Rujukan kritikan jurnal

CRITIQUE EXAMPLE - GRADUATE STUDY

Bibliographical Entry
Hamby, J.L. (1995). An assessment of the Applied Biology/Chemistry curriculum in selected
Oklahoma schools. Unpublished doctoral dissertation, Oklahoma State University, Stillwater.
Problem
Traditional science teaching methods may be an ineffective preparation venue for students
assuming careers in a technologically advanced labor market. A curriculum which stresses an
applied approach employing the cooperative learning method may be a more effective means of
teaching a diverse base of scientific information. For this reason, the relative effectiveness of an
applied science curriculum needs to be evaluated.
Comments - The problem statement was very lengthy and needed to be reread several times to
understand the point of the study. The problem did, however, agree with the title and had an
educational significance.
Purpose
The purpose of this study was to compare the Applied Biology/Chemistry (ABC) curriculum
taught using the cooperative learning method with the traditional biology curriculum taught
using more typical instruction by means of student scores on a standardized biology test and
science attitude survey.
Comments - The purpose was clearly stated, agreed with the title and problem, and was limited
to the researchers capabilities and resources. The purpose agreed with the problem in that it will
evaluate the effectiveness of the ABC curriculum. However, the purpose revealed that this was
done by comparing scores on a standardized biology test and science attitude survey.
Objectives
Specifically, the study sought to compare pre-test and post-test scores on: (a) the National
Association of Biology Teachers/National Science Teachers Association (NABC/NSTA) biology test
of those students taught the ABC curriculum using the cooperative learning method in selected
Oklahoma schools; (b) the NABT/NSTA biology test of those students taught the traditional
biology curriculum using typical teaching methods in selected Oklahoma schools; (c) the
NABT/NSTA biology test of those students taught the ABC curriculum using the cooperative
learning method with those taught the traditional biology curriculum using typical teaching
methods in selected Oklahoma schools; (d) the science attitude survey of those students taught
the ABC curriculum using the cooperative learning method in selected Oklahoma schools; (e) the

science attitude survey of those students taught the traditional biology curriculum using typical
teaching methods in selected Oklahoma schools; (f) the science attitude survey of those students
taught the ABC curriculum using the cooperative learning method with those taught the
traditional biology curriculum using typical teaching methods in selected Oklahoma schools.
Comments - The authors objectives were attainable. They included enough information to
accomplish the purpose and will help solve the problem. The author also included a list of
hypotheses which were constructed to achieve the objectives of the study.
Review of Literature
The author provided an overview of the available literature in science education as it pertained to
the objectives of the Applied Biology/Chemistry curriculum. The review of literature was very
detailed; however, there were a limited number of citings used within the text. Section titles were:
(1) Introduction; (2) Applied Basic Science Courses; (3) Cooperative Learning; (4) The Nature of
Effective Instruction; (5) Attitudes Towards Science; (6) Related Research; and (7) Summary.
Reference citations appeared correct and used proper APA style. Practical and theoretical
reasoning was included and similar studies were cited.
Procedures
The pre-tests were administered to students within the first four weeks of the 1993-94 academic
year. One of two versions of the NABT/NSTA biology test, differing in only item order, was
randomly administered to each student. All of the science attitude surveys were identical in
content and form. Both the ABC and traditional students were provided identical instructions.
During the last three weeks of the school year, the post-tests were given. The alternative version
of the achievement test was given to each student.
Comments - The research design was adequate and the data gathering procedures were
explained. The instrument was not described in detail but the sample appeared adequate. The
author explained the situation clearly and reviewed the statistical techniques.
Findings
The findings indicated that use of the ABC biology curriculum produced significant gains versus
the traditional biology curriculum on the NBTA/NSTA biology test. In addition, analysis of the
science attitude survey revealed no significant differences for either the ABC biology students or
the traditional biology student.
Comments - The findings were objectively reported; however, there appeared to be some errors in
the report. At one point the author referred to a significant gain at the alpha = .05 and in the
same paragraph said there was no significant gain at the alpha = .05. The tables were well
designed and could stand alone. The narrative was clear and could also easily stand alone. From
my knowledge, the statistical results appeared correct.
Summary

There was a summary of everything from the introduction right through the hypotheses and
procedures. This appeared redundant as it was the exact same material used to start chapters
one, three, and five. Tables were included in the summary.
Conclusions
There was a conclusion included for each objective and the basis for those conclusions was stated.
The conclusions were logically stated and related to the logic included.
Recommendations
A list of recommendations was given in relation to the outcomes of the study. However, there was
not a recommendation for each pertinent conclusion. But there was a rationale for each
recommendation. The recommendations were clearly stated and ideas for further research were
included.
List of References
The format of the references listed was consistent with APA style and were from a variety of
sources including journals, books, and theses.
Overall Critique of the Study
Strengths - This was a much needed study in that it was the basis for the recommendation on
whether or not the ABC curriculum was effective.
Weaknesses - After reading the study, it could have been better organized and checked for errors