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Examining the Effects of an Intervention Program Concerning Sport Competitive Theory and Moral Reasoning on the Moral Cognitive Growth of Freshmen
A Dissertation
Presented in Partial Fulfillment of the Requirements for the
Degree of Doctor of Philosophy
with a
Major in Education
in the
College of Graduate Studies
University of Idaho
by
Justin J. Barnes
December 2009
Major Professor: Sharon K. Stoll, Ph.D.
AUTHORIZATION TO SUBMIT DISSERTATION
This dissertation of Justin Barnes, submitted for the degree of Doctor of Philosophy with a major in Education and titled Examining the Effects of an Intervention Program Concerning Sport Competitive Theory and Moral Reasoning on the Moral Cognitive Growth of Freshmen has been reviewed in final form. Permission, as indicated by the signatures and dates given below, is now granted to submit final copies to the College of Graduate Studies for approval.
Major Professor ______Date______
Sharon K. Stoll, Ph.D.
Committee
Members ______Date______
Jennifer Beller, Ph.D.
______Date______
Georgia Johnson, Ph.D.
______Date______
Grace Goc Karp, Ph.D.
Department
Administrator
______Date______
Kathy Browder, Ph.D.
Discipline's
College Dean ______Date______
Jerry McMurtry, Ph.D.
Final Approval and Acceptance by the College of Graduate Studies
______Date______
Margrit von Braun, Ph.D.
Abstract
During the fall of 2008 and the spring of 2009, two Sports and American Society Core Discovery courses’pedagogical styles were examined to determine if there was a variation in how they effected moral reasoning development in freshmen students.One coursefeatured an instructor utilizing a Maieutic Socratic teaching methodologywhile the other featured an instructor using a social constructivistapproach. The mixed methods study involved 65 students with 30 enrolled in the experimental course (Male, N=22; Female, N=8) and 35 enrolled in the control course (Male, N=21; Female, N=14). However, due to transfers and student dropouts, only 13 students in the experimental course (Male, N=8; Female, N=5) and 22 students in the control course (Male, N=11; Female, N=11) were part of the final posttest. The sample was classified as: 1) experimental group with a moral reasoning education intervention and, 2) a control group, using a Social Constructivist theory style of teaching. An ANOVA using GLM procedures found no significant difference between experimental versus control Sports and American Society Core Discovery courses. Wilks Lambda: F(1,31) = 1.585, p = .221, partial eta2 = .093. However, the experimental Sports and American Society Core Discovery course group moral reasoning scores increased from Time 1 (mean = 35.41, SD = 4.85) to Time 3 (mean = 39.25, SD = 7.30) where the control Sports and American Society Core Discovery course group moral reasoning scores decreased from Time 1 (mean = 34.13, SD = 6.43) to Time 3 (mean = 32.59, SD = 10.03). Though no significance was found, perhaps instructors may be able to use these resultsto better pedagogical framework for effective moral reasoning developmentin first year courses specifically designed for college freshmen.
Acknowledgements
I have been fortunate to encounter several people along my doctoral path. However, to say this journey began three years ago would be an understatement. Through much of my life I have grown up in the shadow of a father I briefly knew, but was reminded of regularly. I often heard words from family members and friends regarding how I reminded them of my father or how he we would be extremely proud…or disappointed (depending on my behavior). Nonetheless, when I chose to attend the University of Idaho in the fall of 1999, I knew I was being watched over, not only by my family and friends, but my father himself. It is important to note that I never felt threatened or insecure by his legacy, but more supported and guided by the foundation he had set.
In addition to my Father, I have to mention my mother, my biggest fan and supporterMary Barnes Ralston. I often give her a hard time about how immersed she has been in my life, but I also realize how fortunate I am to be blessed with such a wonderful person. Thank you mom for always believing, you mean so much, and I love you.
Dr. Stoll, thank you for investing your time in me and other students. I will miss sitting at the corner desk and sharing our thoughts and ideas. I will always remember our trips to Europe (where you learned about pin numbers), aiding your classes, and eating whatever you brought into the office to satisfy our hunger. Thank you for providing a vision and believing in your students. You are the best at what you do and I feel extremely fortunate to have had this opportunity.
Last but not least, thank you to my family (Melissa, Ryan, Dale, Uncle Bill, Grandma, Uncle Dan & Aunt Robin, and the Nance family); committee (Dr. Grace, Dr. Johnson, and Dr. Beller), Steve Yoder for letting me use his class, my girlfriend and closest friends (Dina, Murph, Shupe, Flugel, Devoe, Todd, Wood, Moss, LJ, Larkin, andJeff); my second family, the Pitman family (Bruce, Kathy, Evan, Bridget, and Andrew); the Center staff (Coach Brunner, Kim, Gwebu, Sue, Clinton, Pete, Victoria, Courtney, Kari, and Michael);my graduate student colleagues (Dwight, Jen, Heather, Dawes, Marc, Craig, and Kofi);tech specialist (Jerry Atkinson);my high school English teacher (Crag Hill); my master’s degree advisor and friend (Mike Kinziger), and the University of Idaho personnel. I could not have done it without your help, support, and friendships.
Oh, and thank you to Larry Bruya for getting me involved in Camp Adventure and telling me to just do it when I was pondering a doctoral degree.
Table of Contents
AUTHORIZATION TO SUBMIT DISSERTATION
Abstract
Acknowledgements
Table of Contents
List of Figures
List of Tables
Chapter One
The Problem: Intervention Program in College Core Discovery
Introduction
Setting the Problem
Problem Statement
Terms:
Assumptions:
Limitations:
Significance of the Study
Chapter Two
Review of Literature
Introduction
Moral Development
Piaget’s Theory of Cognitive Development
Kohlberg’s Moral Development Theory
First Level or Pre-Conventional (ages 2-8).
Second Level, Conventional (Ages 9-11).
Third Level: Post-conventional (Ages 12 and Up).
Rest and The Defining Issues Test (DIT)
Moral Development and the Relation to Competition
Moral Development and Sport
Sport as Moral Education
Moral Education
Moral Education within the Classroom Setting
Moral Development within Collegiate Students
The Maieutic Socratic Teaching Methodology and Enhancing Moral Reasoning
Why are Core Discovery Courses Important for Freshmen’s Moral Cognitive Growth
Chapter Three
Methods
Subjects:
Protecting Subjects:
Course/Subject Selection
Consent Form
Experimental Course Content
Control Course Content
Core Discovery Course Guide Description (Per the University’s Web Site)
Experimental Course Requirements
Control Course Requirements
Teaching Method
Design for Quantitative Methods Analysis
Quantitative Data Analysis
Design for Qualitative Methods
Chapter Four
Results
Descriptive Statistics
Purpose of the Study
Quantitative Data Analysis
Qualitative Data Analysis
Mrs. K
Mr. S
Chapter Five
Discussion of Findings
Introduction
Pedagogical Similarities:
Pedagogical Differences:
What does this all Mean to Moral Reasoning Development
Chapter Six
Implications and Future Research
Recommendations
References
Appendix A: IRB Approval
Appendix B
Informed Consent of Participants
Sport Education Curriculum Study
Appendix c
Sport in American Society
Competition in American Society
Competition’s Effect on Sports
Appendix D
Maieutic Dialogue and Instruction
Appendix E
Description of the HBVCI From the Center for Ethics Web Site:
Appendix F
Appendix G
Appendix H
Appendix I
Mrs. K’s Final
Appendix J
TEXTBOOKS:
GRADING:
Participation: 10%
Quizzes: 30%
Reflection Papers: 10%
Response Papers: 20%
Ethical Issues: 30%
ACADEMIC INTEGRITY:
Appendix K
Mr. S’s Schedule & Assignments
Appendix M
Control Course Response Paper Format
Appendix N
Mr. S’s Fall Syllabus
Appendix O
List of Figures
Figure 1 : Instructor Content
Figure 2. Social Contructivist
Figure 3. HBVCI Scores
Figure 4. Comparison of Content
Figure 5: Class Content
Figure 6. Mrs. K's Assignments
Figure 7: Mrs. K's Class Quizzes
Figure 8. Mr. S’s Schedule & Assignments
List of Tables
Table 1: Group Design
Table 2: HBVCI Scores by Group
1
Chapter One
The Problem: Intervention Program in College Core Discovery
Introduction
Recently, several universities across the United States have undertaken the mission of aiding the growth and retention of freshmen students by requiring specific courses called Core during their first year, or in this particular study, Core Discovery courses. From the university’s Web Site, Core Discovery’s purpose is to accomplish growth amongst college freshmen through a curriculum that explores contemporary issues and experiences from multiple perspectives and time frames. In addition, Core Discovery courses’ should consist of creating awareness and sensitivity to human diversity through developing an understanding of assorted values, attitudes, and interpretations. More important, Core Discovery courses provide content that aids students’ examination of their own and others’ diverse values, which shape the multiple cultures residing on campus.
Currently at the university, numerous Core Discovery course options are available for freshmen such as Sports in American Society, Globalization, Cultural Encounters: The Latino Story, Contemporary American Experience, Sex and Cultures, and so forth. Though there are several course options available, freshmen may only enroll in one Core Discovery course. In addition, when freshmen choose their Core Discovery course, they are generally enrolling in that course for the entire year. While there are several diverse Core Discovery course options, all Core Discovery courses carry the same mission and standards for their instructor and students. Moreover, each Core Discovery course has the objective of guiding students to success during their freshmen year and preparing them for future success during their collegiate experience.
To accomplish the loftily expectations desired by the university and Core Discovery, instructors are encouraged to use content that explores the affluence of campus culture through lectures, concerts, theatre productions, gallery exhibits, guest speakers, videos, and the Internet . These activities and materials assist Core Discovery in creating an atmosphere that fosters growth in interpersonal skills, class participation, and group work. The hope is that if these activities and materials are common classroom practices, this learning environment may create thoughtful listening, questions, responses, and discussions amongst freshmen students who are only allowed to enroll in Core Discovery.
Core Discovery courses should challenge freshmen to think critically and develop the ability to gather and synthesize information from numerous disciplines and sources. Through this process, Core Discovery courses may aid freshmen in developing effective note taking skills and a working knowledge of university libraries and student academic services. More important, the intent is that freshmen will become better equipped and more confident with materials and services needed to thrive in college.
For Core Discovery courses to succeed in accomplishing their mission, instructors need to play a major role in their freshmen students’ development. It is desired that Core Discovery instructors provide an atmosphere where differing opinions are respected and open for exchange among class participants. In addition, Core Discovery instructors are asked to stimulate interactions with faculty and other students. Instructors are also asked to assist freshmen with academic demands, orientation to university life, and encourage conversations with students who differ in terms of race, ethnicity, politics, religion, and personal moral and social values.
Through analyzing the information concerning the mission, objectives, and instructor demands of Core Discovery, it is evident that the courses are devoted to aiding the cognitive and social development process of freshmen. It also appears that moral issues of justice, responsibility, respect, and tolerance are the underlying themes within the Core Discovery curriculum. Nonetheless, the best teaching methodology and course content to accomplish the moral objectives and fulfill the mission of Core Discovery appears to be unclear.
Reimer, Paolitto, and Hersh (1983) suggest there are superior methods to accomplishing moral education than others. For instance, they suggest there are certain kinds of social interaction that instructors can utilize which are more conducive to moral development than other interactions. For example, they state that first step of moral education is for the instructor to examine their own moral judgments, and open their mind to the divergent beliefs of their students concerning what constitutes fair solutions to moral problems used in moral education.
According to Gill (1993), certain instruction methodologies like a MaieuticSocratic methodology that emphasize prime moral values as underlying themes to class activity, are the best pedagogical methods for moral education. Perhaps, one could suggest that non MaieuticSocratic teaching methodologies which pertain to the notion that students will discover moral values through lectures and class experience are less capable of accomplishing Core Discovery’s objectives. Gill (1993) claims that most non Maieutic teaching methodologies are instructor centered instead of learning centered like the MaieuticSocratic methodology. In essence, moral values are often never openly discussed or highlighted with the teacher centered approaches; rather, the moral values are usually embedded in the general philosophies and framework of classes like the Core Discovery experience.
If this is the case, one could argue that moral education appears to be more discrete in non MaieuticSocratic styles of instruction. For Core Discovery to accomplish their mission and objectives, perhaps, a better approach to moral education exists where moral values are explicitly discussed in relation to moral issues. Stoll (2008) suggests that a MaieuticSocratic teaching method is one such approach that explicitly addresses the moral values before the issues. In addition, this approach, that is student centered, may be superior in developing moral reasoning within freshmen students than non MaieuticSocratic methods.
Another key implication for conducting this study concerns the issue regarding the age of the students in relation to the development of the moral brain. According to Gazzaniga’s (2005) account, the ethical brain’s greatest moral growth occurs between the ages of 16-22. If Gazzaniga is correct, and he probably is considering the work of Tancredi (2005), Pfaff (2007), and others; college freshmen (ages 18-19) would therefore be best served for the goals of a Core Discovery through a classroom environment and curriculum that engages in a reflective and challenging moral discussion.
Setting the Problem
Due to the importance of moral education for this age group, an experimental study involving two Sports and American Society Core Discovery courses transpired during the fall of 2008 and early part of the spring in 2009. In this mixed methods study, one of the Core Discovery courses featured an instructor utilizing the MaieuticSocratic teaching methodology, which underlines moral values within the lesson plan. The other course featured an instructor using a question and answer approach with less of an emphasis on moral dilemmas and ethics, but more on social constructivist theory. Nonetheless, the latter approach appears to be similar to other instruction styles utilized within Core Discovery.It should also be noted that the experimental course with the instructor using the MaieuticSocratic teaching methodology has several years of teaching experience with this method and has been effective in sport or athlete populations. One question that has always existed is if this methodology would be effective in a general university environment. The reason two Sports and American Society courses were chosen as the experimental courses, was due to the instrument used in this study, which determines one’s moral reasoning through their reflections and responses concerning sport situations.
Though the experimental instructor emphasized moral dilemmas in the instruction style, Fox and DeMarcco (1990) state that moral reasoning as a process is a pedagogical style. Reimer, Paolitto, and Hersh (1983) have also suggested that moral reasoning can occur in any curriculum discussing any topics that are focused on moral reasoning issues. Nonetheless, they believe it is necessary for the instructor to infuse prime moral values into their teaching methodology for moral education to be effective.At the conclusion of this experimental study, each instructor and their teaching methodology and contentwere compared and contrasted to measure possible advantages and disadvantages that their teaching methodology and content may have on moral development amongst freshmen students in two Sports and American Society Core Discover course.
Problem Statement
The purpose of this mixed methods study is to examine the effects of instructors’ pedagogy on freshmen’s moral reasoning in two Sports and American Society Core Discovery courses.
Constant Variable:
Core Discovery Class: Sport and American Society
Independent Variable:
Teacher pedagogy (Maieutic Socratic tied in moral reasoning and Social Constructivist instruction tied in traditional Core Discovery).
Dependent Variable:
Moral reasoning scores using the Hahm Beller Value Choice Inventory (HBVCI)—A reliable and valid instrument
Researchable sub-problems:
- What is moral education’s role in sports?
- What has been done with moral education in sport?
- Why is it important to have moral education in sport?
- What is moral development?
- How has moral education been implemented in collegiate classrooms?
- Why are Core Discovery courses important for freshmen students’ moral cognitive growth?
- How has the Maieutic Socratic teaching methodology been used with sport before?
- Why is the Maieutic Socratic teaching methodology important for enhancing moral reasoning?
- How does the Maieutic Socratic teaching methodology compare against Social Constructivist Theory instruction in moral reasoning amongst freshmen?
- What are the differences between the two pedagogy styles?
Null Hypothesis:
- There is no difference in gender moral reasoning scores of students enrolled in the experimental Core Discovery courses.
- There is no difference in gender moral reasoning scores of students enrolled in the control Core Discovery courses.
- There is no difference in students’ moral reasoning scores enrolled in the experimental and control Core Discovery courses.
Terms:
Competition-a mutual quest for excellence.