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Department of Science and Mathematics Education
Dissertation
Abstracts
ABSTRACT
THE
EFFECTS OF ANALOGY-BASED INSTRUCTION
ON CONCEPT LEARNING AND RETENTION IN A
NON-FORMAL CORAL REEF ECOLOGY PROGRAM
Alexander
Frederick Brylske
Florida
Institute of Technology
Major
Advisor: Thomas J. Marcinkowski, Ph.D.
While
a number of instructional models focus on the use of analogies,
research into their effectiveness in enhancing comprehension
and retention of scientific concepts, particularly involving
adult learners, has been limited. The
purpose of this study was to determine the efficacy of using
the common teaching strategy for comparing the function of
a coral reef to that of a city by using an analogy-based instructional
model termed FAR. The training program entitled "Marine
Resource Management for Dive Professionals" (MRMDP) was developed
for this study. It was targeted to professionals in the recreational
scuba industry to improve their understanding of coral reef
ecology, as well as orient them to pertinent marine resource
management issues, and promote environmentally-responsible
attitudes and diving practices among their clients.
A quasi-experimental pre-post-delayed posttest control group
design was used to explore five research questions and corresponding
hypotheses. A 55-item researcher-developed test of coral reef
ecology was administered pre and post instruction. The delayed
posttest was self-administered by the subjects three weeks
after course completion. Data on seven experiential variables
hypothesized as research factors were collected.
Ten MRMPD courses were taught in seven nations, involving
194 subjects (85 subjects in four control courses, 109 in
six treatment course). The results were analyzed using multiple
regression/correlation (MRC) techniques to determine: 1) any
significant relationship between pretest performance and experiential
variables, 2) treatment versus control group posttest performance,
and 3) treatment versus control group delayed posttest performance.
Within the treatment group, learning gains and retention were
determined by t-test analysis.
Results indicated: 1) all research factors except one were
significant predictors of pretest scores in the presence of
the covariate; 2) no significant difference was found between
control and treatment groups' pretest scores; 3) a significant
interaction effect from a MANCOVA analysis, and resulting
aptitude-treatment interaction analysis, showed group membership
had a differential effect on the posttest relative to pretest
scores; 4) the contribution of group membership to delayed
posttest performance was significant; and 5) the treatment
out-performed the control group on the posttest and delayed
posttest. T-test analyses of treatment group performance showed
a significant positive gain and retention.
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