This two-part study employed an experimental design and interviews to examine the effects of videos on adult English as a Second Language (ESL) student listening comprehension. The purpose of the first part of the study was to compare the effects of video in two pre-listening activity conditions on beginner and upper-beginner adult ESL listening comprehension. The participants were 49 Language Instruction for Newcomers to Canada (LINC) students enrolled in two beginner and two upper-beginner ESL classes The beginner classes were randomly assigned either to the audio only (AO) condition or the audio with written script (AW) condition. The upper-beginner classes were similarly assigned to the two conditions, the AO condition or the AW condition. In the AO condition, the students listened to a tape recording of four pre-listening questions prior to viewing the video. In the AW condition, the students listened to the same tape recording and, in addition, were shown the same questions that were printed on large sheets of paper and held up at the front of the class by the teacher. The same pre-test was administered to all four classes. Twelve exercises including pre-listening questions, videos, and comprehension questions were completed. The beginner classes viewed videos from Learning English in the Community LINC 2 (Cameron et al., 1995), and the upper-beginner classes viewed videos from Learning English in the Community LINC 3 (Cameron et al., 1995). The same post-test was administered to all four classes. Results indicated that the written script in the AW condition significantly improved the listening comprehension ability of beginner and upper-beginner adult ESL students. The second part of the study was aimed at gaining insights into the pre-listening questions, the videos, and their value on teaching listening comprehension. All of the students were individually interviewed. Overall the students were positive about the showing of videos as aids for enhancing listening comprehension, the content of the videos, as well as the questions. Some of the students, however, found some of the instruments difficult to understand. They found that the vocabulary was unfamiliar or the speed of delivery was too fast. This lack of comprehension may have affected the results of Part One of the study.

If students are to become aware of the vital, but fragile, interrelationships in their environment, they require many firsthand experiences in the out-of-doors. Environmental education is taught in some classrooms and nature centers, but to date, little research has been conducted to evaluate the effectiveness of the instructional methods used. Nature center managers are finding it difficult to personally educate an increasing number of park visitors. School teachers who may lack expertise in the natural sciences need educational resources that can be used to supplement their science curricula. These situations indicate that there is a growing demand for environmental interpretive methods that are dynamic, convenient, and accessible to a large number of people.The purpose of this study is to evaluate the effectiveness of a particular method of interpretation which involves the use of a taped message and hands-on activities along a nature trail. Middle school students took part in the project. The treatment for the experimental group consisted of taped instruction and nature trail activities. The control group toured Christy Woods Arboretum without a taped message. Both groups completed a short written questionnaire after theirexperience. Responses were analyzed to determine if the taped interpretive method was effective in helping students learn concepts and develop positive attitudes toward the natural environment. Teacher response was also evaluated.

This creative project will be a compilation of surgical proceedures performed by the author on patients before a video tape. There was a superimposed narration describing the procedure as it was being performed.Since these tapes were open ended, anytime a patient presented with a problem and a willingness to be taped, a new dimension in resident education is always forthcoming. This project has also forced one author into becoming proficient in the art of surgical techniques and in the art of taping video lectures.Since much of the educational material is in tape of television form now, this will be a readily accepted media in educating future doctors of less frequently mentioned procedures.Three training video tapes, each approximately 10 minutes long were produced dealing with removal of moles from the skin, circumcision, and removal of a toenail.Production was carried out in the surgical suite of the Family Practice Center, Ball Memorial Hospital, Muncie, Indiana during the 1976-77 academic year.

A revolution is taking place in education today at all levels from kindergarten through college, in virtually all subject matter areas. This revolution is due, in part, to research in learning theory and technological advances. Changes in attitudes have led to the concept of "accountability"--that educators must perform and produce educational programs that are meaningful and interesting as well as informative. The fact that private industry has had satisfactory results in the academic marketplace has also provided impetus for the current educational revolution which has resulted in several innovations.A general education biology course, Man and the Life Sciences, has been taught with an audiotutorial component at Ball State University since 1965. Quarterly evaluations by the students provided the staff with evidence that three of the units should be redesigned 1) to have more appeal to the students; 2) to meet their expectancy of relevance; and 3) to have a higher level of academic quality.The problem for the present research investigation was twofold: 1) to design three audiotutorial units for a college general education biology course titled Aggression, Territoriality and Survival; Time, Adaptation and Change; and Man, Communication and Behavior, with innovative approaches and 2) to evaluate the effectiveness of the newly developed materials.In designing these three units, specific goals of the research undertaking were 1) to integrate the three units in such a way that concepts of organismal biology, evolution and behavior are pervasive throughout all three units; 2) to develop a list of performance objectives for each of the three units; 3) to determine learning strategies which will help the students achieve each of these objectives; and 4) to determine learning strategies which will help make these objectives interesting and relevant to the students.In order to meet these criteria, the principles of systems management were employed bys 1) specifying goals, 2) specifying desired outcomes for students, 3) planning instruction, 4) evaluating student achievement, and 5) revising instructional procedure in light of experience. In planning the instruction, the method used to facilitate the accomplishment of the desired outcomes was the audiotutorial approach which allowed the student to learn at his own pace. Each unit actively involved the student in sequential multimedia learning activities. A learning guide was designed for the student to use in responding to questions posed as he progressed through the audiotutorial learning activities.After development, the unit materials were first tested with a group of ten students. Feedback on the basis of achievement tests and individual interviews provided the rationale for revisions in preparation for field testing. After completion of the field testing, which involved approximately 650 students, additional revisions were made, resulting in the final version which was evaluated to determine the overall effectiveness of the learning materials.Final measurement of student accomplishment was effected by the use of pre-tests and post-tests consisting of parallel quiz items which had been validated in preliminary testing. Forty-five objectives were final tested; difficulty levels from the pre-test indicated that twenty-four of the objectives were achieved by seventy percent or more of the students. Chi square applied to the results of the remaining items indicated that seven additional objectives probably were also achieved at this same level; fourteen of the objectives were not achieved during the final evaluation. Standard item analysis was used to assist in determining why these objectives were not accomplished; this information can be used in making future revisions.Student opinions were solicited in the form of a student unit evaluation. At least forty percent of the students rated each unit's interest level as high and fifty percent rated each as average; thus, the units accomplished what was expected.A program of instruction should evolve with new ideas and innovations with an effort toward continual improvement. Data collected from this research investigation can be used to pinpoint specific areas where additional research would be beneficial.

This two-part study employed an experimental design and interviews to examine the effects of videos on adult English as a Second Language (ESL) student listening comprehension. The purpose of the first part of the study was to compare the effects of video in two pre-listening activity conditions on beginner and upper-beginner adult ESL listening comprehension. The participants were 49 Language Instruction for Newcomers to Canada (LINC) students enrolled in two beginner and two upper-beginner ESL classes The beginner classes were randomly assigned either to the audio only (AO) condition or the audio with written script (AW) condition. The upper-beginner classes were similarly assigned to the two conditions, the AO condition or the AW condition. In the AO condition, the students listened to a tape recording of four pre-listening questions prior to viewing the video. In the AW condition, the students listened to the same tape recording and, in addition, were shown the same questions that were printed on large sheets of paper and held up at the front of the class by the teacher. The same pre-test was administered to all four classes. Twelve exercises including pre-listening questions, videos, and comprehension questions were completed. The beginner classes viewed videos from Learning English in the Community LINC 2 (Cameron et al., 1995), and the upper-beginner classes viewed videos from Learning English in the Community LINC 3 (Cameron et al., 1995). The same post-test was administered to all four classes. Results indicated that the written script in the AW condition significantly improved the listening comprehension ability of beginner and upper-beginner adult ESL students. The second part of the study was aimed at gaining insights into the pre-listening questions, the videos, and their value on teaching listening comprehension. All of the students were individually interviewed. Overall the students were positive about the showing of videos as aids for enhancing listening comprehension, the content of the videos, as well as the questions. Some of the students, however, found some of the instruments difficult to understand. They found that the vocabulary was unfamiliar or the speed of delivery was too fast. This lack of comprehension may have affected the results of Part One of the study. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

D.Ed. / The aim of this study is to give an exposition of problems experienced by students studying through teletuition and to offer ways in which problems could be minimized or alleviated. From this exposition two sub-aims derive: to determine students' needs (with regard to various aspects of the teletuition experience); to develop a strategy for facilitating students' achievement in teletuition.

Audio-visual aids can help to cause the student to realize that "government" is an animate, ever-changing thing that affects him in many ways. The purpose of this paper is to suggest ways in which government courses may be given life.

The problem of this study is to determine, if possible, whether any significant difference in achievement existed when the eighth-grade social studies were taught by two methods; namely, the textual method and the textual method supplemented by audio-visual aids.

The problem of this investigation was two fold: first, to obtain information on available auditory and visual aids adaptable to teaching reading on the low-first-grade level; and second, to determine the progress in general reading efficiency of three groups of beginning readers who were taught by three different methods.

This creative project is an approach to assist the Industrial Technology Educators of Indiana in Implementing the Introduction to Construction Technoloay Course. The necessity for high quality instructional materials has set the objectives for a valuable and productive creative project: to research and collect pertinent data from Indiana's state curriculum guides, and recommended texts for the development of transparency masters for the Introduction to Construction Technology Course. The instructional benefits to both prospective and veteran teachers is well worth the effort. / Department of Industry & Technology