THE EFFECT OF USING PROBEWARE DURING SCIENCE LAB EXPERIENCES ON TENTH GRADE STUDENTS’ ACHIEVEMENT
By
A Research Proposal
Submitted to the Graduate School of
Northwestern State University of Louisiana
In partial fulfillment of requirements for the
Master of Education
CHAPTER 1
Introduction
Statistics indicate a huge amount of funds have been allocated to school districts. In 2007-08, there has been a total expenditure of US$596.6 billion. This expenditure is inclusive of the funds spent for elementary and secondary education, which is approximately US$ 506.8 billion. The government has also allocated funds for capital outlay to the effect of US$ 65.8 billion, interest payments on debt amounting to US$ 15.7 billion and US$ 8.3 billion for the remaining parts. (U.S. Department of Education, National Center for Education Statistics. (2011). [Digest of Education Statistics, 2010 (NCES 2011-015)]. As Black, Harrison and Lee (2004) indicated assessment for learning is any assessment for which the first priority in its design and practice is to serve the purpose of promoting students learning. The debate about which type of assessments measure learning is extensive and inconclusive, consequently as classroom technology has become more attainable many schools have connected the pursuit of attaining a “good” school grade with acquiring better technology
Recent research results on connected classroom technology with a large-scale field trial indicated that student achievement in Algebra I connected classrooms-which is related to Mathematics and technology improvement program, is significantly higher than the control group of students without the online screening technology (Pape, Owens et al., 2008).
The positive contributions of student technology use on important summative assessments are still being debated. Irving, Sanalan, and Shirley (2008) noted that some accountability measure is employed to determine student performance. These tests, however, are questionable as to the measure of actual knowledge gained. But when questioning and feedback are frequent and involve students actively in reflecting on what they know and how they learn gains in assessment are documented.
Search engines exclusively designed for kids are rarer than those designed for adults, but a plenty of excellent search devices for children exists in the market.
Technology has always remained a major area of focus. Many of these articles have been updated many times or even rewritten as technology goes on changing.
Handheld technologies like android devices, computers connected via LAN are being utilized for the betterment of the study in classroom.
Therefore, researching the relationship between use of data collection technology and its effect on student test scores is important study.
Metcalf and Tinker (2002) implicated that technology data collection and analysis, integration with mathematics studies is needed. The Technologically Enhanced Elementary and Middle School Science (TEEMSS) project (which was supported by the Concord Consortium was focused on low cost probeware and handheld computer technology. Mobile technology tools have caused educational leaders to craft curricula which incorporate better access to information and the means to engage students in science disciplines. How “mobile technology” are related to your study?
If student knowledge gains in science content are being assessed with formal, summative assessments, the evidence of connecting better test scores with the type of technology students have access is worthy of study.
Theoretical Framework
Scientists describe their work in a manner, which can be easily communicated and duplicated, and technology which is used has exponentially increased what students are expected to know in high school. Technology in the science classroom today has reached far beyond using a computer to include probeware which allows students to collect data, analyze data and communicate results with cost effective and user-friendly interfaces (Pape, Owens et al., 2008). Standards written for I…S…T..E…..N…E…T…S…( National Educational Technology Standards(ISTEste.NETS) suggest that students should apply digital tools to gather, evaluate and use information gathered. (ISTE, 2011)
The use of probeware, or data collection technology should afford greater cognitive gains in science process skills and content can be measured in summative assessment (Pape, Owens et al., 2008)
.Hypothesis
Tenth grade and exit level students who use science lab probeware [how many times per week for how many months] in their science classes show significantly higher score on the science Texas Assessment of Knowledge and Skills than tenth and exit level students who do not use science lab probeware in their science classes.
Note that, hypothesis is only possible when you plan to collect your own data by conducting an experimental study. The above hypothesis statement is only for “Pre and posttest control group experimental design”. If you plan to use “one group pre and posttest design”, the hypothesis should be revised. Or if you plan to use existing data, “research question” must be used instead.
Purpose of the Study ->
Students must achieve science literacy to achieve a commended status on the Texas Assessment of Skills and Knowledge. Science and technological literacy are at the center of research which explores new directions in science education associated with the use of mobile technologies. Avaraamidou (2008) examined the relationship between this new technology of probeware and found that what was the study finding?
Significance of the Study
Students in secondary science settings must become familiar with and accustomed to using data collection lab probes to expedite the scientific process. These process skills and content knowledge should translate into improved summative test scores. Additionally, science teachers must use the technology provided correctly, because evidence suggest that activities using handhelds used in collaborative groups increase motivation and promote interactive learning Zurita and Nussbaum (2004).
First this study will analyze the effectiveness of handheld technology on standardized test scores which will reinforce the decision of school districts about how to spend money on upgrading data collection lab equipment and the probeware which accompanies it. The direct effects on high stakes testing will give validity to the purchase of the technology and reinforce the mandate of time spent using the technology.
Second this study will reinforce the use of the technology by teachers as mandated by the Tyler Independent School District ( ISD) for the high school science curriculum. Lyublinskay and Zhou (2008) found that participants’ confidence in the use of technology is independent of their perspective. The use of technology in science labs may be daunting for the teacher therefore the benefits must be documented to reinforce the mandate.
Lastly this study will link the results of improved high stakes standardized testing which indicate science literacy to the use of new data collection probeware. The research in this area is much needed as expressed by Tinker who states” it is surprising that probeware is not more widely used in education, the paucity for evidence for probeware and standards” are needed (p.301). This study will focus on providing evidence needed for the continuance of the current implementation plan in the science curriculum.
Definition of Terms
Probeware
Also called microcomputer based labs (MBL) or calculator-based labs connect probes to a computer running software which students can observe real time data in a variety of formats. When probeware is used in an inquiry-based learning environment data collection, analysis and conclusive evidence can be accomplished quickly and effectively (Tinker, 2000).
The Texas Assessment of Knowledge and Skills (TAKS) Test
The Texas Assessment of Knowledge and Skills. These tests are designed to measure the extent to which a student has learned and been able to apply skills. The science portion of the test must be passed by students in 5th, 8th, 10th and exit level.
Science Content Knowledge
The National Science Education Standards define content standards as: Systems, order, and organization, evidence, models, and explanation as well as change, constancy, and measurement in science disciplines including chemistry, physics and biology.
Limitations, Delimitations and Assumptions
Limitations of the Study
The first limitation of this study is the limited research base that is available for comparison and analysis. Probeware use in science lab classes is a relatively new technology; therefore the connection between test results and the use of the technology in science labs has not been explored. Some of the research available has bias because it is found on Vernier websites. Vernier probeware is the leading probeware and software company which uses the Labquest interface and probes.
The second limitation of the study is the unavailability of data which would document actual teacher use of the probeware in the curriculum. The students test scores which will be studied will not reflect the number of times they used the technology in their lab work. The Tyler ISD requires each science teacher to use the Labquest and probeware at least once for each science concept presented. Teachers are provided 8 Labquests and 8 sets of probeware for pH, gas sensor, temperature, conductivity, photo gate and radiometric work.
The third limitation of the study will be the type of science discipline for TAKS scores which will be analyzed. This data is limited to students in integrated physics and chemistry and general chemistry classes in the school year 2011-2012 as compared to this same group of students on the 8th grade TAKS science test. 8th grade science curricula are an integrated mixture of life, earth, space and physical science.
Delimitations of the Study
The first delimitation of this study is that the researcher is an employee of the Tyler ISD. Permission to utilize data will be secured from the science coordinator an all data will be used to enhance the science curriculum at Robert E Lee High School in Tyler Independent School District.
The second delimitation of the study is that the scope of student TAKS scores will be limited to active students the researcher has taught this year because of the access to data. Access to data will be limited to the researcher and all data is secured by password protection on a computer. No students’ identities or test scores will be revealed or published.
The third delimitation of the study will be to define the population studied in terms of all students in the researcher’s access as a general population of students. Subpopulations of race, socioeconomic status or special education designations will not be noted or addressed.
Assumptions of the Study
The first assumption of this study is that few studies have previously conducted on science lab probeware because the program has not been provided for all science teachers in school districts around the country. The connection between summative assessment scores and this generic type of technology is novel.
The second assumption of this study is that all of the students included in the study have had at least two years of science classes and have used the hand-held technology provided by the Tyler ISD.
Summary
Academic subjects, especially science, become interesting and significant when students can identify problems and formulate solutions, which are relevant to their own lives and will translate into higher achievement on standardized tests.
The purpose of this study is to examine the effect of using probeware during Science lab experiences on tenth-grade students’ achievement.
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