A case for quantitative treatment verification in science teaching research

Abstract

Educational studies that attempt to identify variables contributing significantly to student learning of science concepts often rely on careful construction of operational definitions as a means of controlling treatment variables. It is argued that this is not sufficient in a behavioral experiment such as in a science classroom because students may not behave as planned. In such research, quantitative treatment verification is necessary. A survey of the use of treatment verification in science teaching research is presented as well as one such procedure in detail. If the researcher finds significant differences between treatment groups on dependent measures, and if differences for student‐teacher behaviors between treatments are quantified and determined to differ significantly, the researcher has a much stronger case for arguing causation than if treatment verification had not been employed.

Independent Variable Integrity in Behavioral Research: A Review of the Literature

“…Similarly, if there are changes in behavior, it is not known if the treatment is effective or whether the observed behavior change is a function of variables other than the independent variable, that were inadvertently added (Salend, 1983). A review of the behavioral literature suggests that ensuring independent variable integrity is important for several reasons: First, confidence in functional relationships between the independent variable and the target behavior is increased when treatment integrity is ensured (Kazdin, 1978;Leonard, 1982;Peterson et al, 1982;Shaver, 1983). Quay (1979) argued that experimental design and measurement of dependent variables alone are inadequate for evaluating the effectiveness of an intervention program.…”

The 20th century general chemistry laboratory: Its various faces

“…They also can be used to design experiments. In a review of CAI research in 1990, Leonard (81) suggested we have "just begun to tap the possibilities" of computer technology. However, Bauer (82) cautioned that too much technology prevents students from understanding the basic principles and processes.…”

The Effectiveness Of Web-based Curricula On Seventh Grade Mathematics Students In Jordan

“…The effects of computer based environments on student learning have been studied by several researchers and have shown it to be effective in facilitating conceptual understanding and mastery of both content and process (Friedler et al, 1990; Leonard, 1990;Lunnetta and Hofstein, 1981;Rivers and Vokell, 1987). Since learning through discovery in a computer environment generally provides greater gains for high ability students and greater losses for low ability students, excessive use of unassisted or unguided exploratory activities could impede learning (Berger et al, 1994).…”