ERIC Number: ED026258
Record Type: Non-Journal
Publication Date: 1967
Reference Count: N/A
A Comparative Study of the Effectiveness of a Multi-Media Systems Approach to Harvard Project Physics with Traditional Approaches to Harvard Project Physics.
Poorman, Lawrence Eugene
Investigated were the effects of a carefully sequenced program of integrated media on achievement and affective responses of students in a multi-media systems approach to Harvard Project Physics. Five Harvard Project teacher field consultants were selected to teach the multi-media package, and five others were selected as comparison teachers to teach the unit in the traditional way. Teacher characteristics, school and community types, and teacher experience were closely matched. Achievement differences between groups were insignificant but slight achievement differences did exist between classes. High and low achievers in the multi-media classes showed gains higher than students from the same groups in comparison classes. The multi-media systems approach provided a way of integrating a variety of media and methods related to individual instruction sequenced to fit a prescribed time period without decrease in achievement gains. The multi-media approach increased interest and increased level of enthusiasm in studying Harvard Project Physics. (GR)
Descriptors: Audiovisual Aids, Doctoral Dissertations, Instruction, Physics, Program Evaluation, Science Course Improvement Projects, Secondary School Science, Teacher Characteristics
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 68-4745, Microfilm $3.00, Xerography $8.80).
Publication Type: N/A
Education Level: N/A
Authoring Institution: Indiana Univ., Bloomington.