A Determination of the Relative Consistency and Concordance of Student Science Interest Responses by Utilizing Paired and Triad Stimulus Comparison Inventories.

University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 73-27,121, MF $7.50, Xerography $15.00

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117

Classification; Doctoral Dissertations; Educational Research; Learning; Motivation; Science Education; Secondary Education; Secondary School Science; Student Interests

The purpose of this study was to determine if eighth-grade students in junior high and middle school science classes could order selected science categories on the basis of the attribute interest into rank orders which were consistent and reliable. A sample of eighth-grade science classes from Wisconsin was selected. A set of investigator-developed instruments consisting of four inventories (two paired comparisons inventories and two triad comparisons) was administered to each class. The responses of each class to the set of inventories were analyzed to determine: (1) class averages of a consistency measure within paired comparisons inventories response sets, (2) class averages of a concordance measure across rankings from the paired and triad comparisons inventory formats, and (3) class averages of a concordance measure across rankings from two different triad comparisons inventories. The two concordance measures were considered measures of reliability. Significance levels of these average measures were computed. From the investigation, the author concluded that qualified support should be given to the utilization of the attribute interest in establishing consistent rankings of certain science categories. (Author/CP)

1976

ED118352