The subjects of this study were public high school biology students. Subjects were a fair representation of the general population of the setting, as biology is a required subject for all students and is not a subject area in which classes are ability leveled. Subjects were selected by default due to the fact that they were assigned to the class rosters for the current academic year. researcher’s Additional participants included my mentor administrator, department chair, and fellow biology teachers. My mentor during this research was an assistant principal at my school of employment and research who agreed to monitor my study and assist me in gaining experience as a teacher leader. Other participants were chosen due to the fact that we taught the same subject. Procedures & Methods All data gathered during this project were applied toward the goal of evaluating Choice effectiveness as employed in the school learning environment. Theory’s Table 3.1 Data Shell Focus Question Literature Type of Why these How these data Rationale Strengths/ Sources Method data are analyzed Weaknesses and Data provide valid data Did the Glasser, W. Method: Type of Quantitative: Quantitative: Validity application of (1998) validity: Reliability Independent T Provides Dependability Glasser’s Content Test evidence of Choice Theory Shillingford, Bias significant have a positive M., and Data: differences in effect the Edwards, O. 2010 & test EOCT (2008) students’ 2011 performance performance for Biology the Growth & Zeeman, R. EOCT Heredity (2006) scores domain? from the Growth & Heredity Domain
The subjects of this study were public high school biology students. Subjects were a fair representation of the general population of the setting, as biology is a required subject for all students and is not a subject area in which classes are ability leveled. Subjects were selected by default due to the fact that they were assigned to the researcher’s class rosters for the current academic year. Additional participants included my mentor administrator, department chair, and fellow biology teachers. My mentor during this research was an assistant principal at my school of employment and research who agreed to monitor my study and assist me in gaining experience as a teacher leader. Other participants were chosen due to the fact that we taught the same subject. Procedures & Methods All data gathered during this project were applied toward the goal of evaluating Choice Theory’s effectiveness as employed in the school learning environment. Table 3.1 Data Shell Focus Question Literature Sources Type of Method and Data Why these data provide valid data How these data are analyzed Rationale Strengths/ Weaknesses Did the application of Glasser’s Choice Theory have a positive effect the students’ EOCT performance for the Growth & Heredity domain? Glasser, W. (1998) Shillingford, M., and Edwards, O. (2008) Zeeman, R. (2006) Method: Data: 2010 & 2011 Biology EOCT scores from the Growth & Heredity Domain Type of validity: Content Quantitative: Independent T Test Quantitative: Provides evidence of significant differences in test performance Validity Reliability Dependability Bias
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