Student Response in Television Instruction.

Autor/in	Brashear, Fenton W.
Titel	Student Response in Television Instruction.
Quelle	, (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Analysis of Variance; Comparative Analysis; Educational Television; High Achievement; Individualized Instruction; Low Achievement; Response Style (Tests); Retention (Psychology); Teaching Methods + Suchen Sie Ihr Suchwort? Bildungsfernsehen; Schulfernsehen; Individualisierender Unterricht; Unterdurchschnittliche Leistung; Antwortverhalten; Merkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The effectiveness of passive, covert, and overt methods of student response in individual television instruction was investigated. Students were classified on the basis of high and low achievers, then randomly assigned to one of four treatment groups. Group 1 (passive) was given conventional television instruction without opportunity to respond during the instruction. Group 2 (covert) was given multiple-choice recall questions during the instruction and asked to make a mental selection of the correct answers. Groups 3 and 4 (both overt) were also given questions during the instruction and asked to actively select the correct answers. A two-way analysis of variance of the criterion test scores revealed significant differences on both the posttest and the delayed retention test. On the posttest, significant differences were found between the passive group and each of the three student response groups in both achievement levels. However, no significant differences were found among the three student response groups. On the retention test given one week later, low achievers in the covert group obtained significantly higher scores than the low achievers in the passive group. These findings, in favor of student response in individual television instruction, support the related research which has generally found student response superior in group instruction. They also support the concept that retention seems to be influenced more by the initial level of learning than by the method. (Author/BJG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01