The Effects of Teacher and Teacher-librarian High-end Collaboration on Inquiry-based Project Reports and School Monthly Test Scores of Fifth-grade Students

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Hai-Hon Chen (2015)
  • Publisher: Tamkang University Press
  • Journal: Journal of Educational Media & Library Sciences (issn: 1013-090X, eissn: 1013-090X)
  • Related identifiers: doi: 10.6120/JoEMLS.2015.523/0660.RS.CM
  • Subject: Social studies teacher | Teacher-librarian | High-end collaboration | Inquiry-based project report | School monthly test scores | Bibliography. Library science. Information resources | Z

The purpose of this study was twofold. The first purpose was to establish the high level collaboration of integrated instruction model between social studies teacher and teacher-librarian. The second purpose was to investigate the effects of high-end collaboration on the individual and groups’ inquiry-based project reports, as well as monthly test scores of fifth-grade students. A quasi-experimental method was adopted, two classes of elementary school fifth graders in Tainan Municipal city, Taiwan were used as samples. Students were randomly assigned to experimental conditions by class. Twenty eight students of the experimental group were taught by the collaboration of social studies teacher and teacher-librarian; while 27 students of the controlled group were taught separately by teacher in didactic teaching method. Inquiry-Based Project Record, Inquiry-Based Project Rubrics, and school monthly test scores were used as instruments for collecting data. A t-test and correlation were used to analyze the data. The results indicate that: (1) High-end collaboration model between social studies teacher and teacher-librarian was established and implemented well in the classroom. (2)There was a significant difference between the experimental group and the controlled group in individual and groups’ inquiry-based project reports. Students that were taught by the collaborative teachers got both higher inquiry-based project reports’ scores than those that were taught separately by the teachers. Experimental group’s students got higher school monthly test scores than controlled groups. Suggestions for teachers’ high-end collaboration and future researcher are provided in this paper.
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