Committee on the Use of Human Subjects (CUHSR/IRB)

PROPOSAL ID:3579
TITLE:1. ELEMENTARY SCIENCE TEACHING READINESS FROM SCIENCE CONTENT COURSE THROUGH SCIENCE PEDAGOGY COURSE
PRINCIPLE INVESTIGATOR:BOGDON, OLLIE
EDUCATION
8162714302
OBOGDON@MISSOURIWESTERN.EDU
OTHER INVESTIGATORS:
IRB SUMMARY: File Created: August 8, 2021
Department Chair Action Date: August 10, 2021
Current Status: Extension of Approval Granted
Action Date: August 23, 2021
Confidentiality Data are linked to individuals.

STATEMENT OF PURPOSE

Purpose of research: Part 1) consists of using historical data from a 3 question Likert scale administered at the beginning and end of science education courses where students self-reported readiness to teach elementary science. The goal of this research project is to investigate the self-reported readiness of pre-service teachers to teach elementary science as they complete a content course and pedagogy course fulfilling requirements in their teacher preparation plan of study. The expected results include a) possible shift in readiness from the beginning of the content course (EDU230) to the completion of the pedagogy course (EDU330) b) possible relationship between students’ final grades in each course with the recorded difference in the self-reported readiness to teach elementary science questions collected from the beginning and end of science course administration. Collegial discussions: As mentioned previously in my IRB summer submissions (see approved IRB proposal #3575), reflecting with my colleagues at the end of the term, I explained some of the ways I was trying to adjust my teaching habits to better meet the students where they are, so I could be more successful with moving them forward. After hearing what I do, my colleagues started talking about turning some of my techniques into research projects. I had not thought of my actions as collecting data, but rather just a way to best meet my students’ needs…The birth of part two. Part 2) consists of collecting student data, as mentioned above, for future semesters, along with students’ final grades for the course. An additional four Likert scale questions will be added starting in academic year 21-22 inquiring about pre-service teachers’ interest in science during their elementary school, middle school, high school, and college years. with the goal of a) comparing data collected during the pandemic and post pandemic, b) collecting data for a longitudinal look teacher readiness to teach elementary science as the NGSS(Next Generation Science Standards)/state performance expectations have been implemented. c) collection of final grade. The expected results include a) possible shift in readiness from the beginning of the content course (EDU230) to the completion of the pedagogy course (EDU330) b) possible relationship between students’ final grades in each course with the recorded difference in the self-reported readiness to teach elementary science questions collected from the beginning and end of science course administration. c) possible relationship between science readiness and final grade

STATEMENT OF RESEARCH METHODOLOGY

Part 1) Use of historical data. In the fall of ’18 students’ completed 3 question at the beginning and end of each education science course they took. The professor used this information to determine the move of self-reported readiness through the course. These data helped identify areas of the course that may need tweaking by the professor before teaching the course again. Part 2) Beginning fall semester 2021, at the start of EDU330 (offered fall) and EDU230 (offered spring) students will receive an informed consent form through Socrative (that is also the mechanism for collecting data) seeking permission to use their collected data from the survey, along with their final grade, as part of this research study. The purpose of the study will be presented as the relationship between pre-service teachers’ thoughts about science from beginning to end of course and academic performance. The informed consent form will also include an explanation of how student identity will be coded, so all data will be de-identified; the option to not have their data used in the study; along with informing students’ they have the right anytime throughout the semester to withdraw permission to use their data in this research study. This information presented in Socrative will advise the student that by selecting the “Yes. You may use my data” or “No. You may NOT use my data” option, they are either agreeing to or denying having their de-identified data used in the research project. At the end of each term, after final grades have been posted, the data from Socrative will be exported into excel, and each student’s final grade will be entered. In addition, before de-identifying, basic demographic information from GPS or Education Performance system, or… may be entered to allow further drill-down of data. With all final grades and demographics entered, all data will be de-identified. A coding system of using the class.term.and assigned random number (e.g., 230Fa’21#37) will be used to de-identify each classes data. The administrative assistant for the Education Department will keep a master “letter” coding sheet of students to allow the letter for a particular student to be used across semesters. This data will be kept in a password protected excel file on a password protected computer behind 2 locked doors during non-working hours. Data analysis will include descriptive statistics, regression, t-test, and potentially independent t tests will be run using Excel and SPSS software if necessary.

ANTICIPATED RISKS AND BENEFITS

There is no benefit to students, and the majority of this research is of minimal risk. All responses will be held with-in password protected Socrative account/Google Drive, on a password protected computer during the semester. After grades are submitted to the registrar, data will be downloaded into Excel, the file will be password protected and stored on a password protected computer. Students will be told on the informed consent form that only after final grades have been submitted to the registrar, will their final grade be added to their data from the survey. After final grades have been added, all students will be de-identified using previously explained coding system. This research could possibly lead to future benefits as a greater understanding is learned about elementary teacher readiness to teach science and academic performance.

SUBJECT SELECTION

Part 1) Approximate n for historical data is 110. (complete guess as data has not been compiled to look at as a study) Part 2) Fa’21subjects will consist of students taking EDU330-01; Sp’22 subjects will consist of students taking EDU230-01with an estimated n between 35-45.

CONFIDENTIALITY

All responses will be held with-in password protected Socrative/Google Drive, on a password protected computer during the semester. After grades are submitted to the registrar, data will be downloaded into Excel, the file will be password protected and stored on a password protected computer. The master letter coding of students will be kept by the administrative assistant for the Education Department. This data will be kept in a password protected excel file on a password protected computer behind and behind 2 locked doors during non-working hours.

PRIMARY SUPPORTING DOCUMENT

Click for Word Document

Extension Request on 07-17-2022

This research is designed to be a longitudinal study with a minimum of 3 years data collection before data interpretation will begin.

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Any questions about proposals, procedures, etc. should be directed to the chair of the CUHSR