Date of Award

Summer 8-2016

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Curriculum, Instruction, and Special Education

Committee Chair

David Daves

Committee Chair Department

Curriculum, Instruction, and Special Education

Committee Member 2

Jennifer Osborne

Committee Member 2 Department

Curriculum, Instruction, and Special Education

Committee Member 3

Sherry Herron

Committee Member 3 Department

Center for Science and Math Education

Committee Member 4

Richard Mohn

Committee Member 4 Department

Educational Studies and Research

Committee Member 5

Bridgette Davis

Abstract

The statistical significance from pretest to posttest of 109 high students constructing an electrophoresis chamber or not was explored. The students tested were from six intact biology classrooms. Three classes were treatment groups and three were control groups. The three biology teachers each taught a control and treatment group classroom. Except for building the electrophoresis chamber, students in both groups received identical instruction and testing. Pre- and posttest data was examined by means of a content valid test constructed by the researcher and biology teachers. In order to examine the statistical significance from pretest to posttest in knowledge of electrophoresis concepts among students who constructed the electrophoresis chamber or not, an analysis of covariance (ANCOVA) was utilized. The final results showed a statistical significance but only just; therefore, the knowledge increase between students constructing the chamber compared to students who did not was marginal.

ORCID ID

0000-0002-4038-1640

Download

Share

COinS