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ERIC Number: ED115657
Record Type: RIE
Publication Date: N/A
Pages: 9
Abstractor: N/A
Reference Count: 0
Student Response in Television Instruction.
Brashear, Fenton W.
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)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Military Testing Association (16th, Oklahoma City, Oklahoma, October 21-25, 1974)