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ED 064 382
AUTHOTITLE
PUB DATENOTE
EDRS PRICDESCRIPTORS
DOCUMENT RESUME
TM 001 627
Francie3, Hallie DavisAttitude Measurement of Pupils with Varying ReadingAbilities Semantic Differential Using ConceptsPresented by Transparencies.7921p.
MF-$0.65 HC-$3.29*Evalqation Methods; Factor Analysis; *Grade 6;Interviews; *Measurement Instrunents; *ReadingAbility; *Student Attitudes; Student Motivation;Testing
ABSTRACTMr?.asurement of Pupil attitudes can be influenced by
the pupil's ability ani motivation to read, particularly for thosestudents whose ability is below average. To obtain a valid measure ofsixth grade pupil attitudes as they related to Family Life education,the reading factor needed to he eliminated as much as possible. Atest utilizing situational transparencies combined with amachine-scorable semantic differential instrument was devised. Thismethod for measuring attitudes was tested on sixth grade pupils,checked by individual pupil interviews, and subjected to a si9ries offartor analyses. The pupils rusponded favorably to the method used,and willingly indicated varying attitudes concerning the situAtionswhich were presented. (Author/CK)
U.S. DEPARTMENT OF HEALTH.EDUCATION & WELFAREOFFICE OF EDUCATION
THIS DOCUMENT HAS BEEN REPRO-DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINTIN( :T POINTS OF VIEW UR OPIN-ICNS STATED DO NOT NECESSARILYdEPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY
ATTITUDE MEASUREMENT OF PUPILS VI VAPY17C READING ABILITIES
SEMANTI C DIFFERENTI AI USING CONCEPTS PRESENTED BY TRANSPARMCIES
liallie Francies, Ph.D.Research Associ-tte
Division of Research and DevelopmentCleveland Public Schools
FILMED FROM BEST AVAILABLECOPY
1972
eNJ
141
-4 SEMNTIC U3IMI CMCEPTS PPESENTED BY TV'MPARFNCTliS
%1)CD
Francios, Ph.D.C7.3 Divisio.1 of Research and DevelopmentLa Clevetlad POlic Schools
1380 East 5th StreetCleveland, chio 44114
ier.sur(ment of pupil attitudes can be influenced by the pupil's
ability and motivaticin to read, particularily for those students whose
Ailkty is below average. To obtain a valid measure of sixth grade pupil
attitudes as they /elated to Fnmily Life education, the leading factor
eclod to to eliminAced as m.uch as pos5ible. A tci;t tttiiizing situatiotal
tram,wrancies ccobLied with a mahine-scorablo semantic differential in-
struv-ot devis;.d. Ihis nIthod for measuring attitudes was tested (A
sixth gt.t.te plip31z;, chec%e e. by individual pupil intervielis, and sO)jq.cred
to a scrie; of t:actor
ATTITUDE MASUREENT OF PUPILS WITfl VARYINq READING ABILITIESSEMANTIC DIFFERENTIAL USING CONCEPTS PUSENTED TY TRANSPARA!;CIES
OBJECTIVE
Measurement of pupil attitudes can be influenced by t!.e pupil's
ability and motivation to read. This is particularily true of those students
whose ability is below average and who actively dislike reading any type
material.
In order to obtain a valid measure of sixth grade pupil attitudes
as they related to a course in Family Life education, it was important to
eliminate the reading factor as much as possible. Theretore a test utiliz-
ing situational transparancies combined with a machine-scorable semantic
differential instrument was devised. This method for measuring pupil
attitudes was tested on pupils, checked by individual pupil interviews,
and subject to a series of factor analyses.
TEGNIQUE
Nine action-type situations were drawn for use with an overhead
projector in the classroom. Pictures involved situations or actions which
related to the curriculum being taught in the Family Life instruction.
(Appendix A) The two main emphases of thA curriculum related to attitudes
concerning the pupil's physical growth and development, and feelings about
conflict situations which might involve the pupil and other people. .oth
positive and negative type situations were presented.
A machine-scorable semantic differential answer sheet containing
nine adjective pairs was utilized. It included six evaluativa adjectives
(good-bad, happy-sad, wise-foolish, clean-dirty, kind-cruel, inportant-
unimportant), two potency adjectives (strong-weak, brave-cowardly), and
one activity adjective pair (hot-cold)*. The answer sheet contained five
bc.xes between each pair of adjectives enabling the pupil to respond on a
five point scale. (Appendix B)
Pupils were instructed concerniK; the use of the machine-scorable
answer sheet. After the use of the answer sheet was understood, a key con-
cept word was presented to the pupils, spelled for them, and they were
instructed to write or print it at the head of a column of adjectives.
Oben the pupils had finished writing the word, the transparency was
shown on a screen and the situation was described in one or two simple
sentences. Pupils were er-:ouraged to place a mark in the five spaces
between each of the nine adjective pairs as rapidly as possible. (Appendix C)
DATA SOURCE
Validation of the situations presented in the pictures ilas done
with a class of sixth grade pupils who had completed the survey. Pupils
were asked to describe what they saw in the pictures and encouraged to
discuss the situations and offer several possible interpretations. Several
minor changes in the pictures were recommended by the pupils. These were
completed and the revised transparencies were tested in a like manner on
another class of pupils.
Interviews with individual pupils were conducted to determine
their understanding and use of the adjectives to describe the situations.
At this time it appeared that the adjective pairs of "important-unimportant"
And "hot-cold" were being given a variety of interpretations by the pupils.
For all the other adjective pairs, pupils appeared very willing to use
negative adjectives to describ e! the negative situations which were presented
as well as the positive adjective to describe the favorable situations.
*Osgood, C.E.; Suci, G., and Tannenbaum, P.H. The Measurement of Meaninr:.
Urbana, Illinois: University of Illinois Press, 1957.
Two factor analyses were run to determine the proper method for
scoring the data. First the nine adjective pairs were factored. A score
for each pupil (N=679) for each adjective pair was obtained by summing
across the nine concepts. For the negative concepts, the scoring was
reversed so the negative adjective received the high score.
From this analysis of the adje..;tives, one factor emerged which
included seven of the rune adjective pairs. The two doubtful pairs of
"important-unimportant", and "hot-cold" received very low weights and
were therefore eliminated from further analysis. (Appendix D)
The second factor analysis involved the concepts. For this
analysis each of the pupil's responses were summed using the seven valid
adjectives for each of the nine concepts. The factor analysis of these
concepts indicated there were two factors involving seven of the nine
concepts. (Appendix E) The first factor related to the social situations
and was titleeocial Adjustment. It included the following concepts:
-Children teasing an old lady,
-A boy peeking through a partially open window;
- A large boy fighting a small bpy;
The second factor related to four of the concepts concerned with
physical growth and development, titled Physical Growth, and included the
following situations:
- A group of boys and girls of varying heights and weights;
- A boy and girl caring for a baby;
-Children running;
- A girl dreaming of a mother; a boy dreaming of a father.
5
The other two concept, received low weights on both factors and
were therefore to be eliminated in the final scoring.
RESULTS
Thirteen classes of pupils, eight experimental, five control,
were tested using this instrument. For the statistical analysis, the
classroom was considered the unit of measuremtnt. Attitudes of pupils
were summarized by sex and treatment group, and two attitude scores were
obtained for ths boys and girls in each classroom. Means, standard
deviations and independent t-tests were run.
Pupil attitudes related to the group of three concepts on
SOCIAL ADJUSTMENT were summarized and attitudes of experimental and
control groups of boys and girls were compared. TABLE I presents these
data:
11MINI
TABLE I
Pupil Attitudes toward Social Adjustment Concepts
Treatrint Classe6 3oys Girls Zotal
Group N X SD 7 SD 7 SD.171.Exrerinental: 8
i 3.9* 0.2 4.1* 0.1 4.0* 0.2
Control 5 1 3.7 : 0.3 4.1 0.2 3.9 0.3
Independent t-test 1.7 n.s. 0.7 n.s. 0.9 n.s.
*Scale: 1 m Very negative; 3 = Neutral; 5 = Very positive.
No significant differences were found in attitudes of either boys or
girls between the experimental and control classes in relation to
attitudes toward SWIM, ADJUSTMENT. In general all attitudes were
quite positive with the attitudes of girls being more positive than
those of the boys.
Pupil attitudes toward the four concepts related to PHYSICAL
GRacTil are presented in TABLE II.
TABLE II
Mil val
Puril Attitudes toward Fhysical Gro:th Concepts
=wTreatr:ent Classes . Boys Girls ;.;Total
Gro!lp X SD X SD X ED
.......1111.Exparinental 8 3.8* 0.1 3.9° 0.2 3.9k 0.2
Control 5 3.6 0.1 3.9 0.3 3.7 0.31Independent t-test 3.1 0.1. n.s. 1.6 n.s.
*Scale: 1 = Very negative; 3 = Neutral; S = Very positive.
Data indicated there were significant differences in attitudes between
boys in the experimental and control classes, with more positive attitudes
being reported from the experimental classes. However there were no
significant differences in attitudes of girls between the experimental
and control classes.
EDUCATIONAL IMPORTANCE
Method of measuring pupil attitudes which can be dissociated
from the level of reading is of utmost importance in urban elementary
schools. The technique of presenting situations through the use of
overhead transparancies together with a semantic differential answer
sheet for the pupil to record attitudes appears to have merit. Sixth
grade pupils responded favorably to the method used, and willingly in-
dicated varying attitudes concerning the situations which were presented.
v.....
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SAD 00 C 00 HAPPY
1 2.
PWTOR'IP. ....V
LISE '4 1 PbU MUSA
COLD 221132HOT
3.
COOD 0 0 311 3 DAD
WEAK 0 11 0 0 0 STRONG
SAD 0 0 0 0 3 HAPPY
WISE 30 0 0 0 FOOLISH
BRAVE 00 00r; COWARDLY
DIRTY 3 3 3 ; 3 CLEAN
KIND 3333; CRUEL
IMPORTANT 3 3 3 UNIVORTANT
COLO 3 3 3 3 POT
33001
GOOD 33333 DAD
WEAK 0 0 0 0 STRONG
SAD 0 0 33 0 _HAPPY
WISE 00 00 0 FOOLISH
BRAVE 3 I 1 COWARDLY
DIRTY 02223 CLEAR
KIND 3333 P, CRUEL
P.TORTART 0 3 UNIVORTANT
CoLo 'j P. 3 3 HOT
P !I !!
...M.GOOD 0 0 0 0. 3 DAD
WEAK 30030 STRONG
SAD 0 0 3 3 0 HAPPY
WISE 0 3 33 0 FOOLISH
BRAVE ; 0 COWARDLY
DIRTY 03093 CLEAN
KIND 39333 CRUEL
IMPORTANT ; C 3 0 LNIMPORTANT
COLD 3330 3 HOT
W. 0 R
DC Soils C aro om.e.. 01401. "camas, caanifw4 .4
APPFNDTX C
CHILD-MILY-SOCIETY PELATIMSHITS PrOJECT
DIRECTIONS FOR ADMINISTLRING
Transparancies Semantic Differential
To TesL Administrator:
Coordination and timing in presentinimportant. Please follow the directions in theIf you vary the order, your results will not betesters.
Say to tue Pupils
these materlals is veryexact order as ttiven.comparable to other
I am going to give you a KIN VORK to write on the blank spaceat the top of each column. Write the work I tell you, then wait beforeyou nark any answers. I will show you a picture and ask a question.After I finish the question, you arc to mark your answers on the pinksheet.
Are there any questions?
To the Test.Administrator:
-Give the KEY WORD. Spell it for them. Wait for pupils to write iton their sheets.
-Put transparancy on projector and ask question. DO NOT showtransparancy until pupils have finished writing the KEY WORD.
-Give pupils about 30 seconds to mark their responses. Encouragethem to work quickly. Then procede to the next KEY WORD.
1. Key Word: GLANDS: GLANDS; glands
Glands Tnake people grow differently. How you feel aboutthis"
2. MAD: M A D; mad
Mother yelled at you. You got mad. Then you ate supper. How did youfeel after supper?
(Say to pupils: Be sure you are placing one mark between every pairof adjectives.)
3. ROnERT: ROBERT; Robert
These four boys arc friends. Robert, in the green shirt, is walking away.
Vhat do you think about Robert's leaving?
4. BABY: B A B Y; baby
You have to come home after school to take care of the baby. How do you
feel about this?
S. BOYS: B 0 Y S; 1)ys
How do you feel about what these boys are doing?
6. WINDOW: WINDO W; window
How do you feel about what this boy is doing?
7. HEART: HEART. heart
You are running a race. Your heart beats fast. Is this---?
8. FIGHT: FIGHT; fight
Michael often starts fights with smaller boys. How do you fecl about tills?
9. SVE DAY: (This is two words)SOME DAY, some day
You are a girl. Some day you night become a mother.You are a boy. Some day you might become a father.How do you feel about this?
APPENDIX D
Factor Coefficients for Adjective:rairs on SemanticDifferential Sum!ed Across Action-type Concepts
Adjective Pair ractor2
Ii
Good-Dad 6910 .4775
Strong-Weak .7281 .5301
Happy...Sad 7531 .5672
Wise-Foolish .7865 .6186
Brave-Cowardly ,7857 .6173
Clean-Dirty ,7759 .6021
Kind-Cruel 8174 .6611
Important-Unimportant *2746 .0754
Hot-Cold .2570 .0661
Cumulative Proportion ofTotal Variance .4692
APPENDIX E
Factor Coefficients for Concepts on Semantic DifferentialMeasuring Attitudes toward action-type
SitUations
Concept Factor 1 factor 2 h2
CLAtD3 .0858 :6710 .4576
MAD .3591 .1141 .1419
ROBERT .1781 .4234 .2110
BABY .1491 .5444 .3187
BOYS 8-'39 .1344 .6643
mom .7882 .0867 .6288
HEART .1480 .6376 .4285
FIGIIT .8155 0412 .6667
SUM DAY .3780 .5341 .4282
Cumulative Proporticm ofTotal Varivnce .2918 .4384
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