M.Ed. (Media Studies) / Curricular media use can be considered as the utilisation of media by a subject-teacher. This implies the selection and integration of media in the tuition study procedure in order to form an integral part of the total teaching-learning procedure. The problem identified in this study is that no research has been done on the Witwatersrand to establish the position of curricular media use in primary schools in the senior primary phase. The objective of this study is to attempt to establish the position of curricular media in the senior primary school phase on the Witwatersrand. This study will essentially be undertaken on the basis of literature and empirical research. In chapter one the context in which the study will be done is set, after which the problem and purpose of the study will be mentioned. In chapter two a study of the literature is undertaken with the focus on curricular media use in the senior primary school phase. Chapter three devotes attention to an exposition of the method of the empirical investigation, the use of this research instrument and the interpretation of the data obtained from the questionnaire. In chapter four a resume is given of the findings in an attempt to consolidate and a few recommendations regarding curricular media use are made. Within the context of the set target and on the grounds of the findings in chapter two and three, the following conclusions are made: It would appear that the position of and attitude towards curricular media use are reasonably positive. Not all of the respondents received tuition in curricular media use during their training as teachers and this is a field that calls for improvement. In-service training is given at schools but not on a regular basis. Teachers are not fully informed on curricular media use and media selection and they are aware of the features of the various educational media but their choice of media in the implementation of curricular media use contradicts their replies. Lack of funds is an important factor. Most of the schools do not have a budget for each subject for curricular media. There is a need for guidelines for the implementation of curricular media use in the senior primary school phase. The following recommendations are made: Primary schools need guidelines on how curricular media use can be implemented. In-service training must be given on a quarterly basis. In-service training must include curricular media use, media selection and media features make provision for this. Teacher training must also Funds must be made available by management for the purchase of curricular media. Further research can be done to establish guidelines for the implementation of curricular media use in the different subjects in the senior primary phase. A comparative study can be done to establish the difference (s) between scholars receiving education through curricular media use and those who do not. Herewith the research into the status of curricular media use in the senior primary school phase within the context of the set aim is provisionally completed.

The purpose of this study was to examine the effect of computer-assisted practice on English grammar and mechanics achievement of third grade students. Specifically, it investigated whether or not there was a significant difference when one group received traditional instruction with practice provided by means of workbooks and worksheets while another group received traditional instruction with practice provided by utilizing a computer.The subjects consisted of 74 students from Chapter I schools from a large, midwestern school corporation in an industrial community. The groups were from four intact classrooms with 41 students in the experimental group and 33 students in the control group.The instrument used was the Language Mechanics and Language Expression subtests of the Comprehensive Tests of Basic Skills (CTBS), Level E. Ability levels were determined by grade equivalent pretest scores. An analysis of covariance and a post hoc univariate analysis of covariance were used to determine results at the p<.05 level of significance.FindingsStatistical analyses revealed the following results:1. The experimental group made significantly greater gains than the control group in language mechanics and language expression achievement.2. There was no significant difference in language mechanics and language expression achievement with regard to gender or ability levels of the experimental group and the control group.3. There was a significant difference in language mechanics achievement, but not of language expression achievement, between the experimental group and the control group. The experimental group made greater gains in language mechanics achievement than the control group.ConclusionsBased on the findings of this study, the following conclusions were drawn:1. Computer-assisted practice significantly improved English grammar and mechanics scores of third grade students in this study, according to the Language Mechanics and Language Expression subtests of the CTBS.2. Computer-assisted practice did not significantly improve English grammar and mechanics of third grade students with regard to gender or ability.3. Computer-assisted practice significantly improved language mechanics scores, but not language expression scores, of third grade students.

The purpose of this study is to determine the influence of filmstrips upon a group of first-grade pupils as compared to another group of first-grade pupils not using filmstrips.