THE EFFECTS OF THE USE OF PERSONALIZED APPLICATION LEVEL QUESTIONS WITH RURAL ELEMENTARY STUDENTS IN THE DISCUSSION OF SOCIAL STUDIES CONTENT

The purpose of this study was to examine the effects of relating the nonschool experiences of students to the content of social studies textbooks. Specifically, the study explored the effect that the use of personalized application level questions had upon the discussions of social studies textbook content. The study was designed to collect information to answer four research questions and test three hypothesis. After data had been collected, appropriate forms of analysis were utilized. Instruments utilized in this study included a Nonschool Activity Student Profile, five daily lesson plans, videotapes of daily lessons, a summative essay test, and an attitudinal survey. Statistical treatment of the data included the calculation of t-tests and chi-square distributions, as well as simple numerical formulas and calculations of percentages. The following conclusions are presented: (1) Data collected through the use of the Nonschool Activity Student Profile provided specific information about each student\u27s nonschool experiences. Fifth-grade students had a wide variety of nonschool experiences. (2) Discussion of textbook content through the use of personalized application level questions required a greater amount of time than when generalized application level questions were used. Also, more time was consumed by student talk and less by teacher talk when personalized application level questions were used. (3) When personalized application level questions were used, students volunteered a greater number of contributions to the discussion. (4) Greater reference was made to nonschool experiences by students in the group using personalized application level when writing about specific social studies textbook content. However, the amount of written material provided and the number of social studies terms used were used in greater quantities by students who had discussed the content through the use of generalized application level questions. (5) There was no difference in the attitudes of students between the groups using personalized and generalized application level questions