Test for Related Measures and A Stepwise Discriminant Analysis. One of the subgroups observed discriminated significantly between the experimental and control groups. Four subgroups did not discriminate significantly. The null hypothesis was not rejected.
Ten subbypotheses based on subtopics of the observation instrument were tested. While only seven F and t ratios were statistically significant, forty-nine out of fifty were in the same direction. One of these subtopics, nature of the situation, yielded three out of five significant differences for subgroups. This variable, nature of the situation, was concerned with whether the teacher or pupils were the center of attention and whether commercial materials or student materials were displayed in the classroom. One subgroup achieved significant differences in four of the five subtopics of the instrument.
It may be concluded from this study that teachers acquired the skills of the module, "Using Personal Knowledge of Students" and used these skills in their classrooms. This was evidenced through change measured by the observation instrument. Teachers' use of the skills of this module has an effect on the attitudes or learning of students. The student questionnaire resulted in a t ratio that was significant at the .01 level.
Two conclusions drawn from the procedures and design were that using both a low and high inference instrument is an effective way of measuring change in teacher behavior and the Institutional Cycle Design is an effective one for field-testing a module.
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