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ERIC Number: ED056982
Record Type: RIE
Publication Date: 1971-Aug
Pages: 86
Abstractor: N/A
Reference Count: N/A
Effects of the Use of Behavioral Objectives and Criterion Evaluation on Classroom Progress of Adolescents.
Webb, Alfred Bert
This study examines the effect of an instructional process using behavioral objectives and criterion evaluation upon the classroom behavior, academic achievement, and attitudes of 22 eighth-grade students identified by their mathematics teachers as being disruptive. The experimental design consists of four conditions: baseline, treatment, return to baseline, and return to treatment. The teachers were trained to write behavioral objectives and to employ criterion evaluation during the treatment conditions. An observation schedule was used to record three categories of classroom behavior: task relevant, time off task, or disruptive behavior. A pretest and posttest sequence and periodic academic tests were used to measure achievement. A grader corrected classwork, homework, and examinations in an attempt to remove the personal bias of the teacher. A semantic differential was also administered to measure changes in subject attitudes. Friedman's nonparametric analysis of variance showed significant differences between Condition One and Condition Two and between Condition One and Condition Four in all three categories of classroom behavior. When applied to achievement data, the Friedman test revealed significant differences between all four conditions. No significant differences were found in the attitudes of subjects. (Appendixes include data tables and copies of the observation, schedule and attitude test used.) (RT)
University Microfilms, 300 N. Zeeb Rd., Ann Arbor, Michigan 48103
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Dissertation presented to the Graduate Council of The University of Tennessee