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Degree

Master of Arts in Education, Defiance College, Education, 2004.

Abstract

Twenty 10th grade environmental science students participated in the action research study. Twelve were male and eight were female. The students were enrolled in one heterogeneous environmental science class in a small rural high school located in a Midwest state. The purpose of the study was to determine if the use of anticipation guides increased the participation of 10th grade environmental science students in class discussions of assigned reading material. The teacher/researcher chose two articles for reading material and created an anticipation guide for the second article. The teacher/researcher developed field notes and used them twice to record the frequency of student participation in four different quality levels during class discussions of the reading material. The first class discussion of the reading material was conducted without the use of anticipation guides. The second class discussion of the reading material was conducted with the use of anticipation guides. The results of the action research indicated that the use of anticipation guides increased the participation of 10th grade environmental science students in class discussions of assigned reading material. These results also indicated that not only the frequency, but also the quality of student participation had increased with the use of anticipation guides.

Subject Headings

Environmental science; Reading instruction

Keywords

environmental science; reading; anticipation guides; class discussion; participation; tenth grade; high school

Committee / Advisors

Jo Ann Burkhardt (Advisor)
Suzanne McFarland (Committee Member)

Pages

54p.

Document number: def1281546664
Permalink: http://rave.ohiolink.edu/etdc/view?acc_num=def1281546664

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