Roles of Frequency, Attitudes, and Multiple Intelligence Modality Surrounding Electricity Content-Based Reader's Theatre

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Autor/in	Hosier, Julie Winchester
Titel	Roles of Frequency, Attitudes, and Multiple Intelligence Modality Surrounding Electricity Content-Based Reader's Theatre
Quelle	(2009), (143 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, The University of Alabama
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1095-0168-1
Schlagwörter	Hochschulschrift; Dissertation; Scripts; Experimental Groups; Control Groups; Multiple Intelligences; Student Attitudes; Achievement Tests; Statistical Analysis; Grade 5; Instructional Effectiveness; Interdisciplinary Approach; Elementary School Curriculum; Science Instruction; Dramatics; Content Area Reading; Electronics; Learning Modalities; Quasiexperimental Design; Science Tests; Student Surveys; Attitude Measures; Pretests Posttests; Time Factors (Learning); Science Activities; Classroom Research + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Skript; Intelligenz (Psy); Schülerverhalten; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Statistische Analyse; School year 05; 5. Schuljahr; Schuljahr 05; Unterrichtserfolg; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Dramatik; Sinnerfassendes Lesen; Elektronik; Lernumgebung; Schülerbefragung
Abstract	Integration of subjects is something elementary teachers must do to insure required objectives are covered. Science-based Reader's Theatre is one way to weave reading into science. This study examined the roles of frequency, attitudes, and Multiple Intelligence modalities surrounding Electricity Content-Based Reader's Theatre. This study used quasi-experimental, repeated measures ANOVA with time as a factor design. A convenience sample of two fifth-grade classrooms participated in the study for eighteen weeks. Five Electricity Achievement Tests were given throughout the study to assess students' growth. A Student Reader's Theatre Attitudinal Survey revealed students' attitudes before and after Electricity Content-Based Reader's Theatre treatment. The Multiple Intelligence Inventory for Kids (Faris, 2007) examined whether Multiple Intelligence modality played a role in achievement on Electricity Test 4, the post-treatment test. Analysis using repeated measures ANOVA and an independent t-test found that students in the experimental group, which practiced its student-created Electricity Content-Based Reader's Theatre skits ten times versus two times for the for control group, did significantly better on Electricity Achievement Test 4, "t" (76) = 3.018, p = 0.003. Dependent "t"-tests did not find statistically significant differences between students' attitudes about Electricity Content-Based Reader's Theatre before and after treatment. A Kruskal-Wallis test found no statistically significant difference between the various Multiple Intelligence modalities score mean ranks ( x[superscript 2] = 5.57, df = 2, [alpha] = 0.062). Qualitative data do, however, indicate students had strong positive feelings about Electricity Content-Based Reader's Theatre after treatment. Students indicated it to be motivating, confidence-building, and a fun way to learn about science; however, they disliked writing their own scripts. Examining the frequency, attitudes, and Multiple Intelligence modalities lead to the conclusion that the role of frequency had the greatest impact on the success of Electricity Content-Based Reader's Theatre. The participating teachers, students, and research found integrating science and reading through Electricity Content-Based Reader's Theatre beneficial. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10