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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1 2.

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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