American history taught in reverse versus the traditional chronological method

ABSTRACT OF A THESIS

AMERICAN HISTORY TAUGHT IN REVERSE

VERSUS THE

TRADITIONAL CHRONOLOGICAL METHOD

Submitted

by

H. Guy Hayes

In partial fulfillment of the requirement

ror the degree or Master or Arts

Colorado State College

of

Agriculture and Mechanic Arts

Fort Collins , Colorado .

August , 1941

111111

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ABSTRACT OF A TEESIS

As an experimental problem the writer chose to compare

two methods of teaching American history to the three history

clas-ses of which he was the sole mstructor. The two compared methods

were the traditional, chronological, textbook method and a

back-ward,

unit method.

No attempt was made to equate the groups at the beginning

of the experiment. One class made up of 34 students was taught by

the traditional forward method and was the control group for the

study. Two other classes, each having 37 students, were used as

the experimental groups and were taught by the "reverse" or

back-ward method. By a preview of grades and a pre-histor·y test the

writer was quite certain that the experimental groups were at

least no better in mental ability than the control group, this to

insure that the experimental group would not be superior regardless

of method.

For each student in the experiment three scores

were

derived early in the course of the study, to be used as a basis of

comparing student abilities. These were I. Q., based on Terman Test

A, average grades for the first three years of high school, and

a

pre-history test grade based on a standardized test of high validity

and reliability. These were given at various . times scattered

throughout the year, but the same tests were obviously not given

all groups at the same time. Groups II and III, the experimental

groups, were always administered the same test during the same day.

In the preliminary analysis these six tests were analyzed as a

cri-terion of measurement separately, as were all the nine tests.

However, in the final statistical analysis these six tests were

used as a composite battery as criterion one for achievement

measurement. These tests were of similar difficulty, form, and

time of taking, and each covered a short time of from four to

eight weeks of study.

Three other tests of achievement measurement were used.

The two American history Every-Pupil Scholarship tests for January

8 and April 8 sent out by Emporia (Knasas) State Teachers College

were given both groups in the study. These were used separately

1n

the preliminary analysis and as a composite battery making up

cri-terion two in the final statistical comparison of the methods.

The other test used was the sequel to the pre-history

test, which was a standardized test of high reliability. It was

used exclusively as an achievement criterion throughout the

experiment.

The general outline for each compared group was devised

in advance. Earticularly the organization of units

1n

the order

to be taught were arranged for the experimental group. The control

group was taught by the chronological sequence method, following the

general outline of a newly adopted textbook. It was impossible to

keep the two methods unlike with respect to library facilities, map

references, and an American history picture series sho'W?l during the

year, but in so far as comparison to the time arrangement and

me-thod of approach was concerned they were mutually exclusive.

The first process

in

the analysis resulted in some

pre-liminary conclusions. In constructing the averages for all groups

on the four criteria of ability and the nine criteria of

measure-ment some definite conclusions were available. The control group

was substantially superior to both experimental groups on all four

of the criteria of measurement. The first experimental group was

only slightly superior to the second. On the achievement criteria

also the c~ntrol group was superior to Groups II and III, with

Group II again slightly superior to III. On one achievement test

the average score for II was slightly higher than for

I, the

con-trol group. The only real conclusions resulting from the preliminary

analysis were that the groups were not at all equal and that superior

ability groups were relatively superior in achievement. Thus it was

imperative that to gain any scientific results by means of the study

further statistical analysis was necessary so that inequalities

between groups could be removed.

The procedure necessitated the constt•uction of a weighted

index of ability for each student. To accomplish this it was

necessary to determine the relative weights to be assigned to the

several criteria of measuring achievement in order that these

cri-teria might be combined in such a manner for each pupil to provide

the most valid achievement index. The application of the method of

least squares was employed.

In

the computation of this formula, it

was found that one of the four criteria of ability measurement was

a negative quantity. Therefore, that criterion, the mental ability

test procured from Manhattan, Kansas State College, was eliminated

from the consideration, since the presence of a negative value here

indicated that this test was not a valid test to use in conjunction

with the three other criteria as a measurement of achievement of

history.

When the least squares formula was applied to the other

three criteria and reduced to a statistic usable for any one of the

nine achievement grades , it was found that the weights for building

the index score for I.

Q. ,

three-year average, and pre-history test

were . 04, . 596, and . 52 respectively .

We were then able to compute the real equated comparisons

in the experiment. The index scores for each of the

108

pupils in

the experiment were thus computed, based upon the above-mentioned

values for building the scores. We had made it possible to remove

the apparent inequalities between students and groups .

It was then possible to devise the achievement quot i ents

for al l students on any test or battery of tests . At this point

it was deemed advisable to combine some of the achievement scores

rather than to consider each of the nine separately . We thus

com-bined the battery of six tests composed by the writer, to

consti-tute criterion one for the further analysis. We combined the two

scholarship tests (they had already been reduced to the basis of a

100

total score) as a second criterion, and we used the final

standardized test as a criterion by itself . This was due to its

importance as a final as well as that it was not similar to an:y

other . After removing the individual discrepancies

in

achievement

due to fundamental differences

in

ability and then constructing the

actual achievement quotients which indicated their achievements,

we were ready to perforn1 the origL~al objective as outlined in the

problem. We proceeded to compare the results of achievement by the

two methods based upon a statistical procedure known as analysis

of variance. By this analysis the writer measured the significance

of the variation in achievement based upon the previously devised

quotients. By this means we computed the variation

in

achievement

variation in the difficulty of tests. (The statistic being 226.5

when 3.03 shows significance.) On the more important analysis

involving method, we found that the variation in result attributable

to the combined influence of method of teaching and the time

avail-able in class (Group III had one-half period per week less than

Groups I and II) was a slightly significant statistic. The

statis-tic was 3.16, and greater than 3.03 showed significance. We could

not yet conclude whether the method of teaching or time allotment

was either solely a significant factor.

We thus proceeded further to break down the causes of

variance. To do so we employed the "t" test. From the results

found when comparing the control group to the combined experimental

groups and when comparing each group separately on

any

one of the

three achievement criteria, no significant variation was found due

to method of teaching alone. However, one significant statistic

resulted in comparing average achievement for Group III with Groups

1

or

II on the final test criterion. A significant variation of

.

3.07

based on a comparison of Group II and III (both experimental

groups) was the result. It was concluded that method of teaching

is not exclusively a significantly variable factor, but that the

time allotment in class was a significant factor of variation.

1.96 is significant for one variable.

The results were further broken down into a comparison or

the superior and dull division of each group. No significance

resulted from this analysis except that the slow division of the

control group achieved significantly higher than the slow division

of the experimental groups. This was true of Group II as well as

III; thus the variation was attributed to method of teaching and

not solely to the time allotment variation as was true of groups as

a whole, as previously shown. There was some indication that the

superior division of Group II achieved higher than the superior

division of Group I, but the difference, though present, was not of

an extent great enough to be statistically significant.

As shown by the findings of this experiment, we thus

concluded in answer to the two main questions outlined in the

original problem that:

l. There is no significant difference in achievement

result-ing from the conventional, chronological method and from

the backward, unit method of teaching American history.

2. The conventional method is slightly superior to the

experimental method for the slow students. If there is a

difference in the methods for the superior student, it is

1n

favor of the "backward" method.

·

A third question answered, though not originally planned,

was in connection with time allotment in class. Evidence indicated

that class time allotment was a more significant variant than method

of teaching.

Though rather conclusive results are realized through the

application of statistical methods, there are certain weaknesses

and limitations to this study. It is now definitely realized that

provision should have been made to utilize some available device for

the testing of student interest as well as for the testing of

his-torical information alone. This suggests the second weakness; namely,

that the study was based on the effectiveness of method as judged

by

achievement of infor•mation and content as the desired end. Obviously,

intangible results such as citizenship and attitude are of importance.

The writer recognizes that the two methods were not as exclusively

different as was desired. This was due to the use of similar school

supplies, facilities, and teacher personality. There was a weakness

1n the ability measuring criteria. The student's three-year average

of grades was used as a measurement, yet this average is generally

passing (75 to 100) for most high school students. Thus, this

cri-terion of measurement had a leveling effect. Th~ last recognized

limitation

1n this study concerned the mental maturity of the

stu-dents. This factor was involved both in the matter of its

contri-buting to the ability indexes of the pupils, as well as in the fact

that the degree of mental maturity contributed by the course, was

not measured accurately. It was an important element and could be

measured neither as it affected ability nor as a part of

achieve-ment.

The implications of the study are merely a continuation of

the previously recognized conclusions. We realized from the findings

that the experimental method has possibilities as a method of

teach-ing history, that if the method were used further it might prove or

value for the superior groups in a ~omogeneous set-up, and that we

should be concerned about the available time for class in such an

academic subject as history.

The usefulness of this method should be further studied.

Further proof of its adaptability should rest on a study based upon

larger groups with more than one teacher using both methods. The

studf is suggestive of need

1n connection with schedule adjustment.

Future research should deal with the important contributions of

such a method based upon interest, attitude, mental maturity,

citizenship, and other intangibles which are undoubtedly of more

real worth than mere.gaining of formal and abstract knowledge.

l s

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_{COLORADO STATE COLLEGE}

OF

AGRICULTURE AND MECHANIC ARTS

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