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

PROPOSAL ID:3580
TITLE:1. ELEMENTARY PRE-SERVICE TEACHERS GROWTH MINDSETS’ IN SCIENCE EDUCATION COURSES
PRINCIPLE INVESTIGATOR:BOGDON, OLLIE
EDUCATION
8162714302
AJOHNSON76@MISSOURIWESTERN.EDU
OTHER INVESTIGATORS:JULIE THIELE PH.D.-WICHITA STATE UNIVERSITY-SCHOOL OF EDUCATIONRNHARUKA KONISHI PH.D.-MWSU-EDUCATION DEPARTMENT
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 20-question survey administered at the beginning and end of science education courses where students answered 20 questions about Growth Mindset (GMS). The goal of this research project is to investigate the potential relationship between GMS and student performance (final grade) in college pre-service Teacher Education science education classes, as related to their ability to learn and perform when taking teacher science education courses (EDU230 and EDU330). The expected results include a) possible shift in GMS as related to their ability to learn and perform (final grade) in teacher science education classes 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 their recorded GMS scores collected during each course. 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 courses. The same 20 GMS questions will be asked at the beginning and end of each course with the goal of a) comparing data collected during the pandemic and post pandemic, b) collecting data for a longitudinal look at teachers’ GMS as related to their ability to learn and perform when taking teacher science education courses. c) compare data collected during the content course(EDU230) and the pedagogy course (EDU330). The expected results include a) possible shift in GMS scores pre and during the pandemic. b) hopefully having the opportunity to collect data post pandemic to see if there is a possible shift in GMS scores pre, during, and post pandemic c) possible relationship between students’ final grades in each course with their GMS scores. d) possible relationship between students’ pre- and post-GMS scores within each course.

STATEMENT OF RESEARCH METHODOLOGY

Part 1) Use of historical data. The fall of ’18 students completed a 20 question GMS survey at the beginning and end of each education science course they took. These data helped the professor to adjust teaching habits to better meet students where they were, and to increase success with moving students forward in their knowledge and skill acquisition. 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 taking the GMS survey) 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 investigating the potential relationship between GMS and student 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 students, 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 all data. The administrative assistant for the Education Department will keep a master “letter” coding sheet of students to allow the linking for student to be used across semesters/courses. 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 Growth Mindset and performance of Pre-Service Elementary Teachers.

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 program, 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 and behind 2 locked doors during non-working hours.

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.

[ IRB HOMEPAGE ]

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