A comparison of structured and unstructured modes of teaching elementary science process activities : the influence of creativity and sex of students

Bartlett, Kevin Ralph (1973) A comparison of structured and unstructured modes of teaching elementary science process activities : the influence of creativity and sex of students. Masters thesis, Memorial University of Newfoundland.

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Abstract

Using process-oriented science activities adapted from Elementary Science Curriculum Study this study attempted to determine which instructional approach (structured or unstructured) students preferred and, at the same time, achieved at the highest level. -- Intelligence scores and pretest scores were used as covariates in the analysis, while such independent variables as verbal creativity, figural creativity, and sex of the student were investigated for possible effects on achievement and preference. -- A two week experiment was conducted in two Newfoundland elementary schools. These schools were in different areas and the sample consisted of 120 sixth grade students. Since each student was exposed to both the structured and unstructured treatment, it was necessary to have two sets of activities differing in content. One set dealt with balancing, while the other dealt with density-volume. Each set was then cast into a structured and unstructured approach. Because of the nature of the study (all students receiving both treatments) certain variables had to be counterbalanced in the experimental design. Included here were such variables as order of presentation and time of presentation. -- A pretest and posttest were administered for each treatment to obtain information on achievement. Two weeks after the experiment ended a instrument designed to get student preference for treatment was administered. Data on the achievement was analyzed by means of linear regression, while the preference frequency tabulations were analyzed by means of chi-square. -- The general conclusions from the study were that: (1) students achieved significantly higher in the structured approach, and (2) students preferred the structured approach over the unstructured. However, in both achievement and preference, there was a significant class by treatment interaction. In addition, it was found that females achieved significantly higher than the males, however, neither verbal nor figural creativity interacted with the treatment, nor produced any main effect on achievement or preference.

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