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3 results on '"Sovak, Melissa M."'

1. A Pilot Study Investigating the Effect of the Supervision-Questioning-Feedback Model of Supervision on Stimulating Critical Thinking in Speech-Language Pathology Graduate Students

Author

Dalessio, Samantha J., Carlino, Nancy, Barnum, Mary G., Joseph, Denise, and Sovak, Melissa M.

Abstract

Purpose: The purpose of this study was to investigate the effect of the supervision-questioning-feedback (SQF) model of supervision on critical thinking in graduate students studying speech-language pathology. The researchers hypothesized that students who were provided with the SQF model of supervision would score higher than students who received the non-SQF (NSQF) style of supervision on the selected critical thinking measures. Method: Seventeen out of 24 first semester graduate students in speech-language pathology completing their on-site university-based clinical practicum experience consented to participate in the study. Of the 17 participating first semester students, 9 were randomly assigned to 1 of 3 SQF trained supervisors, and the other 8 were randomly assigned to 1 of 2 NSQF trained supervisors for the duration of 1 semester. Additionally, 3 out of 24 fourth semester graduate students completing their off-site externship experience and their supervisors consented to participate in the study. Four additional study participants served as independent SQF-trained raters charged with the task of analyzing video recorded student-supervisor conferences to determine whether the SQF model of supervision was being implemented. Prior to and at the conclusion of the clinical experience, all participating students completed two measures of critical thinking: (1) California Critical Thinking Skills Test (CCTST) and (2) two Simucase® clinical simulations. At the conclusion of the clinical experience, seventeen out of 20 participating students (11/12 SQF students and 6/8 NSQF students) completed a post-survey rating their supervisory experience. Results: For participating first semester students, there were no overall statistically significant differences between SQF and NSQF groups as measured by pre to post completion of (1) CCTST (p=.544) and (2) two Simucase® clinical simulations (p=0.781). The 3 participating fourth semester students who received the SQF model of supervision also showed no statistically significant differences on pre to post completion of the (1) CCTST (p=0.827) and (2) two Simucase® virtual cases (p=.879). Results from SQF ratings revealed variability in the implementation of the SQF model across supervisors with a moderate level of inter-rater agreement. Results from post surveys completed by students showed that students preferred the SQF model of supervision over the NSQF model (p=0.044). Conclusion: Results from this preliminary study indicated that the SQF model did not influence the overall outcomes on the selected critical thinking measures. Student preference for the SQF model may support existing evidence that learning clinicians want to be actively engaged in the supervisory process. There were several limitations to this study including the small sample size, variability in the implementation of the SQF model across supervisors, sensitivity of the selected critical thinking measures, and timing of post-intervention procedures. Further investigation of the effects of SQF on students' critical thinking is warranted.

Published
2021

2. The Effect of Student-Driven Projects on the Development of Statistical Reasoning

Author

Sovak, Melissa M.

Abstract

Research has shown that even if students pass a standard introductory statistics course, they often still lack the ability to reason statistically. Many instructional techniques for enhancing the development of statistical reasoning have been discussed, although there is often little to no experimental evidence that they produce effective results in the classroom. The purpose of this study was to produce quantitative data from a designed comparative study to investigate the effectiveness of a particular teaching technique in enhancing students' statistical reasoning abilities. The study compared students in a traditional lecture-based introductory statistics course with students in a similar introductory course that adds a semester-long project. The project was designed to target three main focus areas found in an introductory statistics course: (i) distributions, (ii) probability and (iii) inference. Seven sections of introductory statistics courses were used. One section at each level served as an experimental section and used a five part project in the course curriculum. All other sections followed a typical introductory curriculum for the specific course level. All sections involved completed both a pre-test and a post-test. Both assessments were designed to measure reasoning ability targeted by the project in order to determine if using the project aids in the increased development of statistical reasoning. Additional purposes of this research were to develop assessment questions that target students' reasoning abilities and to provide a template for a semester-long data analysis project for introductory courses. Analysis of the data was completed using methods that included ANCOVA and contingency tables to investigate the effect of the project on the development of students' statistical reasoning. A qualitative analysis is also presented to provide information on aspects of the project not covered by the quantitative analysis. Analysis of the data indicated that project participants had higher learning gains overall when compared with the gains made by students not participating in the project. Results of the qualitative analysis also suggest that, in addition to providing larger learning gains, projects were also enjoyed by students. These results indicate that the use of projects are a valuable teaching technique for introductory statistics courses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2010

3. The Effect of Student-Driven Projects on the Development of Statistical Reasoning

Author

Sovak, Melissa M and Sovak, Melissa M

Abstract

Research has shown that even if students pass a standard introductory statistics course, they often still lack the ability to reason statistically. Many instructional techniques for enhancing the development of statistical reasoning have been discussed by several authors,although, there is often little to no quantitative analysis to give evidence that they produce effective results in the classroom.The purpose of this study was to produce quantitative data to investigate the effectivenessof a particular teaching technique in enhancing students' statistical reasoning abilities. Thestudy compared students in a traditional lecture-based introductory statistics course withstudents in a similar introductory course that adds a semester-long project. The projectwas designed to target three main focus areas found in an introductory statistics course:distributions, probability and inference. Seven sections of introductory statistics courseswere used. One section at each level served as an experimental section and used a five part project in the course curriculum. All other sections followed a typical introductory curriculum for the specific course level.All sections involved completed both a pre-test and a post-test. Both assessments were designed to measure reasoning ability targeted by the project in order to determine if using the project aids in the increased development of statistical reasoning.Additional purposes of this research were to develop assessment questions that targetstudents' reasoning abilities and to provide a template for a semester-long data analysisproject for introductory courses.Analysis of the data was completed using methods that included ANCOVA and contingency tables to investigate the effect of the project on the development of students' statistical reasoning. A qualitative analysis is also discussed to provide information on aspects of the project not covered by the quantitative analysis.Analysis of the data indicated that project participants ha

Published
2010

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