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ERIC Number: ED394514
Record Type: RIE
Publication Date: 1996-Apr
Pages: 19
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Unintended Results of Using Instructional Media: A Study of Second- and Third-Graders.
Flanagan, Robin
Much of the research on classroom use of educational media has been hampered by difficulties in isolating a single element of the medium--television programming, for instance--that influences behavior in a reliable way. Still, each medium facilitates a particular type of learning environment, and the collective characteristics of those environments must be examined for possible effects. The learner in the television-based learning environment is often passive, and some experts would suggest that such learners exhibit learned helplessness. This refers to behavior observed in situations where a person's actions have no effect on outcomes. This report describes a study which updates the author's previous work in this area. The study tries to replicate an earlier finding that 15 minutes of a mediated learning experience, like a math video, would more often lead to less persistence or propensity for challenge, than a more active learning environment would. The study focused on 90 second- and third-graders in four classroom from three different schools. Students in two of the classrooms were from a small city in upstate New York. One of these classes was bilingual. Two of the classrooms were from suburban New York. Using tangram puzzles of varying difficulty, the researcher found that students who viewed a video gave up on hard puzzles and opted for easier ones sooner than students who has previously been engaged in more active treatments of the same topic. Five figures and three tables illustrate the results. (Contains 25 references.) (BEW)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Impact Evaluation; Tangrams; Video Viewing
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April 8-12, 1996).