi-

cated in Table XXVI page 82. Group I-S was significant over

II-C at the .01 level, and Group II-E was significant over

I-S at a level greater than .01.

Hypothesis —The null hypothesis relevant to curiosity

was retained, as indicated in Table XXII page 77* The null

hypothesis relevant to reading comprehension was rejected,

as indicated in Table XXVII page 83.

Hypothesis 8.—The null hypothesis relevant to curiosity

was rejected at greater than .05 level of confidence, as

indicated in Table XXII page 77* The null hypothesis rele-

vant to reading comprehension was retained as indicated in

Table XXVII page 83.

119

Hypothesis £.—The null hypothesis was rejected, at

greater than .01 level of significance, as indicated in

Table XXX page 92. The best combination of two variables

was Otis-Lennon (X^) and Story Memory (X^). The best com-

bination of three variables was Otis-Lennon (X-^), Story

Memory (X^), and Total CTC (Xr,). The best combination of

four variables was Otis-Lennon (X^), Story Memory (X^),

Persistence (X^), and Total CTC (Xr,).

Hypothesis 10.—The null hypothesis was rejected at

greater than .01 level of confidence, as indicated in

Table XXXIV page 105* The best predictors when two variables

were combined were Otis-Lennon (X^) and Story Memory (X^)«

The best predictors when three variables were combined were

Otis-Lennon (X-j_), Story Memory (X^), and Desire for Incon-

gruous (X6). The best predictors when four predictors were

combined were Otis-Lennon (Xx), Story Memory (X^), Desire

for Incongruous (X5), and Desire to Know (X^).

Conclusions

Question One

Will curiosity test scores indicate a student's ability

to achieve academically?

1. Based upon the findings related to Hypotheses 1 and

4 as summarized in Table XXXVI, the following may be con-

cluded;

120

TABLE XXXVI

SUMMARY OF FINDINGS RELATED TO QUESTION 1, RELATIONSHIP OF TOTAL ACHIEVEMENT AND

TOTAL CMC

Hypothesis Grade Garrett's Descriptive Labels

r Value

1 1 (N = 2'41)

Substantial .51^*

2 Group I

1 (N = 108) Substantial .580*

2 Group II

1 (N = 133)

Lot? . 3^7*

kr 2 (N = 196)

Substantial .395*

5 Group I

2 (N A 82)

Substantial .1*71*

5 Group II

2 (N = 1.VO

Substantial .i+22*

•^Significant at greater than .01.

a. Total CTC scores can indicate a first-grade

student's ability to achieve academically measured at

the end of a semester.

b. Total CTC scores can indicate a first-grade

student * s ability to achieve academically at the end of

a program designed to stimulate curiosity.

121

2. Based upon the findings related to Hypotheses 2 and 5

as summarized in Table XXXVI, the following conclusions may

be made:

a. Total CTC scores can indicate a second-grade

student's ability to achieve academically, measured at

the end of a semester.

b. Total CTC scores can indicate a second-grade

student's ability to achieve academically, measured at

the end of a program designed to stimulate curiosity.

TABLE XXXVII

SUMMARY OF FINDINGS RELATED TO QUESTION 2 RELEVANT TO CURIOSITY

Hypothesis Group Level of

Confidence

3

(N = 2/4-1)

I-E and II-C

II-E and I-C

Greater than .001

Great er than .001

6

(N = 196)

I-E and II-C

II-E and I~C

Greater than .01

Greater than .02

7

(N = 2 iKL)

I-E and II-E Less than .05

8

(N = I96)

I-E and II-E Greater than .05

122

Question Two

Will the questioning procedures of Bradley and Earp

concomitantly increase the curiosity and reading compre-

hension scores of students? Based upon the findings related

to Hypotheses 3 and 6 as summarized in Tables XXXVII and

XXXVIII relevant to curiosity and reading comprehension, the

following conclusions may be made:

TABLE XXXVIII

SUMMARY OP FINDINGS RELATED TO QUESTION 2 RELEVANT TO READING COMPREHENSION

Hypothesis Group Level of

Confidence

3 (N = 21*1)

I-E and II-C II-S and I~C

Less than .05 Greater than .01

6 (N = 196)

I-E and II-C II-S and I-C

Greater than .01 Greater than .02

7 (N = 2^1)

I-E and II-S Greater than .05

. 8 (N = 196)

I-E and II-E Less than .05

1. First-grade students' curiosity scores can be

increased significantly with the questioning procedures of

Bradley and £&rp, but reading comprehension scores are not

concomitantly increased with the curiosity scores.

123

2. Second-grade students' curiosity and reading

comprehension scores can be increased significantly and con-

comitantly with the questioning procedures advocated by

Bradley and Earp.

Question Three

What are the best predictors of academic achievement

when a combination of test scores is utilized? Based upon

the findings related to Hypothesis 9 relevant to first-grade

students, the following conclusions may be made:

1. Otis-Lennon (X^) and Story Memory (X^) are the best

combination of two variables.

2. Otis-Lennon (X- ), Story Memory (X^), and Total GTC

(Xy) are the best combinations of three variables.

3» Otis-Lennon (X- ), Story Memory (X^), Persistence (X^),

and Total GTG (Xr,) are the best combination of four variables.

Based upon the findings related to Hypothesis 10 rele-

vant to second-grade students, the following; conclusions may

be made:

1. Otis-Lennon (X- ) and Story Memory (X^) are the best

combination of two variables.

2. Otis-Lennon (X- ) , Story Memory (X^), and Desire for

Incongruous (Xg) are the best combinations of three variables.

3. Otis-Lennon (Xx), Story Memory (X^), Desire for

Incongruous (X^), and Desire to Know (Xtj) are the best com-

bination of four variables.

12^

According to the findings relevant to Hypotheses 9

and 10, self appraisal of curiosity may have little relation-

ship to performance in academic achievement.

Implications

Inferred by Analysis of Findings and Conclusions

The following implications were inferred from an analysis

of the findings and conclusions in this study:

1. According to the data related to Question One rele-

vant to Hypotheses 1, 2, and 5> the curiosity battery as

presently organized should be used only as a total battery

rather than scored as separate sub tests. Data relevant to

Hypotheses 9 and 10 is significant in that an implication may

be made indicating sub tests other than Story Memory have

little weight in prediction.

2. The data relevant to Question Two relating concom-

itantly to increase of curiosity and reading comprehension,

may have been limited by the sheer lack of a reading vocab-

ulary. A first grader may not be able to read well enough

to pursue moves to be curious through the printed page.

3» The questioning procedures of Bradley and Earp should

be implemented into the classroom activities of first and

second-grade children. Further, the implication is that

teachers should be taught how to effectively arouse curious

moves intrinsically, using external stimuli similar to the

stimulus cards used in this study.

125

Inferred by Observation During the Course "of the Investigate,on

1. Few teaohers are cognizant of methods for stimulating

divergent thinking through questioning and do not understand

the various categories of thought processes.

2. During the time when materials were being chosen to

be used in the investigation, it was discovered that only

seven of the twelve thinking operations used in the stimulus

kit were found in the standardized tests. The standardized

tests used, were chosen because they required the use of a

larger number of the twelve thinking operations than other

tests perused. The implication is that standardized tests as

now constructed are inadequate for a school program which has

a thinking centered rather than a facts centered curriculum.

3. Thinking operations used as channels for questioning

do not need to be specifically taught during the reading

lesson in order to increase reading comprehension.

Recommendations for Further Research

As a result of this present study the following recom-

mendations are made;

1. Eetter instruments for measuring curiosity need to be

devised, validated, and reliability established through sev-.

eral pilot studies for first-grade children.

2. A further study needs to be made to test a hypothesis

having to do with reading vocabulary in relation to curiosity.

Can first-grade second semester children really pursue their

126

moves to be curious through the abstract process of reading

when limited vocabulary is apparent?

3. A study should be made of curriculum materials used

in first and second-grades to see if they foster an approach

to learning involving the questioning procedures advocated

by Bradley and Earp.

k. The current study should be replicated at other

grade levels using the thinking operations stimulus kit.

5. A study should be made using the thinking operations

stimulus kit x^th students having retardation, learning,

disability, and/or minimal brain injury.

6, Teacher workshops should be conducted in order for

teachers

a. to become orientated to the questioning pro-

cedures of Bradley and Earp with special consideration

given to areas of reading, arithmetic concepts, science,

and social studies; (See Appendix F.)

b. to select and devise thinking operation categories

to be utilized in teaching thinking processes to first

and second-grade students; (See Appendix G.)

c. to build a thinking operations stimulus kit

using pictures, familiar quotations, and famous sayings

which would cause a student to question^

d. to discover ways of planning heterogeneous

groupings for maximum participation of all concerned;

e. to know ways of obtaining rapport and evaluating

the quality of the rapport during the stimulus encounter.


1. Bradley, R. C. and N. Wesley Earp, Exemplars of the Teacher's Cognitive Domain, Dubuque, Iowa, Wm."~C. Brown Co., Inc., 196 7.

2. Garrett, Henry E., Statistics in Psychology and Education, New York, Longman7"^, dreen and Co., 1953. " - —

3. Kelly, Truman L., Richard Madden, Eric F. Gardner, Herbert C. Rudman, Stanford Achievement Test, Directions for Administering, "Primary I"Battery, Mew York, KarcourE,

. and Wo fid 7 Inc., lyStfT "~

Kelly, Truman L., Richard Madden, Eric P. Gardner, Herbert C. Rudman, Stanford Achievement Test, Directions for Administering, Primary Ii Battery, New York, 'Earcourt, Brace, and World, Inc., 19^.

5. Maw, Wallace H. and Ethel W. Maw, "An Exploratory Investi-gation into the Measurement of Curiosity in Elementary School Children," Washington, U.S. Office of Education, 196^.

6. Otis, Arthur 3. and Roger T. Lennon, Otis-Lennon Mental Ability Test, Manual for Administration, Elementary I Level, New York, Harcourt, Brace, and "World, "inc., 1967.

127

A P P E N D I C E S

APPENDIX A

BATTERY A

Name School

Date Boy Girl Teacher_

In this series of short exercises you are asked to tell what you know about yourself*, tell what you would like to discuss**, tell what you remember about some interesting stories4**, tell what you find in some pictures, and solve some puzzles.

In most of the exercises there are no right or wrong answers. You are to tell what you believe to be true.

You are to work on one exercise at a time. You are not to go ahead to the next exercise or turn back to an earlier one. You will be told when to start and stop each exercise. Work quickly but correctly.

P L E A S E S T O P

Do not turn page

until told to do so

* © Wallace H. Maw and Ethel W. Maw, I96I. Used by permission.

* * © B. C. Bradley, 1969. Used by permission.

iMarae_

Room

School

ABOUT MYSELF

Date 130

This is a study of some of your habits and attitudes. There is 110 right or wrong answer for any statement. The best answer is what you feet is true of yourself. For each statement mark X before the w r d which tells how true it is of yourself.

1. I like to explore strange daces,

Never Sometimes Often Always

2. If a grown-up says something, I believe it.


3. When I see a neighbor digging in his yard, I wonder what he is doing.


Mien someone talks about strange things, I want to 'enow more about them.


5. I question things that I !re&d or sfee.

Never Sometimes Often _A I way j

6. When, there is something new in the room, I notice it riprht away.

Never Sometimes Often _Alwaya

7. I like to find out how things work,

Never Sometimes

8. I make, up my mind very quickly.

JJever Sometimes

9. I keep my hands clean.

rjever ' Sometimes

Often

Often

__ALways

Always

Often _Always

10. I keep away from strange and unusual things.


11. I ask questions in school.

Never Sometimes Often JVlways

12, When someone tells something; strange, I doubt the truth of it.


13. When I see a base or boy that I haven't seen "before, I peek into it to see what is there.

Never Sometimes Often Alt-rays

131

14. I take things apart to see how they work.


15. I believe the things I read in books.


16. Whenever I see a film, I see things that other people miss.


17. When I see my neighbors getting into their oar, I wonder where they are going.


18. I find that things puzzle me.


19. I grow out of my shoes before I wear them out.

Never sometimes Often Always

20. I like to find, out as much-as I can before I make up my mind.

Never Sometimes Often ^Always

21. I keep my clothes neat and clean.


22. When I see something new, I want to know what it is.


23. After I visit a new place, I like to learn more about it.


2k, When I see people I know going along the street, I wonder where they are going.

^ Never Sometimes Often _Always

25. I like people who are adventurous.

Never Sometimes Often _Always

26. I have a lot of curiosity.

Never Sometimes

27. I like to discover new things.

Never Sometimes

132

Often'

Often

_Always

Always

28. T/Jhen I see something nev, I want to know how much it cost.


29. I notice things that other people do not see,

Never Sometimes Often

30. I like to look around inside old buildings.


Always

Always

31. I believe things I hear or see.


32. I like to play with children who are adventurous.

Never Sometimes . Often ^Always

33. I ask about things I want to knofa.

Never Sometimes Often _AlwayS

3^„ When a new house is be ins: built, I watch the men working and look around for new things.


35. I take good care of my toys and. school supplies.

Never Some times Often

36. I think I can be called an adventurous person.


37. I like to find out how things are made.


_Always

_Always

Always

38. When I see a strange machine, I go up to it and look at it,

Never Sometimes Often _Always

39• My parents encourage me to ask questions.

Never Sometimes Often ^Always

133 ho, I like to look around, the room.

Never Sometimes , Often Always

.l. I like to x*ork on puzzles until I solve them.


DO YOU KNOW?

THERE 1 3 AIM ANIMAL CALLED A HYDRA. I T LOOKS LIKE THIS

I T CAN CHANGE ITS SHAPE. I F A HYDRA I S CUT IN HALF THE

PARTS GROW INTO TWO HYDRAS, I T TAKES SOME TIME BUT AFTER

A WEEK OR SO EACH PIECE GROWS NSW LEGS JUST WHERE LEGS

OF HYDRAS SHOULD BE.

HYDRAS LIVE IN PONDS. PONDS ARE CALLED TANKS IN

TEXAS. TANKS HOLD WATER, PEOPLE CANNOT GROW EXTRA PARTS

LIKE HYDRAS. I T I S STRANGE HOW A HYDRA CAN BE CUT IN TWO

PARTS AND EACH PART THEN GROWS INTO A NEW HYDRA. ONCE

A SCIENTIST UNDERSTANDS WHAT MAKES HYDRAS GROW, HE WILL

KNOW MORE ABOUT HOW PEOPLE GROW.

© R. C. B r a d l e y 1969

DO YOU KNOW?

135

1. The story of an animal that changes its shaue was abouts

a pond.

a tank

&• hydra

a scientist

2, The strangest thing about this story was?

a hydra, likes to swim

a hydra grows slowly

9. hydra grows in a strange way

. a person is like a hydra

3. If you had a chance to read, more about hydras, which

of these things would you want to know more about!

how hydras live in tanks?

how people grow?

why ponds are called tanks?

what makes hydras grow new parts?

k. Put an X on the picture which shows that a hydra has

been cut into two parts;

5. Put an X on the picture of the hydra which has grown

new partss

© R. C. Bradley 19^9

DO YOU KNOW? I36

THIS I S A PICTURE OF A CRAB.

A CRAB LIVES BY THE SEA. HE LIKES TO EAT THE FOOD THAT WAVES

OF WATER WASH UP ON THE SAND. THE WAVES CARRY FOOD AND THINGS

ONTO THE LAND. WHICH HE LIKES TO EAT. AS THE WATER GOES BACK INTO

THE OCEAN, SOME FOOD I S LEFT ON THE SAND. AS THE WAVES FALL BACK

INTO THE OCEAN, THE CRAB RUNS OUT IN HIS SLOW WAY AND LOOKS FOR

FOOD. WHEN THE WAVES COME BACK ONTO THE LAND, THE CRAB RESTS.

THE CRAB ALSO CHANGES COLOR EACH DAY. HE I S DARK IN THE DAY,

AND LIGHT IN COLOR AT NIGHT. I F YOU TOOK A CRAB AWAY FROM H I S

FRIENDS WHO LIVE ON THE BEACH, HE WOULD TURN DARE: IN COLOR AT THE

SAME TIME HIS FRIENDS TURN DARK M O STILL LIVE AT THE BEACH. A

PET CRAB ALSO WOULD TURN DARK. I F YOU BROUGHT A CRAB TO SCHOOL

THAT YOU FOUND ON THE BEACH, HE WOULD WANT TO RUN- AND PLAY AND

LOOK FOR FOOD AT THE TIME H I S FRIENDS BACK AT THE BEACH WOULD WANT

TO RUN AND PLAY AND LOOK FOR FOOD.

© H ' C. B r a d l e y 19&9

DO YOU KNOW?

137

I, This story was about;

a fish

a waterfall

a. crab

sand

2, The strangest thins: about this story was:

waves left food on the sand

_ crabs changed color

crabs liked to eat

_ crabs"make good pets

3« If .you had a ch3nce to read more about crabs, which of these things would you want to know more about:

how waves work for crabs

what makes a crab change color

_why crabs look for food

_why crabs rest

Put an X on the picture which tells that it is dark outside:

5. Put an X on the picture of the crab which show?; that it is dark and time to search for food.

;v£4.st-f£

© B. C. Bradley 1969

MOTHER BIRD HAS LOST HER BABIES. HOW MANY CAN YOU FIND FOR HER?

Z>

J

(c) copyright R C Bradley 1969 139

$

m /)

1

JMNS'I SCHOOL BUS IS WAITING POH IIEH.

M

THIS IS A FUNNY PICTURE. MARK AN X

ON EVERYTHING YOU SEE THATS WRONG.

v (c)Copyright R C Bradley 1969

14.1 THIS IS A TRAPEZOID TREE.

THIS IS A TRAPEZOID: / ] zzz\ ^ CAM YOU FIND HOW MANX TRAPEZOIDS ARE IN A TRAPEZOID TREE?

HOW MANY?

(o) copyright R. C, Bradley 19&9

WHAT GROWS INTO WB'iT ?

A t a d p o l e grows i n t o a • Draw a l i n e f rom each £;mal..L o b j e c t t o a word which . t e l l s what i t . grows i n t o .

1^-2

-PI owe r s

r o 3

O a k 4 r e e

O

PA

m

C a f

D o 3

C W b n

B u - f j - e r P l y

( c ) Copyr ight R.C. B rad ley 1969

a>3

Name

Room

School Date

WHICH TO DISCUSS?

You are told that there is a story about each figure in the sets below. If you could hear only one story for each set, which one of the three signs would you select? Draw a circle around the one sign in each set you would want to discuss.

1. .

2.

kJ K.)

x

7.

8.

o ~ o o o

3.

u.

5.

6.

I 9.

10.

11

rv

12.

\ J

13. 20. o

a lU. 21.

15.

16.

17.

18.

19.

t=>

/ 22.

W V 23.

2U.

"1 O Vl 25-

26.

Iks

27. 3h.

o 28. 35.

29.

30.

9 S> J 3

31.

32.

X 7^ 33.

rui

36.

37.

38.

a TJ

o Q Q

0 0 t

ooo 66. 9x)

APPENDIX B

BATTERY 3

Name School

Date Boy Girl Teacher

In this series of short exercises you are asked to tell what you know about yourself*, tell what you would like to discuss*, tell what you remember about some interesting stories**, tell what you find in some pictures, and solve some puzzles.

In most of the exercises there are no right or wrong answers. You are to tell what you believe to be true.

You are to work on one exercise at a time. You are not to go ahead to the next exercise or turn back to an earlier one. You will be told when to start and stop each exercise. Work quickly but correctly.

P L E A S E S T O P

Do not turn page

until told to do so

* @ Wallace H. Maw and Ethel W. Maw, 1961. Used by permission.

** (c) R. C. Bradley, 1969. Used by permission.

1 hX

Name School Date

Room

ABOUT KYSEL?

This is P {study of some of your habits and attitudes. There is no ri^ht or wrong answer for any statement. The best answer is what you feel is true of yourself. For each statement mark X before the word which tells how true it is of yourself.

1. I like to see new things.


2. If I see something strange on television I think about it.


3. When I see men dlogins' on an old lot, I wonder what they are going to build.


k, When I hear a story that is hard to believe, I want to learn more about it.


5. X ask people things that X don't know.


6. If there is something different on our street, I see it right away.


?. I want to know how things work.

Never Sometimes Often Always. .

8. I can find out about things very auiekly.


9. The things I do at home keep me very clean.

_ Never Sometimes _ Often Always

10. If I see something strange I want to know sny more about it.

Never Sometimes < Often Always

11. I ask my teacher many Questions when I want to know about some-thing.


(ct} R. C. Bradlffv iQf'o

1^8

12. If I come across something I haven't heard about before, I doubt if it in true.

Never '• Sometimes Often Always;

13. If mother brings! In a boy I haven't Keen before, I can't vait to i?ee T'hat' in it.

Never Sometimes ' . Often Always

1^. I like to take things apart.

Never Sometimes: Often . Always

1-5. I believe most things: I nee on television.

Never otae times jOften Always

16. Whenever I see a science'film, I often see things: other children miss.

Never Sometimes: Often Alv.T0.yy

17. When I s:ee my friends dressed 'up to ,<ro somewhere, I ^onder where they are going.

Never -Sometimes •' Often Always

18. I find that noisy objects puzzle me.

Never _J3ome times . Often Alijay<i

19< tty folks believe I wear out my "clothes.

Never Sometimes : Often Always

20. I try to find out all I cr.n before I woke up my mind to do sbme thing.

Never Sou? times Often Always*

21. I keep neat and clean.


22. If I see something which puzzles me, I want to know more about it.

Never Sometimes Often Always '

23, After I read about a new place, I !®nt to read more about it.

Never Sometimes _ Often Always

1^9

2k, As people pass my bouse, I wonder where they might be going.

Never Sometimes. jOften __A'lways

25. I .Like to have friends; vrho explore.

Never oometimns Often

28. When something look#: nev to me, I want it.


29. I notice things my classmates seldom sen.


30. I like to hike and explore.


31. I "believe things most people tell me.


32. I like to have friends who are curious.


33• I ask anyone who can tell me things I want to know.


_Always

26. I have much more curiosity than most of my friends.

Never _ Sometimes Often • Always

27. I like to search for new things.


Always

Always

^Always

Always

Always

Always

3 » I like to find things no one wants and play make believe that they are something else.


•35. X known as one who cares for his toys, playthings, and books,

Never Sometimes Often Always-

36, I believe I am a curious child.

, Never Sometime a Often Always

150

3?. I ask peotj'.le who have t h i n g s t h a t look s t r a n g e how they a r e made.

Never ^on-otlme?: Of ten _Alv7ays

38. I f I .-;ee a s t r a n g e c a r , I ™ant to go up and look a t i t .

j.\iever Sometime?! Of ten _Alwa yr:

39. My parent?: g i v e me a chance to exp lore and. f i n d out new t h i n g s .

j.\i"ever Of ten Always

ij-O. I l i k e to go doratoMi i u ' t to look around.

Never Sometimes Of t en Always

^1. I l i k e to TOrk on p i c t u r e m i z z l e s .

Never Sometime i=; Of ten ' Always

DO YOU- KNOW?

THIS IS A GRASSHOPPER. £

HE HAS A HEAD, A NECK, AND A STOMACH. HIS EYES ARE ON THE SIDES

OF HIS HEAD. THE LONG HAIRLIKE ANTENNAE ARE CALLED "FEELERS".

THESE FEELERS SERVE TO PICK UP SOUND AND TO TELL THE GRASSHOPPER

IF HE IS TOUCHING SOMETHING. HIS EARS ARB PUT IN A STRANGE PLACE.

YOU WILL FIND THEM ON HIS STOMACH.

BIRDS LIKE GRASSHOPPERS TO EAT. CROWS ARE BIG BLACK BIRDS.

THEY REALLY LIKE GRASSHOPPERS TO EAT. IT TAKES MANY GRASSHOPPERS

TO FILL THE STOMACH OF A CROW. YOU CAN SEE WHY CROWS ARE A GRASS_

HOPPER"S WORST ENEMY.

INDIANS ONCE ROASTED GRASSHOPPERS FOR DESSERT. THEY HUNTED

BUFFALOES FOR THEIR HIDES AND USED BUFFALO MEAT FOR STEAKS. INDIAN

HUNTERS WERE VERY SMART. THE INDIAN HUNTER USED TO LIE DOWN ON

THE GROUND WITH HIS EAR NEXT TO THE DIRT TO LISTEN FOR STAMPEDING

BUFFALO. WITH HIS EAR CLOSE TO THE GROUND, THE INDIAN COULD HEAR .

SOUNDS AND FEEL THE SHAKING OF THE GROUND IF BUFFALOES WERE MOVING

VERY FAST.

© R. C. Bradley

152

: DO YOU KNOW?

1. The best name for this story is:

a . Indian Hunters

b Buffaloes

Gra sshoppers

d Grasshoppers, Crows, and Indians

2. A strange thing about grasshoppers is that they:'

a__ have eyes

k have ears close to the ground

o _fly

d are chased by crows

3. Grasshoppers' ears are located on their stomachs because:

a they like them there

k there was no room on top

they could hear the crows slipping up through the grass

^ grasshoppers are funny

If a train track were near your home, you would know a train was passing, by:

a riding your bicycle to the track

b . seeing it from the roof of your house

o putting your ear to the ground

^ s t e n i n g to a friend tell you

© copyright R. C. Bradley 1969

153 DO YOU KNOW?

THIS STORY I S ABOUT LIZARDS. ONE LIZARD I S -CALLED A WHIP-

TAIL LIZARD BECAUSE HE USES HIS TAIL LIKE A WHIP AND SCARES OF?

H I S ENEMIES* THE OTHER LIZARD IN THIS -STORY I S A SPINY LIZARD.

H I S SPINES ARE TOUGH, ROUGH PIECES OF HARD SKIN THAT MAKE I T HARD

FOR OTHER ANIMALS TO BITE HIM. I T MAY 3E STRANGE TO FIND OUT THAT

THESE TWO TYPES OF LIZARDS DO HAVE THE SAMS THINGS TO KEEP THEM

WARM OR MAKE THEM COLD, BUT THE '//HIP-TAIL LIZARD I S ALWAYS ABLE TO

STAY WARMER THAN A SPINY LIZARD.

THESE TWO LIZARDS ARE ABLE TO USE THE THINGS THAT AID THEM IN

STAYING WARM AND STAYING COLD IN DIFFERENT WAYS. A LIZARD CAN HELP

HIMSELF STAY AS COOL AS HE WANTS IN THE HOT SUMMER TIME BY THE WAY

HE BREATHES AND 3Y CHANGING COLOR TO TAKE IN MORE OF THE HEAT FROM

THE SUN. HE ALSO MAY CHOOSE A PLACE TO BE IN THE SUN SO AS TO GET

HOT, OR HE MAY CHOOSE A SHADY PLACE OUT AWAY FROM THE SUN TO KEEP

COOL. IN FACT, THE WAY HE LIES IN THE SUN CHANGES HOW COOL HE WILL

BE. I F HE FACES AWAY FROM THE SUN, HE I S COOLER THAN I F HE TURNS

H I S EODY LONGWAYS SO THAT THE SUN'S RAYS HIT MORE OF HIS BODY.

HE MAY CHOOSE TO L I E ON A COOL

ROCK IN THE SHADE DURING THE HOT

SUMMER, OR L I E ON A ROCK THAT"S

OUT IN THE SUN WHEN HE'S COLD IN

THE WINTER.

NOW YCU CAN SEE THAT A LIZARD CAN KEEP WARM OR COOL BY ( l ) THE

WAY HE BREATHESj ( 2 ) BY CHANGING COLOR, ( 3 ) BY CHOOSING A PERFECT

PLACE TO L I E WHERE IT I S COOL OR WARM, AND ( ^ ) BY THE WAY HE LIES

IN THE SUN.

( p ) c o p y r i g h t R. C. B r a d l e y 1969 ( o v e r )

DO YOU KNOW?

SCIENTISTS TELL US THAT THE! COLOR BLACK TAKES IN THE SUN'S

HEAT AND MAKES A THING HOTTER THAN A LIGHT COLOR. THIS I S THE

REASON THAT IN THE SUMMER TIME A CAR WITH A BLACK ROOF WILL BE

SOMEWHAT HOTTER I N S I D E WHEN THE WINDOWS ARE ROLLED U P , THAN WILL BE

A CAR WITH A WHITE ROOF.

155

DO YOU KNOW?

1. Which lizard is always cooler?

whip-tailed lizard

•spiny lizard

2. Which lizard is always hotter?

whip-tai led lizard

spiny lizard

3. Which lizard should be cooler if he is lying in the hot sun?

a black lizard

a light green lizard

A man living in Texas in the summer time said, "My car is

always hotter than yours when I leave the windows up and

go to get into it." His car roof is probably:

light in color

dark in color

© copyright R. C. Bradley I969

TOO M Y HATS. PUT Ajtf X 0N EVERYONE YOU 'SEE. 156

[f

Q^iisP, (W

© copyright R G Bradley 1969

15?

GEANDMwTHE&B

mmM $

0 3

z e

MAHK^HB1 s h o r t ' U 8 S YOUR pencil to

/

(c)Copyright R.C„ Bradley I969

THIS IS A FUNNY PICTUR3. MASK AN X ON EVERYTHING YOU SEE TEATS WRONG,

159 THIS I S A TRIANGLE TREE.

THIS I S A TRIANGLE

CAN YOU FIND HOW M Y . TRIANGLES ARE IN A TRIANGLE TREE?

HOW MANY ?

(cT) c o p y r i g h t R. G. B r a d l e y 1969

16 0

WHAT GROWS INTO WHAT ?

. Draw e l i n e f rom each a b u l b grow; i n t o _____ s m a l l o b j e c t t o word which c e l l s what i t grows i n t o ,

B i M

f I owe rS

C o w

V / o man

1 u 1 i PS

W'o r m

P y od ( c ) Copyr igh t R, G. Brad ley 1969

. 161

Name

Room

School

Date

WHICH TO DISCUSS?

You axe told that there is a story about each figure in the sets below. If you could hear only one story for each set, which one of the three signs would you select? Draw a circle around the one sign in each set you would want to discuss.

1.

O

2.

C z k C Z I <C=3 C Z > &

3.

h.

5.

o 0

o o

7.

9.

10.

11.

8.

Q -

1 / V

o

n

o

6. 12.

162

lfc.

m'

15.

i, p -

17.

18.

19.

20.

21.

22.

23.

2h.

25.

26.

O <b

O O

a

r ^ i

163

r\

-29.

30.

31.

32

3h.

J

35.

36.

V

37.

A ~ 7 \ / V V ^ <

38.

V \ / \

39.

Uo.

A < 1 >

V

k>

i>

APPENDIX C

THINKING OPERATION S SKILLS

Facts and Prinoip3.es in New Situations. —Using

what has been learned in one situation in an entirely new

situation, discriminating that 'which is relevant from that

which is irrelevant.

Assuming.—Taking for granted that which may be true or

false.

Classifying.--Involves analysis and synthesis and is

sorting things into groups according to set principles.

Collecting and Organizing Data.—Examining and defining

the findings, then placing them in a prescribed order (1st,

2nd, 3rd, etc.).

Comparing.-.-Observing differences and similarities with

the specific purpose of ascertaining what relationship one

has with the other.

Criticizing.—Not finding fault or censoring, but

making appraisals on the basis of standards set by previous

experience or by alternative standards set by others.

Hypothesizing.—Proposing a possible solution to a

certain problem.

Imagining.•—Forming some kind of idea about that which

is not formally present and/or not fully experienced.-

1 £}i

165

Interpreting.—Explaining the meaning of experiences by

the process of understanding what has been put into and

extracted from these experiences.

Observing.—fetching, noting, perceiving details, pro-

cedures, or substance.

Recalling.--Listing, naming, or bringing forth from

memory.

Summarlzing.•—Briefly stating what has been presented;

restating of the big idea in much shorter form.

APPENDIX D

Jack /\<Jlvisson, M . O . 4 6 1 3 € 3 L A C I E R S T R E E T

F O R T W O R T H , T E X A S 7 6 1 1 5

y Pho.VE: (a 1 7 ) W A 7 - B S 2 1

a o s? emb er 19 > 19&9 (214) 9 9 s - 6 71 s

Dr. Wallace H. Maw University of Delaivare Uewark, Delaware

Dear Dr. Maw:

In pursuing a tentative proposal for a dissertation study at North Texas State University dealing with thinking operations and curiosity acts of First and Secona G-rade children, I would like to obtain permission from you to use your expei-imental materials as f ollcvra j

(1) "\Vhioh to Discuss?" test

(2) "About Myself" test

(3) "What Would You Do?" test with modifications; namely, use two alternatives in lieu of four, since this study mil" deal only with First and Second Grades, the teacher having to read the questions as y/ell as the answers»

Thus, I'm asking to use the aforementioned tests, (1) and (2), exactly as they are, and am seeking in (3) permission to use your idea of test construc-tion, placing it on the attention span and natural line of thinking of First Grade children. (A tentative example of this is enclosed,,)

Yours very sincerely,

(vLv/ fr / ' A -;'7 Jack Adkisson

JA/rla

Permission to use the data mentioned above in this letter and in accordance Tsri'ch the stipulations as outlined above, is hereby granted.

'Jul*. Wallace Ho Maw

i /• /• iojh G.X Info M&YtT

APPENDIX E

THE PILOT PROGRAM

Having worked previously with the thinking operations

in the way advocated "by Bradley and Earp and recognizing the

need of the development of ideas which could be used with

very young children, there was initiated intermittently

throughout the Pall Terra of 1969 actual face to face contact

with groups of first and second-grade children. Questions

and pictures were tried on individuals, small groups (three

to five), and complete classes in Farmer's Branch Elementary

School (a team teaching school) and two conventional schools

in Piano that had the usual self contained classroom modi-

fications.

The tests have been tried on 150 first-grade and 120

second~gra.de public school children. Although permission

was received to use the test reliability scores for all

tests devised by Maw and Maw, Bradley and Adkisson determined

their own reliability scores on responses obtained from 270

primary children. These tests were given as test, retest,

Form A first and Form B second, tiro weeks apart. The data

was randomized to 60 subjects and correlated, using the

computer at North Texas State University.

Maze type tests and the like were (if not of a com-

mercial nature) constructed, revised, and finalized under

168

the guidance and help of teachers of first and second

graders. However, the evaluations of these tests offered

by the participating teachers were used with certain

reservations. Among these reservations were; (1) the

likelihood that teachers were not as aware of how to use

thinking operations as a springboard to studying certain

kinds of information available in the isolated fashion shown

on the cards; (2) the possibility that these teachers did

not necessarily hold in high regard concepts of curiosity

if, in fact, they were known; and (3) because the conven-

tional procedure of instruction typically used by most pri-

mary level teachers would not hold valid certain opinions

that test items, the thought procedure being used, and

related high level teaching operations could be done by

pupils in early primary education.

The opinions of the teachers were primarily sought

regarding how the children were receptive to the men who

were reading the tests to which oral responses were sought,

the efficiency of the speed with which items were read,

whether or not items were being clearly perceived by the

youngsters, and if the procedure used for "pacing" responses

was adequate.

APPENDIX P

STIMULATING CHILDREN TO THINK

Applying the Experimental Program R. C. Bradley, M . D.

The following information may be helpful in extending

the use of the information placed on each cf the Thinking

Operations Cards in your possession. Each of the thought

processes for this experiment are identified and an outline

is given for presentation of the information found on the

cards.

Applying Facts and Principles in New Situations

The cards give situations. You are to describe a sit-uation and then ask the student to predict the outcome in given circumstances. In some instances the child is asked to solve a problem. For each instance, cite the information that the child is to apply, and then give him the new situ-ation.

E.g. Situation needing solution: We x*jant to give two candy canes to each of the children in this group. Data given: 30 children. Ask, "How many candies do we need? How do you get that? How do you know you are right?"

E.g. Situation given: "You have three colors with which to paint a picture, yellow, blue, and red. What do you think will happen ttfhen yellow and blue are mixed? Red and blue? If you guessed correctly, what were the reasons for your predictions?" Generally instruction stops when we receive an answer to the question, but in this work we would like you to extend a child's learning to answer this ques-tion, "Why do you think so?" That is, "What would happen when you drop a magnet into a box of tacks? Why do you think so?" In the course of teaching, seek to correct all notable misconceptions.

170

Observing.--Cards are provided for the accumulation, of facts"as a means to a general intellectual conclusion, not for the accumulation of isolated facts only. When pupils view and discuss these cards, they are getting practice in noticing and describing. The teacher is to help them differentiate between what actually was observed and any assumptions made from the observation. "What did you actually see on the card?" "What made you say that?" "Are you sure that was shown on the card?" "Did you read some-thing else into the idea?" "What might have caused you to believe that was on this card?" "Name once again exactly what you saw."

Recalling.—Cards illustrating this thought process are shown or read, and the pupils are asked to respond to the questions written on the back of the cards. Pupils are experiencing listing, naming, and bringing forth from memory something learned previously. We are dealing here with immediate recall. However, some cards are made to be intro-duced later in the study which then causes children to rely upon information learned earlier in the study. Recall is based generally upon the pupil's attentiveness to what was being viewed in the first place. After observing, a pupil usually reports. • The teacher should seek to discover the accuracy of the report. Therefore, what was once observed must be recalled. Checking perceptions (perceivings) is much easier than checking recollections (rememberings). Consequently, these cards are used to increase memory span. The child is helped to discover an individual system that he might use in recalling information at a later time. The teacher says, "What can you do to help you recall this data if I ask for it again sometime?" "'What is it that you will try to recall?" "What can you do to remember this infor-mation?" "What is it that is important about this?" "Do you have a way of remembering this?" "What ideas go together that might help you remember this?" "What is strange about this idea?" "What is helpful about this idea?"

Summarizing.—These cards are used to help students learn how to determine what is significant and what is not, what is relevant and what is not, what is pertinent and what is not, what is essential and what is not. Consequently, the teacher presents card experiences which help him to synthesize material, determine what is important, and then to restate the essential points in a meaningful and sequential verbal presentation.

E.g.: A story is read, and a student tells the real meaning in one sentence. A series of pictures are shown, and a student tells in two or three sentences the summary ideas of the sequence. Hence, these cards can be used to present broad ideas, but the students are expected to restate only the gist of the matter or the.big idea or ideas.

171

Assuming.—In this activity we need to help the children understand that to make an assumption is not necessarily wrong, but that we want them to know that an assumption is being made. We look at an orange and say it is "orange" in color. This clearly is observable. Some assumptions are based then upon strong bits of evidence. However, when we look at an orange and say it is "seedless" or that it "has seeds" the strength of evidence becomes less. One might look at an apple and say, "It has seeds." We cannot see the seeds, but it is a reasonable assumption that it does have seeds, recognizing the possibility that this may not be so. To look at an apple and say that all apples are red is to make a rather broad assumption. When cards are used dealing with assumption making, seek to find out how the pupils are guess-ing that something is true. Ask the pupil to give evidence or support for his statements and beliefs about the situation.

E.g.: Two cars are in a race. Car 1 reaches the end of the race ahead of Car 2. Can we conclude that Car 1 is faster? Perhaps Car 2 had a flat. Pupils are led to see that Car l's being believed to be faster is one's choice as an assumption. Pupils are taught to recognize that further evidence would be needed before one could determine which car really was faster.

Classifying. •—Children who respond to these cards are being asked, to arrange a variety of items according to cat-egory or groups. The child is learning to see distinct relationships among ideas and. concrete items. Discussion centers upon how to set up categories rather than on placing the objects into established groups. An important element that children learn is that setting up groups must be done with selected purposes in mind. Ask the pupil to reveal why he has made those groups. Are there other groupings just as significant (important)? He learns that his purpose deter-mines the nature of his categories.

E.g.: If a list of words were given (ball, drum, wagon, eggs, cake, sled, nuts, hat, muff, apple, dress, mitten), the pupil might be asked to determine the categories under which these words might be appropriately placed (We eat; we put onj we play).

Collecting and organizing data.—Cards of this type are used to help a pupil seek logical pattern, sequence, and informational arrangement. For determining if a child can see the sequence of events the teacher asks, "What is the first thing you want to tell?" "What should come next?" "In what order should these things be placed to tell a story?"

E.g.: Trace the movement of the planting of seed potato to its final placement in a can at the factory. Or, ask the

1?2

pupils to enumerate the steps involved in making of butter, and write what they find, as a step by step outline.

E.g.: Pictures of buildings in a community can be used to show which came first. Or, recreation can be organized by the seasons. Use of numbering systems, alphabetizing, and sizes and weights can be used to show how things are organized for various purposes. Therefore, the pupil who responds to these cards is learning something of the col-lection and organization of data, a system used quite often in our society.

Comparing.—Through the use of these cards the pupils are learning to understand what steps are involved in making accurate comparisons. First, there is the element of observ-ing, of noting details. Then, there Is a mental sorting of these details, so that both similarities and differences of the objects being compared are noted with respect to their influence on one's interpretation to a question.

E.g.: If a child responds, "An 11 year old boy in the suburbs is more civilized than an 11 year old boy in the Congo," the teacher should not judge these comparative points right or wrong, but only question for additional evi-dence. That is, "What else can you think of that is differ-ent about the activities of a boy in the Congo and one in suburban Dallas?" "What is similar about the family struc-ture of a Congolese and a suburban boy?" Moreover, search-ing for likes and dislikes makes food for thought for comparative purposes.

Criticizing.—The pupil is taught that criticizing is not mere fault finding or censuring. These cards are used to help the pupil see the basis for any criticisms that he chooses to make. After a child criticizes a picture, object, or idea, it is well to ask for his evidence to support his comments. When the child responds, "I don't like it," or "It's not good," the teacher should help him examine his reasons for feeling that way. Say,"T,tiy do you like it?" or "Why do you think that isn't any good?" If the pupil says, "I don't know," follow with, "You like this, but you really don't know why you do. Is that right?" The child may pursue the question further. Indeed, the teacher may want to respond, "Do you not like the picture because it is not colored?" Not only is the purpose here to help children criticize but to do so with good judgment and to find a basis for supporting what they are saying negatively or positively.

Hypothesizing.—The primary purpose of these cards is to lay a basis for a discussion which involves helping pupils to understand and consider the variety of possibilities which may be involved in arriving at the explanation of a phenom-enon. They are being taught that an hypothesis is an edu-cated guess, a reasonable possibility, a tentative explanation

173

of something they have observed or have been told about. They will find that in some instances more than one hypoth-esis may provide an appropriate explanation of a given phenomenon.

E.g.: Fred did a problem involving addition. It was a three column figure containing 8 rows of numbers. His answer was incorrect. What do you think the trouble might have been? (Responses may vary as below:)

a. It might be that he forgot to invert the divisor. b. Perhaps he was feeling ill and could not think

clearly. c. Maybe Fred was not taught how to do this. d. He may not have read his problem clearly.

As the teacher works with these cards, she should be ready to accept any reasonable possibility offered by the children as an hypothesis. Thus, the more hypotheses given about each card and the more discussion, the more likely children can arrive at the feasibility of selecting one hypothesis over another. In any event, consideration must be given to analyzing those hypotheses that are most worthy of being further tested.

Imagining.--These cards are used to allow a child to enjoy thinking in a fanciful wo rid: he can be what he wants to be, can take an imaginative trip and go beyond the real world. In so doing, however, he must ponder upon what his real world is about and why he likes to leave it in thought. In these card experiences the teacher asks the pupils to fancy freely what they would do if.... "What if today were a day in which electricity did not work?" "If you owned a magic carpet, what would you do?11

Interpreting.--The information on these cards deals with ways of deriving meaning from children's experiences. When children are asked how they got that particular meaning from an experience, they are being asked to give supporting details in defense of their interpretations. Consequently, these cards can be used to judge whether the data of the experience supports the interpretation, and whether or not a . generalization is being made upon the basis of insufficient evidence. Maps, charts, graphs, illustrations, photographs, and the like are used for these purposes.

It should be remembered that the data given on the card must support the interpretation. Discussions should center • upon the data on the card. Extension of information can be provided by going beyond the evidence in the illustration wherein time permits. In the stories provided, the pupils should be asked to check their verbal statements against the facts in the story or picture to see if the data support the interpretation.

1?'+

Some Do's mid. Don'ts About the Experimental Program

by Jack Adkisson

Do's*—1. Do recognize that this experiment is a very-essential study to test teaching procedure as to the benefits of teaching facts versus leading children to think and ques-tion. You are not just helping a person get a doctorate, but you are testing a procedure being advocated by professors in some of the leading universities in the United States.

2. Do recognize that you are a vital part in this exper-iment. It is very important for you to complete the assigned program every school day. Consistency is the absolute essen-tial.

3. Do three or more Thinking Skills Cards every day in sessions lasting from three to five minutes. A minimum of 15 cards per x?eek or a total of 108 cards should be used during the seven weeks of the experiment. There is no maxi-mum limit. Use as many cards as you desire.

Do take 6 thinking operations stimulus cards from the kit at one time. Work through the thinking operations in order, starting with one and going through twelve. At the end of the study you should total at least 9 cards (exposures) for each thinking operation. Many teachers will total more than this because they will learn to use 6 or more cards in one session.

5. Do innovate questioning procedures into subject areas during the study, especially reading, science, and social • studies. Bradley and Earp state in Exemplars of the Teacher*s Cognitive Domain, "To both teacher and pupil the ability to structure and raise questions is as important as the ability to answer. If children are taught to formulate stimulating questions, then the teacher can find his place in accommo-dating the pupil's sense of direction" (p. 67). Pre-questioning 'tunes' the child to the learning experience to the extent that he is searching for further information when the unit is ultimately introduced" (p. 69). Also,, during the study you should through questioning on your part and on the part of the student "develop a divergent line of thinking other than that passed by the textbook author" (p. 67), * Mays found that questioning increased achievement in fifth grade students whether it was done by the teacher or by the student.

6. Do read Bradley and Earp, and Raths' books. Paper clips are placed on pertinent pages, and much information

175

relating to this study has been •underlined. These books are placed with or near the Thinking Operations Kit. Please share these books. Make sure they are available to others.

7. Do expect to get a copy of the 500 word abstract of the dissertation. It will be sent to you in August. Also, a bound copy of the complete dissertation will be given to Dr. Hendrick for the Piano District's professional library. However, because binderies are notoriously slow, do not ex-pect it to be available before November 1970.

8. Do keep a systematic tabulation of the 5 minute sessions and the number of stimulus cards used. A tabulation table is furnished on the front of your manual for you to keep your tabulations current at all times. Make a diagonal mark for each card used during a 5 minute session, then circle, indicating a session, as; . lour tabulation table should be returned with all other materials at the end of the seven weeks of the experiment. Also, you should initial and date each stimulus card used, and return it to the file on that day. This will help keep an adequate number of "good" cards in circulation.

9. Do call for help when you need it. Call day or night, ^2^1—6715• If you are absent for any reason, please call if you desire that the researcher help the substitute teacher present the stimulus cards for that day. The stimulus cards need to be presented 3 each day consistently day after day of the seven weeks.

Don'ts.—1. Don11 fail to initial every stimulus card used before returning it to the kit.

2. Don't take this study lightly. It is funded by the State of Texas through the Elementary Biucation Faculty of North Texas State University. Dr. R. G. Bradley was awarded the research grant, and the researcher is assistant to him for this study.

3» Don't miss a day with the assumption that you will make it up later. Consistency is essential for maximum results. A hit or miss procedure will not produce an adequate experimental study, deciding one of the major issues facing educators today.

Don't fail to mark your tabulation chart after using each stimulus card. Know where you are at all times. Use 3 or more stimulus cards each day, 15 or 16 each week, or 108 plus as a total. Go through all 12 thinking operations 3 or more times in the seven xveeks of the experiment.

176

5. Don't fail to innovate in using the cards. Be creative. Slant the questioning procedure to the way you desire to use the card. Do not go strictly "by what is sug-gested on the card. Get your personality into it. You are not teaching cards but children how to utilize channels of questioning to increase thinking processes. The cards are to help you provide a stimulus. Just keep the questioning response reinforced for the particular operation the card is purported to stimulate, if you have a bright idea for a card, use it! Make a card, use it, place it in kit for others,

6, Don't stop with the minimum (J6) number of (3 to 5 minute) sessions. Have 2 or 3 sessions during some days.

APPENDIX G

CURIOSITY BEHAVIORAL CORRELATES

Curiosity is an intrinsic energy initiated by environ-

mental stimuli which moves by the means of inquiry into the

unknoxm, bringing forth behavioral investigative acts of

manipulation, observation, comparison, and exploration,

O^KNCVV.V

INTRINSIC

Fig. 1—A conceptual model of curiosity power relationships

which through cognitive conflict results in creative pro-

duction, confirmation, interpretation, and solution. Fig-

ure 1 illustrates these power relationships.

1 nn

APPENDIX H

TABLE XXXIX

VARIABLES, GROUP, MEAN GAIN, COMPUTED t* VALUE RELATING TO MEAN GAIN IN ABILITY, AND ACHIEVEMENT OF FIRST-

GRADE STUDENTS DURING THE FIRST SEVEN WEEKS AND THE SECOND SEVEN WEEKS OF

THE INVESTIGATION {N = 24l)

Variable Fi rs t S even We e k s Second Seven Weeks

Variable Group Mean

Gain Com-puted t

Group Mean Gain

Com-puted

t

Word Meaning

I-E II-C

5.09 4.43

1.08 I-C II-E

4.43 2.68

2.72

Para-graph Meaning

<*2)

I-E II-C

4.90 6.07 1.40

I-C II-E

4.04 6.81 3.09

Vocab-ulary

« 3 )

I-B II-C

2.92 1.46

2.27 I-C II-E

2.57 2.82 0,33

Spelling I-E II-C

3.93 3.67

0.58 I-C II-E

2.62 2.75 O.27

Word Study Skills

(r5) I-E II-C

4.75 4.54

0.25 I-C II-E

2.49 2,60 0.14

Arith-metic

<*6>

I-E II-C

9.37 4.78

4.64 I-C II-E

3.49 4.93 1.82

Total Achieve-ment

tt7)

I-E II-C

30.80 25.00

2.74 I-C II-S

19.94 22.52 1.20

179

TABLE XXXIX—Continued

Variable

Otis-Lennon

<V Self Judg-ment (X2)

Story Memory

(x3)

Persist-ence

U14.)

Desire to Know

(x5)

Desire for Incon-gruous

(x6)

Total GTG

X„

-a-sffissKj

First Seven Weeks

Group

I-S II-C

I-S II-C

I-B II-C

I-IS II-C

I-S II-C

I-B II-C

I-S II-C

Mean Gain

5.85 2.89

3.68 0,60

f -4.29 8.79

1 .71 0,88

5.85 1,99

2.29 0 .33

10.03 6.54

Com-puted t

2.91

3-54

4.01

O.67

3.82

2.97

6.89

I

Second Seven Weeks

Group

I-C II-E

I-C II-S

I-C II-S

I-C II-E

I-C II-E

I-C II-S

Mean Gain

3.59 7.27

-0.72 0.57

6.68 9.49

2.19 1.40

-3.62 0.64

-0.91 0.08

I-C II-E

3.76 13.21

Com-puted t

3.77

1 .35

2.22

0.75

4.37

1.68

3.88

' Tabled t* .05. X.Q6* 0? ? 00. a-« o _ - *»J*S .01, 2.57; .001, 3.29,

180

. TABLE XXXX

VARIABLES, GROUP, MEAN GAIN, COMPUTED t# VALUE RELATING TO MEAN GAIN IN ABILITY, AND A CHI EVEMEMT OF SECOND-

GRADE STUDENTS DURING THE FIRST SEVEN WEEKS AND THE SECOND SEVEN WEEKS OF

THE INVESTIGATION (N = 196)

Variable First Seven Weeks Second Seven Weeks

Variable Group Mean

Gain Com-puted t

Group Mean Gain

Com-puted

Word Meaning

<*lf

I - E II-C

2.14 2.23 .141

1-C Il-E

0.81 0.99 .276

Paragraph Meaning

<*2>

I-E II-C

5.00 2.27

2.58 I-C II-E

-1.39 4.71 5.78

Science & Soc. St.

u 3>

I-E II-C

1.40 2.78 1.94

I-C II-E

0.02 0.36 0.59

Spelling w I-E II-C

1.23 3.07 3.75

I-C II-E

1.46 2.52 2.04

Word Study Skills _ < M

I-E II-C

2.41 1.29

1.10 I-C II-E

I.60 5.09 3.^3

Language w I-E II-C

3.91 4.25 0.35

I-C II-E

1.18 4.49 3.32

Arith.Comp. (Y?)

I-E II-C

3.03 3.31 0.30

I-C II-E

0.34 4.28 4.73

Arith. Con. <*8>

; I-E ; ii-c

2.62 2.29

0.45 I-C II-E

-0.06 3-87 5.45

Total Achievement

U 9>

I-E II-C

22.7 21,53

0.42 I-C II-E

2,40 26.29 8.01

181

TABLE XXXX—Continued

Variable


Variable Group Mean

Gain Com-puted t

Group Mean Gain

Com-puted

t

Otis-Lennon " H P

I-E II-C

3.02 6.662 3 .47

I-C II-E

4 . 3 9 4 . 5 7 0 .18

Self Judgment

u 2 >

I-S II-C

0 . 1 3 - 1 . 4 1

1 . 7 1 I-C II-E

-O.29 0 . 5 3 1.00

Story Memory

( x 3 ) I-E II-C

- 8 . 6 3 - 1 2 . 1 ?

3.16 I-C II-E

9.70 1 3 . 0 1 3 .27

Persist-ence

(XJL|.)

I-H II-C

4.96 1 .80

1 .94 I-C II-E

-2.43 0 .58 1 .68

Desire to Know

( x 5 ) I-S II-C

4 .48 5 .68 1.31

I-C II-E

-3*35 -2.72 O.69


<x6)

I-S II-C

1 .60 2 ,07 0 .70

I-C II-E

- 0 . 4 1 - 2 . 1 6

2 .54

Total CTC

( x 7 ) I-S

II-C 3 .11

- 4 . 0 3 2 . 7 3 I-C

II-E 2.79 9 .17 2 . 5 4

'-Tabled t: .05, 1.96; .02, 2.32; .01, 2.57; .001, 3-29<

182

TABLE XXXXI

VARIABLE, POSSIBLE SCORE, MEAN, STANDARD DEVIATION OF EACH TEST FOR FIRST-GRADE GROUPS I AND II

Vari-able#

1

2

i 6 7 8 9 10 .11 12

u

1

2

I 6 7 8 9 10 II 12 1 1

Possible Score

35 38 39 20 56 63

251 80 41 40 4o 39 40

200

35 38 39 20 56 63 2 51 80 41 40 40 39 40

200

Group. I (N = 108), _ T e s t *

Mean j Standard Deviation

12.8889 9 .9815

17.3704 4 .8241

28.7870 30.5463

104.3055 31.6296 17.6759 23.9630 12.8889 19.0000 14.27778 87 .898I

5.7692 5.8689 5.1937 4 .2727 7 .9571

11.9019 33.0588 9.7426 8 .7864 8.7178 5 .6525 6 .2465 4 .6743

20.6106

Group I-E, Test 2

17.9815 14.8889 20 .2963

8 .7593 33.5370 39.9259

135.1111 37.4815 21 .3611 19.6667 14., 6019 24.8518 16 .5741 97.9352

6,2376 8 .5053 5 .8488 5.5258 7.8792

11.156.1 39.2224 8.6768 6.9021 6.6917 6 .6763 6 .2418 4.4394

17.4396

Group II (N - 133), Test 1

Mean Standard Deviation

17.6391 11 .3835 19.7895 8.8496

33.9549 32.8571

124.4737 33.6391 20.1504 26„7669 13.4286 19.5338 15.2932 95.1579

6 .5848 7.3410 5.6410 4 .8905 8.8121

I I . 2 3 6 5 34.9609 8.7740 8.2138 7 .6177 5.5580 5.0554 3 .7991

15.6418

Group II-G, Test 2

22.0902 17.4586 21.2556 12„5263 38.5038 37.6466

149.4812 36.5338 19.5489 17.9699 14.3158 21 .5263 15 .6241 88.6165

6 .6485 9.2188 5.5464 5.6590 8 .7537

11.9342 40.1420

9 .7815 7 .8774 6 ,1363 7 .7337 6 .6237 4 .6187

15.2946

183

TABLE XXXXI — Continued

Vari-able^

Possible Score

Group I-• G, Test 3 Group II-l B, Test 3 Vari-able^

Possible Score Mean Standard

Deviation Mean Standard

Deviation

1 35 2.2.4167 6.8274 24.7744 7.8555 2 38 18.9352 10.0049 24.2707 10.1885 3 39 22.8704 6.5180 24.0827 5.9750 4 20 11,3889 5.5224 15.2782 5.6280 5 56 36.0278 9.7909 41,1053 9.4736 6 63 43.4167 10.2173 42.5865 11.9505 7 251 155.0555 41.2539 172.0075 43 .9047 8 80 41.0741 10.6890 43.8120 11.3774 9 41 20 ,6389 6.2413 20.1203 6.3578 10 40 26,3518 9.5601 27.4586 9.1607 11 40 1 6 . 7 9 6 3 5.5707 15.7218 6 . 1 7 0 9 12 39 21.2222 5.8172 22 .1729 5.2135 1 ?

40 15.6574 4.7826 15.7068 3.8384 14 200 101.6944 20 .2917 101.8346 18.7938

*1

2

I I 7 8 9 10 II 12

Word Reading Paragraph Meaning ( ) Vo c abul ary (Yo) Spelling (Yk)

J

Word Study 3kills Arithmetic (X^) Total Achievement Otls-Lennon (Xi) Self Judgment '("Xp) Story Memory (Xo7 Persistence (X/j,f Desire to Know (Xt-) Desire for Incongruous Total CTC (X7)

(Y5)

(I?)

w

184

TABLE XXXXI

VARIABLE, POSSIBLE SCORE, MEAN, STANDARD DEVIATION OF EACH TEST FOR SECOND-GRADE GROUPS I AND I I

V a r i - P o s s i b l e Group I (N = 8 2 ) , Group I I (N = 114 ) , a b l e * Score .Test 1 Tes t 1

Mean Standard Mean .S tandard Dev ia t i on D e v i a t i o n

1 36 16 .1463 6 .2492 16 .5351 6 .9877 2 6o 23.6829 11.1715 27.1316 12 .1731 3 38 16 .7439 4 .2508 17.4912 4 .8091 4 30 U . 6 7 0 ? 6 .6315 11.5000 6 .7085 5 64 33.^146 11 .2953 39.5263 11.5487 6 75 33.2317 8.1992 32.8333 8 .1864 7 6o 15 .5^88 6.2336 18.7368 6 .5038 8 46 15.5000 6 .1965 I 8 . 2 1 9 3 8.6580 9 409 164.9756 47.4142 181 .9561 52 .8401

10 80 43.4634 10.6292 43.6930 lO.65.i7 11 41 21.2805 6 .5319 20.8333 6 .2351 12 4o 31.1707 5 .7505 33.1228 5.5190 13 40 15.6098 6 .6914 17.4386 8,3362 14 39 23.3537 4.5916 22.9474 4 .2113 15 40 15.0976 4 .4024 15.2982 4 .7145 16 200 106.3902 13.6987 109.7193 14.7439

• # # • Group I - E , Tes t 2 Group I I - -C, Tes t 2

1 36 I 8 . 2 9 2 7 6 .?850 18.7719 5.7766 2 6o 28.6829 12.3850 29.4035 12.5109 3 38 18 .1463 4 .7835 20.2807 4 .6858 if 30 12 .9024 7 .33^5 14.5789 7.2256 5 64 35.8293 12.9510 40.8246 12.8215 6 75 37.1463 8 .8182 37.0877 8 .8224 7 i 6o 18.5854 8 .0501 22.0526 9 .1918 8 46 18.1219 7.2556 20.5175 8 .7321 9 409 187.7073 55.^608 203.4912 57.2150

10 80 46.4878 11 .1501 50.3158 1 1 . 5 3 ^ 11 41 21.4146 6 .4221 19 .4211 6 .4535 12 40 22.5366 6.4168 20.9^74 6.2980 13 40 20.5732 IO.6543 19.2456 10.1667 14 1 39 27.8415 6 .4948 28.6316 5.8539 15 40 16 .7073 4 .6210 17.3684 5.1798 16 200 109.5000 17.8566 10 5.6842 18.7965

185

TABLE XXXXI —Continued.

Vari-able^

Possible Group I - C, Test 3 Group I I - E , Test 3 Vari-able^ Score Mean Standard

Deviation Mean Standard

Deviation

1 36 19.1097 6.7264 .'L9.7632 6.4104 2 60 27.2927 13.3156 34.1140 11.8350 3 38 18.1707 4.7979 20.6491 4.7259 4 ?? 14 . 3659 7 .5893 17.1053 7.6369 5 64 37.4390 12.3201 45.9211 13.0425 6 75 38.3293 8.9239 41.5789 10.2811 7 - 60 I8.9268 7.4503 26.3333 9.1878 8 46 18.0610 7.8838 24.3947 10.0286 9 409 190.1097 55.5108 229.7807 61.4464

10 80 50.8780 11.4938 54.8947 11.7290 11 41 21.1219 6.9095 19.9561 5.8750 12 40 32.2439 5.9379 33.9649 5.4611 13 40 18.1463 7.7666 19.8333 9.8095 14 39 24.4878 5 .7663 25.90 35 4.8159 15 4o 16.2927 4.2870 .15.2018 4.1468 16 200 II2.2927 16.2417 114.8596 16.1941

* 1 -

2 ~

I: I: 7 -8 -9 -

10 -11 -12 -13 -14 -15 -16 -

Wo I'd Meaning (Y^) Paragraph Meaning (Y2) Science and Social Studies (Yo) Spelling {Yju) J

Word Study Skills (Yt>) Language Arithmetic Computation (Yo) Arithmetic Concepts (Yg) Total Achievement (Yg) Otis-Lennon (X-j) Self Judgment [X2) Story Memory (Xg) Persistence (X ,7 Desire to Know (Xc) Desire for Incongruous (X r) Total CTC (X?)

186

TABLE XXXXII

VARIABLES, GROUPS, MEM GAIN, STANDARD DEVIATION, COMPUTED t VALUE RELATING TO MEM GAIN IN ABILITY, AND ACHIEVEMENT

OP FIRST-GRADE STUDENTS IN COMBINED EXPERIMENTAL GROUPS AND IN COMBINED CONTROL GROUPS DURING


Variable Groups Mean Gain

Standard Deviation

Computed t

Value

Signif-icance

Word Reading

<*!> I - E & II-E I-C & II-C

3 .?6 4.44

4.7982 4.860 3 1.55 N SD*

Paragraph Meaning

<*2)

I-E & II-E I-C & I.I-C

5-96. 5.16

6.7310 6.7241

1.29 NSD

Vocab-ulary

U 3 )

I-E & II-E I - C & II-C

2.8? 1.96

4.8084 5.1707

1.99 , 0 5

Spelling w I-E & II-E I-C & II-C

3.28 3.21

3.2970 3.5938

0.2.4 NSD

Word Study-Skills

(Y5)

I - E & II-E I-C & II-C

3.56 3.62

5.9824 6 . 0 2 2 3 0.11 NSD

Arithmetic <*6>

I-S & II-E I-C & II-C

6.93 4.21

7 . 2 6 9 2 6.9281

4.21 .001

Total Achieve-ment

U 7 )

I-E & II-E I-C & II-C

! 26.24 22.74

16.5810 17.0099

2 . 2 9 . 0 5

Otis-Lennon

(Xl)

I - E & II-E I-C & II-C

6.64 3.21

8 . 0 2 5 9 7 . 3620

4 . 8 9 .001

Self Judgment

vx2)


1.97 - . 6 5

8.4562 8.5626

3.39 ,001

TABLE XXXXII —Continued.

18?


Standard. Deviation

Computed t

Value

Signif-icance

Story Memory

<x3)

I-E & II-K I-C & II-c

3.31 -1.86

II.5329 U.9623

ij-,82 .001

Persist-ence

(%)

I-E & 11-33 I-C & II-C

1.5^ 1A?

7.9853 9.^556

0.09 NSD

Desire to Know

(X5)


2.98 -0.53

8.131^ 8.1030

.001


(X6)


1.0? -0.23

5.0211 ^. 806^

2.91 .01

Total ore

(X7) I-E & II-E I-C & II-C

11.79 -1.93

19.2583 I8.7673

7.91 .001

*No significant difference,

188

TABLE XXXXII

VARIABLES, GROUPS, MEAN GAIN, STANDARD DEVIATION, COMPUTED t VALUE RELATING TO MEAN GAIN IN ABILITY, AND ACHIEVEMENT

OF SECOND-GRADE STUDENTS IN COMBINED EXPERIMENTAL GROUPS AND IN COMBINED CONTROL GROUPS DURING



Standard Deviation

Computed t

Value

Signif-icance

Word Meaning

(*1>


1 . 4 ? 1 . 6 4

4 . 4 6 3 5 4 . 3 9 4 1 0 . 3 7 NSD*

Paragraph Meaning

(Y2T


4 . 8 3 0 . 7 3

7 . 0 6 7 2 7 . 6 9 3 4

5 . 4 8 . 0 0 1

Science & Soo. St.

( I 3 )

I-S & II-E I-C & II-C

0 . 8 0 I.63

4 . 0 8 0 7 5 . 0 5 2 3 1 . 7 9 NSD

Spelling < V


1 . 9 8 2 , 4 o

3 .7696 3 . 3 3 8 3 1 . 1 6 NSD

Wbrd Study-Skills

(Y5>


3 . 9 7 1 . 4 2

7 . 2 4 8 3 6.8238

3 - 5 8 . 0 0 1

Language TO

I-E & II-E!

I-C & II-C 4 . 2 5 2.96

7 . 0 3 3 5 6 . 5 4 2 9

1 . 8 6 NSD

Arith. Comp. (Y ? )


3 .76 2 . 0 7

6 . 1 9 9 1 6 . 1 3 9 0

2 . 7 1 , 0 1

Arithmetic Concepts

<*8>


3 . 3 5 1 . 3 1

5 . 0 2 7 5 5 . 0 2 8 1

4 . 0 2 . 0 0 1

Total Achievement

(Y 9 )

I-E & IX—EJ I-C & II-C

2 4 . 8 0 1 3 . 5 3

19.8638 22.2589

5 . 2 9 . 0 0 1

TABLE XXXXII — Continued

189


Standard Deviation

Computed it

Value

Signif-icance

Otis-Lennon

(xx)

I-E & II-S I-C & II-C

3.92 5.68

6.9286 7.2203 2.46 .02

Self Judgment

(X2)

I-E & II-B I-C & II-C

O.36 -0.9^

5.8492 6.110 3

2.17 .05

Story-Memory

(x3)


3.95 -3.02

12.9440 13.1211

5.30 .001

Persist-ence

(x^)


2.4l 0.03

12.1815 U.7423

1.97 .05

Desire to Know

(x5)

I-B & II-S I-C & II-C

0.29 1.90

7.1319 7.7231 2.15 .05

Desire for Incon-gruous |

(X5)


-0.58 1,03

4.9508 4.8250 3.27 | .01

Total ore

(Xy) I-S & II-S I-C & II-C

6.64 -1.18

18.0417 17.8559

4.31 .001

*No significant difference.

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BIBLIOGRAPHY

Books

Berlyne, D. E., Conflict, Arousal, and Curiosity, New York, McGraw-Hill Book Co., Inc., i960.

Bloom, Benjamin S., editor, Taxonomy of Educational Objectives, New York, David McKay Company, Inc., 195&•

Bradley, R. C. and N. Wesley Earp, Exemplars of the Teacher's Cognitive Domain, Dubuque, Iowa, Win. C. Brown Co., Inc., 1967.

Cronbach, Lee J., Essentials of Psychological Testing, New York, Harper SHT"l^r™riiTre¥i7"lWr" —

Dewey, John, How We Think, Boston, D. C. Heath and Co., 19il<

Garrett, Henry E., Statistics in Psychology and Education, New York, LongmanTs, Green "and Co7, 1953*"

Holt, John, How Children Learn, New York, Pitman Publishing Corporation, 196?.

Baths, Louis S., Arthur Jonas, Arnold Rothstein, Selma Wassermann, Teaching; for Thinking, Theory and Appli-oation, Columbus, Ohio, ""Charles E. Merrill Publishing Co., 1967.

Russell, David H., Children Learn to Read, Boston, Ginn and Company, I96I. ~ "

Sanders, Norris M., Classroom Questions--What Kinds? New . York, Harper and Row Publishing Co.,"19 6".

Taba, Hilda, Curriculum Development, Theory and Practice, New York, "Har court,"Brace, and" World, Inc.", 1962.

Taba, Hilda, Teacher * s Handbook for Elem.enta.ry Social Studies, Palo Alto, Addison-Wesley Publishing~Co., IncT, 1967.

Walker, Helen M. and Joseph Lev, Statistical Inference, New York, Holt, Rinehart, and Winston" 1953»"

262

263

Booklets

Bradley, R. C., "How to Take the Fun Out of Reading," Biuoational Marketing and Research, La Jolla, Calif.,

Kelly, Truman L., Richard Madden, Eric F. Gardner, Herbert C. Rudman, Stanford Achievement Test, Directions for Admin-istering, Primary I_ Battery, New York, Harcourt, Brace, and World, Inc., 196^.

Kelly, Truman L., Richard Madden, Eric F. Gardner, Herbert C. Rudman, Stanford Achievement Test, Pirections for Admin-isteringT~Trlmary IT" Battery, New York, Harcourt, Brace, and World, Inc., 196" .

Otis, Arthur S. and Roger T. Lennon, Otis-Lennon Mental Ability Test, Manual for Administration, "Elementary I Level, New York, Harcourt"," Brace, and "World, Inc. 1967.

Articles

Binder, Dorothy M., John G, Jones, R. Wray Strowig, "Non-Intellective Self-Report Variables as Predictors of Scholastic Achievement,MThe Journal of Educational Research, Vol. LXIII, (April, 1970J, 36^-366.

Bradley, R. C., "Do Current Reading Practices Stifle. Curi-osity?" The Reading Teacher, Vol. XXII, (February, 1969)»

Bradley, R. C. and Billie Edward Martin, "A Study and Assessment of the Value of Selected Placement Tests for Predicting Achievement in Spanish, French, and German for First Semester Freshmen," The Journal of Experi-mental Education, Vol. XXXVI, "("Winter, 19677, 50-5^.

Cogswell, Coralie, "Students Need a Course in Thinking," Today's Education, Vol. LVIII, (November, 1969), 60.

Coopersmith, Stanley and Jan Silverman, "How to Ehhance Pupil Self Esteem," Today's Education, Vol, LIX, (Awril, 1970K 28-29. — - - — —

Guilford, J. P., "The Structure of the Intellect," Psycho-logical Bulletin, Vol. LIII, (July, 1956), 267-293.

Hunkins, Francis P., "Analysis and Evaluation Questions: Their Effects Upon Critical Thinking." Educational Leadership, Vol. XXVII, (April, 1970) , £9^705.

264

Kingston, Albert J. and. William P. White, "The Relationship of Reader's Self Concepts and Personality Components to Semantic Meanings Perceived in the Protagonist of a Reading Selection," Reeding Research Quarterly, Vol. II, (Spring, 1970), 107-1157"

Manson, Gary and Ambrose A. Glegg, Jr., "Classroom Questions: Keys to Children's Thinking?" Peabody Journal of Edu-cation, Vol. XXXXVII, {March, 19707, 302-30?.""'

Marchman, George Frederick, "Teaching Critical Thinking and the Use of Evidence," The Quarterly Journal of Speech, Vol. XXXI, (February, 3&2_3o8.

Maw, Wallace H. and Ethel W,, "Self-appraisal of Curiosity," The Journal of Educational Research, Vol. LVI, (July-August, 190877 462-265. ~~

Neal, Elizabeth, "A Review of Epistemic Curiosity and Behav-ior," Educational Leadership, Vol. XXVII. (March, 1970), 633-6^1:

"Research Clues," Today's Education, Vol. LIX, (March, 1970), 7 *

Thatcher, David A., "Reading Instruction, Creativity, and Problem-Solving," The Reading Teacher, Vol. XXI, (Decem-ber, 1967), 235-240, 2b0, 297'.

Microfilm

McGuire, Carson and Thomas Rowland, "Curiosity in the Edu-cational Ehcounter, A Representation of Daniel E. Ber-lyne," Ed. 013 987 ERIC Microfilm.

Reference Books

Buros, Oscar Krisen, editor, The Sixth Mental Measurement Yearbook, Highland Park, New Jersey, The" Gryphon Press,

English, Horace B. and Eva Champney English, A Comprehensive Dictionary of Psychological and Paychoanaly11 cal Te*rms," New York, Longmans, "Green, ahd~~Co., 1938. ~ • ~

Funk, Isaac K., A Standard Dictionary of the English Lanp--ua^e, New York,"^unk~anli IfegnalTs Co".', 191~2T~ a

265

Unpublished MaterIals

Martin, Billie Mward, "A Study of the Value of Freshman Placement Tests for Predicting Achievement in Spanish, French, and German at the University of Missouri," unpublished doctoral dissertation, School of Education, University of Missouri, Columbia, 1965.

Maw, Wallace E. and Ethel ¥. Maw, "An Exploratory Investi-gation into the Measurement of Curiosity in Elementary School Children," Ifeshington, U. S. Office of Education, 196'4.

Mays, Sue Cox, "Curiosity in the Reading Encounter, An Experimental Study of the Effect of Questioning on Curi-osity and Heading Comprehension," unpublished doctoral dissertation, School of Education, North Texas State University, Denton, Texas, 1969.

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