1

Article Critique Assignment

1.

Make a reference entry for the article, as it would appear in a reference list using APA
style. (4pts.)
Halverson, J. (2014). Minute Paper and Interdisciplinary Studies: Pre-Test/Post-Test
Study. Journal of Higher Education Theory & Practice, 14(3), 44-48. Retrieved
from http://eds.a.ebscohost.com.ezproxy.uwa.edu:2048/
Use the above reference and your article, answer questions #2-5

2. Who was the author(s) of the study? Identify the institutional affiliation of the author(s).
(2pts)
The author of the study was Jill Halverson, and her institutional affiliation was the
University of Wisconsin (Fox Valley).
3. What was the title of the article? Does it meet APA requirements? Justify your answer.
(2pts)
The article title was Minute Paper and Interdisciplinary Studies. The title of the article
followed APA guidelines in that the title is centered on the top portion of the page
consisting of no more than one or two lines, with fewer than 12 words.
4. Analyze the reference and identify the journal name, volume number, issue number, and
pages for the article. (2 pts)
The article was published in the Journal of Higher Education Theory and Practice,
volume 14, issue 3, and on pages 44-48.
5. Where did you obtain the articles (name the electronic database, website URL, etc.)?
(2pts)
The article was retrieved from the University of West Alabama online database
EBSCOHOST.
6. Analyze the quality of the abstract using Section 2.04 in the APA Manual and provide the
approximate number of words it contains. The abstract of the study is usually the first
paragraph, whether it is marked or not. Do not use the abstract at the beginning of the
study. (5pts)
The abstract is located below the title, the name of the authors, and the authors
institutional affiliation. The abstract is supposed to be located after the title page;
however, due to that fact that the article is located in a journal the abstract has to be
located beneath the citation. The abstract contains 87 words falling below the 150-250

recommended word limit. The complete abstract is italicized. The abstract contained an
adequate summary of the study as recommended by APA. (APA Manual Page 44-46,
Section 2.04)
Referring to the methods section of your article, answer #7-12
7. What is the hypothesis or research question of the study? (If that is not a hypothesis, it
probably does not meet the requirement of being a research article.) (4pts)
There two research questions dealt with in this research experiment based on minute
papers and interdisciplinary studies. The questions are written as follows:
1. Does the use of frequent minute paperincluded as a quiz/activity scores in a
students gradecontribute to great learning/ concept retention?
2. Does use of interdisciplinary criteria contribute to greater learning/concept
retention? (Halverson, 2014, p. 45)
8. What are the independent and dependent variables? (4pts)
The first and second research questions contain both independent and dependent
variables. In the first question, the dependent variables are the minute paper
(quizzes/activities) given to check students understanding, and the independent variables
are learning/concept retention. In the second question, the dependent variables are the
use of interdisciplinary criteria (example guest speakers and active learning activities),
and the independent variables are learning/concept retention. (Halverson, 2014, p. 45)
9.

Research Design Question (8pts)

o Is the research study qualitative, quantitative, or mixed methods? Justify your
answer.
This study is quantitative in nature. Pre and posttest were given to all participants
(control, and the 2 experiment groups), including quizzes, minute papers,
activities, and all data used was given a numerical or statistical value.
o Name the type of research design used i.e. pretest/posttest control group design,
case study, ex-post facto.
The type of research design used was a pretest/posttest control/comparison group
design. Consisting of one control group, and two experimental group. The
instructor taught three sessions of an Introduction to Business class. The control
group class was taught using the traditional methods of teaching and did not
receive any intervention. Experimental group A was given the intervention of the
minute paper. Experimental group B was taught using the traditional
interdisciplinary approach. The pretest/ and posttest was given to all three groups
to determine students knowledge before and after class session/semester.

10. Sampling Questions (6pts)

o Identify the number of participants and give a brief description of the sample.
The author did not list the number of participants. The article tells the reader that
the participants are made up of students from the experimenters three college
sessions for Intro to Business. Because these are college classrooms, it can be
assumed that she had the minimum requirement of students in each class.
o How many groups were used? Did the article describe how participants were
assigned to groups? If so, describe here.
There were three groups used, and the experiment was randomized. The
participants were not assigned to any class; the participants signed up for one of
the three sections given at the college that the teacher taught. The participants had
the same opportunity to sign up for either one of the sections. (Halverson, 2014, p
44)
o Explain the methods of sample selection and indicate the number of times data are
collected.
The researcher used a purposive sample taken from the researchers college Intro
Business courses. It can also be thought of as a convenience sample because she
is the instructor and has easy access to the data and students. The sample can also
be thought of as random because the researcher had no way of knowing who
would sign up for what class. The first sample collection came from the pretest
taken by all three groups at the beginning of the semester/session. Halverson used
a two-fold research design that involved samples on two different levels. The first
sample selection is a description of how samples were collected in the one-minute
paper experiment. Group A received the same curriculum as the control group, in
addition to 6 one- minute papers throughout the semester. The second sample
selection is a description of how samples were collected in the interdisciplinary
studies part of the experiment. Sample selections were taken from the overall
scope of the course, including assignments, exams, and other required
deliverables (Halverson, 2014, p. 46). The article does not state how many times
during the interdisciplinary course for Group B that samples were taken grades,
only a description of the assignments that the grades/samples came from that were
used. A sample was also taken from the post-test that was given to all groups.
11. Explain the instruments used to generate data (numbers, scores) including methods
employed to establish reliability and validity of the instrument. (4pts)
The primary instrument used for all three groups are pretest and posttest. The pretest and
posttest consisted of 24 questions were eight of those questions were on one of the three
exams. The first part of the experiment consisted of minute test for Group A (receives the
intervention). These minute test was given six times during the semester. These minute
papers were worth a total of ten points (grade on a scale of 3-10). The second part of the
research Group B used the interdisciplinary approaches that were graded (exams, test,

and other assignments). The students tracked the grades (it is assumed that the teacher
also tracked the grades). (Halverson, 2014, p. 46)
Questions #12-14 refer to the use of APA style.
12. APA guides the writer in the format of the paper. Using your article identify and explain
the basics elements of APA style. (For example reference format and citations; header;
levels of headings; order pages; margins; alignment; spacing; typeface; use of numbers,
etc.) Be very thorough. For each APA element mentioned indicate the APA Manual
section and page number where the element was discussed. (10pts)
The experimental research article being examined was taken from the EBSCO database
in PDF format from University of West Alabama online library. As a result, of this article
being retrieved in PDF format some components may appear differently from the original
produced format. The following list pinpoints APA components under the heading
Authors Responsibilities in section 8.03 (subheading: Preparing the Manuscript for
Submission).
Typeface
Under APA guideline, articles should use Times New Romans typeface with a 12-point
font. Halversons (2014) article Minute Paper Interdisciplinary Studies: Pre-Test/PostTest Study is written using Times New Romans typeface, but the article used an 11.5
point font that goes against APA guidelines. (APA, section 8.03, p 228)
Special Characters
Halverson uses very little special characters within the article. There are mathematical
characters within the article. (APA, section 8.03, p 229)
Line Spacing
Under APA guidelines, the complete article should be doubled spaced (title, headings,
footnotes, quotations, references, and figure captions). As a result, of the article being
taken off a UWA (EBSCOHOST) database the article was single spaced, and double
spaced before/after the complete title (consist of two lines is not doubled spaced), each
heading, quotation (is offset from 5spaces (tab) the left margin), and table (title is not
double spaced, but double space applied before/after title of table). The line spacing of
the article, as it is now, is not correct APA format. (APA, section 8.03, p 229)
Margins
The article follows the APA recommendations. APA recommends that the top, bottom,
and both sides be uniform one-inch. (APA, section 8.03, p 229)
Line Length and Alignment

The line length and alignment of the article does not follow APA guidelines. The line
length for the article is more than the maximum 61/2 in, and the lines are justified. The
word processing feature is used causing the margins to be equal on both sides, instead of
being ragged on the right. (APA, section 8.03, p 229)
Paragraph and Indention
Each paragraph is indented, and the article does not contain any footnotes. The article
follows APA guidelines for paragraphs and indentations. (APA, section 8.03, p 229)
Order of Pages
As a result, of the article has been formatted to be included in an educational journal it
does not follow APA guidelines for the order of pages. The article does not have a title
page or abstract page, but the elements of the title page are located on the first page of the
article. The text appears on the same page as the title and the abstract. Also, the tables
and references are not located on separate pages. (APA, section 8.03, p. 229-230)
Page Numbers and Running Heads
The page numbers are consecutive and refer to the location of the article in the Journal of
Higher Education Theory and Practice. The running head in the article consists of the
journals name, volume, issue, and year of publication. However, in the article the page
number and running head is not placed according to proper APA guidelines. On the even
pages, the page numbers and the running head is located on the left-hand side. On the
odd pages, the page numbers and running head is located on the right-hand side. On all
pages, the page numbers and running head is located at the bottom of the page. (APA,
section 8.03, p. 230)
Headings
The study uses level two of the five options for headings. In accordance with APA
guidelines, the article does not use any letters, or numbers to label headers. (APA,
section 3.03, p. 62-63)
Punctuation, Spelling, and Capitalization
The article follows correct APA guideline format for punctuation, spelling, and
capitalization. The authors names are capitalized correctly throughout, with no apparent
spelling error, and ending marks used correctly in the article. (APA, Section 4.01-4.2, p.
87-104)
Citations
All of the citations on the reference page are used within the article. The
citations used in-text do not follow APA guidelines. For example, the in-text citation was
written for Chizmar and Ostrosky (qtd in Chizmar and Ostrosky, 1998) (Halverson,

2014, p. 44). Also, there is not an in-text citation for the reference Kwan used on page
45 of the article. The citations are listed in alphabetical order (reference page). (APA,
Section 6.01-6.21, p. 169-179)
References
The references are not list on a separate page from the article; it is listed on the same page
with the conclusion (does not follow APA guidelines). The references are written in
alphabetical order that is correct usage under APA guidelines. The references are not
doubled spaced but are in a hanging format. The reason for the reference list being on the
last page and single spaced is because it is formatted for an article in a journal. (APA,
Section 6.27-6.32, p. 183-192)
13. APA suggests sections that should be included in a research report. Review your article
and identify and explain all parts of the study. Do not define or tell what they should
contain, but rather, summarize these sections. (A summary reduces the material to a
concise explanation in your own words.) (10 pts)
Introduction
The articles introduction provides insight into why this study is relevant and addresses a
common concern that all classroom teachers face. Halverson suggests that the relevance
of this study comes from college instructors need for class readiness through student
preparedness to participate in the classroom. The author of the article discuss ways that
instructors can promote student readiness, and look at how interdisciplinary classes help
with readiness promoting increased student achievement. The author discusses how she
came to the realization that this idea needed to be studied, and how she decided to
conduct the experiment using her Introduction to Business students as her subjects. She
introduces this study as a two-part study that looks at the minute paper as it would
relate to an interdisciplinary classroom (adapted from the traditional idea of a minute
paper), and at benefits of the interdisciplinary class with no intervention. (Halverson,
2014, p. 44) APA, Section 2.05, p. 27-28
Review of the Literature: Secondary Research-One-Minute Papers, Interdisciplinary
Studies
In the article, the author discusses the secondary research she conducted in this two part
experimental study. The first part of the article discuss the secondary research conducted
on one-minute papers (intervention for experimental group A). The author discusses
the traditional use for one-minute papers and cites the research that has been completed
on one-minute papers at the end of class. However, she goes on to state that there is
little to no information on the purpose that she wants to use the one-minute papers (at
the beginning of class to promote student readiness for class). The author even goes on to
suggest a researcher name Kwan (2011) found that a quiz was a sufficient form of
encouragement to get students to complete assigned work before class. The second part
of the research experiment deals with traditional interdisciplinary studies that promote the
same idea of student readiness. Halverson suggests that Repko (2012) explained that

interdisciplinary is the process of looking at one topic in multi-dimensions. Halverson

goes on to suggest that a lot of information can be found in interdisciplinary studies, but
no research can be found comparing an interdisciplinary to a traditional course.
(Halverson, 2014, p. 44-45) APA, Section 2.05-2.09, p. 27-36
Purpose of Study
The purpose of this study was twofold. For instance, one was to analyze the use of oneminute papers in an interdisciplinary class to encourage students to complete assigned
class work before coming to class compared to a traditional class. The second way was
to analyze interdisciplinary studies compared to traditional studies. Regardless, of the
twofold research design of the experiment the essential purpose is to show that students
in interdisciplinary studies show an increase in student performance when compared to
students in a traditional class. APA, section 2.05-2.09, p. 27-36
Method
There was a total of three Intro to Business classes that participated in the experiment.
The researcher was the instructor for the courses participating in the experiment. There
was a pretest and posttest given to all three groups. The test consisted of 24 questions
comprised of questions that would be covered throughout the course. Eight of the 24
questions were on different exams (Halverson, 2014, p. 46). The same exam was given
at the end of the course for the posttest. Students tracked their scores for the pretest.
The total number of participants in each group is not stated. The study provided a new
look at one-minute papers and its promotion of student readiness. The one-minute
papers were taken by participants six times during the course of a semester. The
participants could get the lowest score for just coming to class and putting their name on
the paper. The range of the score was from 3-10 (3 being the lowest and 10 being the
highest).
Group B was compared to the control group to see which type of studies promoted
increased learning. When analyzing and comparing Group B with the control group the
researcher looked at the multiple components of the interdisciplinary class and its effect
on student progress as compared to a traditional studies class. The tables 1 and 2 used in
the article depict the averages of the pre and posttest for each group. However, the table
3 depicting the grading system is confusing. The reader will wonder where the grade
point averages came from because Table 1 and 2 analyzed the difference in the pre and
posttest. APA, Section 2.06, p. 29-32
Results
The results of both studies really depended on the students. The researcher could not
control if, or how the participants prepared for class outside of the class room. The
researcher controlled the one-minute papers and the activities that took place in the
interdisciplinary classrooms. The point for the one-minute papers are pointed out (3 is
the lowest, and 10 is the highest).

The results for the minute papers are discussed and analyzed in the article first. In Table
1 the control group and Group A pretest and posttest average are analyzed and broken
down into the number improved and the percentage of improvement that occurs. The
percentage of improvement is not that much only a 3.3 difference. So the difference the
minute papers made in student improvement was slight. The cause could be in the
number of time this intervention was implemented, or how it was implemented.
The average difference between the interdisciplinary Group B and the control group is
small when the overall experiment is analyzed. The percentage difference between the
control group and Group B is 2.9%. The 2.9 is the difference between the average
differences when looking at growth in the course of the semester. The researcher
suggests that there is a significant difference in scores when analyzing interdisciplinary
studies class as compared to traditional studies classes. The reader does not see a
remarkable difference in percentage rate when the curriculum of both studies is
compared. The researcher does not compare the curriculum. However, the curriculum in
interdisciplinary studies class is supposed to be more advanced and stimulating making it
conducive to student achievement.
Discussion
There is not a discussion section in the article; there is a conclusion portion where the
researcher shares her thoughts about the experiment. The researchers starts off talking
about the benefits of using pre and posttest to determine growth within the course.
Halverson (2014) then goes on to discuss the percentage of improvement using oneminute papers and interdisciplinary studies methods. The experiments that are discussed
in the article do not show a significant growth above the percentage of the control groups
score (received no intervention). The lack of significant growth questions the idea of the
one-minute paper and interdisciplinary studies to promote student achievement. It
could be assumed that because the researcher combined the experiments significant focus
was not placed on the studies as a whole.
14. Is the reference list done correctly according to APA guidelines and is there a reference
for every piece of material cited in the study? Is every reference properly cited in the
paper? Provide examples to justify your answer. (4pts)
There was a total of three references used within the article and cited on the reference list.
The reference is not properly cited within the article. The reference list was in
alphabetical order which is a correct format for APA. However, the reference list was not
placed on a separate page which does not follow APA guidelines (could be the result of
being in a journal). The reference list is not doubled spaced as the APA guidelines
suggest (could be the result of being in a journal). There is not supposed to be a comma
between the volume and the parentheses of the issue numbers.
Example of reference from the list:

Chizmer, J.F. & Ostrosky, A.L. (1998). The one-minute paper: some empirical
findings.Journal of Economic Education, 29, (1), 3-10.
The Harvard Assessment Seminars describe minute papers as modest, relatively simple and
low-tech innovations [that] can improve students learning and active participation in class
(qtd in Chizmar & Ostrosky, 1998). (Halverson, 2014, p. 44)
The in-text citation is not formatted correctly (the authors name, publication year, and the
page), qtd in should not be included in the citation. APA, Section 6.22-6.25, p. 180-183

Question #15-17 refer to the overall quality of a good research paper.

15. State the limitations of the study (i.e., maturation, regression, history, subject
characteristics, and data collector characteristics); these should be acknowledged in the
study or inferred from your knowledge about the threats to validity. (3pts)
The study began with three groups created from the three courses that the researcher
taught. There was not a lot of information on the two topics she was researching. So
there is a subject limitation as for as material. There was a limitation when it came to
data collection. There could be some question of data validity because the students were
allowed to track their scores. The researcher had to obtain research board approval to let
the student track their scores. It would seem this is a conflict and puts the scores in
questions how can she be sure that the students maintained accurate scores. The situation
with the scores/grade collection calls into question the validity the experiment.
(Halverson, 2014, p. 46) Also, the fact that she is the teacher, researcher, and this is her
project on a subject with limited information there could be the concern about basis as far
as her opinion goes.
16. Analyze the use of the ethical procedures or absence thereof. (Is any mention made of
informal consent or permission to conduct the study?) If not, What Procedures would
have been appropriate?) (5pts)
It is suggested that the researcher/teacher gave the students a choice
of rather or not to participate in the experiment. It does not state in the
article if a disclaimer was made on the college registration page about
the experiment taking place. Was it really much of a choice after the
students have registered for the course and they are told the first day
of class? No. Also, because this is a college class, and student age
would have to be considered parental agreement had to be obtained
for some students who were not 18 years of age. The one and only
procedure that I feel should have been implemented is a disclaimer
about the experiment on the registration page before the students
signed up for the class. Many students after signing up for the class
might have felt they had to participate in order to pass the class.
(Halverson, 2014, p. 46)
17. Analyze the qualities of the research in terms of worth. Was the topic clearly written,
relevant, and a contribution to educational knowledge? (This should be an in-depth

10

exploration of what you discovered as you read and should be between 150-200 words.)
(10 pts)
The research that the instructor performed was quality and worthwhile research for the
educational community. The research study was a two-part experiment analyzing ways to
promote classroom readiness through student preparedness. The first part discussed
one-minute papers where she changed the concept of the original use of this
educational instrument. The second way was through the techniques used in the
interdisciplinary studies classroom. The sections of the article are appropriately labeled.
Each experiment is discussed as a separate entity. The topic could have been written in
clearer terms. The researcher did not fully develop either experiment. Yes, she got
results that she could use to compare to the dependent group, but the data on the minute
paper could have been discussed in more detail. The scores and more one-minute test
given out to truly see a difference. As a result of the researcher only giving out 6 oneminute test during the course she does not know if that really promoted student
readiness they might have only studied when they knew that they were going to have a
test. The researcher did not let the reader know if the participants in experimental Group
A knew the dates that these tests were given on. There was also, a lack of knowledge as
to how many subjects participated in each group.
In the 2nd experiment conducted in the article on interdisciplinary education, the
researcher looked how the activities in the interdisciplinary studies class promote student
readiness. There is a list of general ways the participants are graded, but not explained in
depth. The study is comprised of two experiments that should not be immersed together
in one article. In the article groups, A and B are never compared. In fact, each group is
separately compared to the control group. Also, the researcher should have included
another instructor as a monitor, or someone else to observe the groups. The information
could be thought of as bias because she was the experimenter, researcher, and instructor.
For questions, 18-20 select a passage written by the author(s) which is not from a
secondary source. Please double space so that the quotation format is accurate.
18. Quote, a passage of fewer than 40 words directly from the article as though it were the
first time you had cited the article. Be sure to use appropriate punctuation and reference
citation format. (5 pts)
Halverson (2014) suggested one of the challenges colleges instructors often face in the
classroom is that many times students do not read the assigned materials in the textbook or
handouts prior to the class period in which it will be discussed (p. 44).

19. Paraphrase the quotation from the previous question as though you had cited it in a
previous paragraph. Use the appropriate punctuation and reference citation format. (5
pts)

11

A serious problem that many teachers tackle is getting learners to study the class material
before class time. (Halverson, 2014, p. 44)
20. Quote a passage of 40 or more words directly from the article as if you had cited it in a
previous paragraph. Be sure to use appropriate punctuation and reference citation format.
(5 pts)
Halverson (2014) concluded the following:
It does not appear that research has been conducted regarding the use of oneminute papers at the beginning of the class to encourage students to complete the
required assigned reading prior to class. Some research describes the limitations
of one-minute papers. In his research, Kwan (2011) suggests that a daily or
frequent quiz is preferable to the use of the one-minute paper because it supports a
more focused retrieval of specific information. (p. 45)