Thesis (Ph. D.)--George Peabody college for teachers. / Bibliography: p. [124]-126.

Thesis (Ph. D.)--George Peabody college for teachers. / Bibliography: p. [124]-126.

Thesis (M.A.)--Ohio State University, 1935. / Includes bibliographical references (leaves [683]-705). Available online via OhioLINK's ETD Center

Thesis (M.A.)--Ohio State University, 1940. / Includes "Christ of the Andes" (leaves 176-215). Includes bibliographical references (leaves 216-223). Available online via OhioLINK's ETD Center

M.Ed. (Media Studies) / Please refer to full text to view abstract

Research in radio education has been confined largely to surveys so far, and very little has been done to investigate listening, the general field of this study. The purpose of the experiment was to discover the differences if any between the comprehension and retention of material presented to grade V of VI pupils directly and by means of transcriptions, as measured by both immediate and delayed recall tests. The principal questions to be decided were whether the absence of “visual cues” would make any difference in favour the recorded presentation. In all, eight classes were used from four Vancouver schools, four from each of the two grades. Children were selected as a representative sampling of the Vancouver school population, and were found to have a mean I.Q. only slightly above that for the whole school population of the city. When absences had been taken into account, 192 cases were left from which complete results were obtained. Eighteen paragraphs were used for the test, four of these “dummies” for trial purposes and the remainder in two parallel forms of the Dominion silent reading tests. This was simple factual material prepared for the use of grades V and VI. Tests were administered at the rate of two a day for five days, and five days later a delayed test on one set of seven paragraphs was given. The groups were then rotated and the same procedure followed for the other set of paragraphs. Tests were in the form of four simple multiple choice questions for each paragraph. Rotation of time, class, material and type of presentation was made possible in the pattern of the experiment. One reading voice and one test administrator were used throughout. In this way such factors as novelty, fatigue and practice were cancelled out. Each of the four schools and all the classes were visited once each day, two schools in the morning and two in the afternoon, at regular times. For the recorded part of the test, paragraphs were transcribed and portable playback equipment was taken from school to school. The experiment was arranged in such a way that at each school on each day one class was receiving “live” and one class recorded material. For the recorded part of the test, directions were also transcribed, so that in this section even the test directions were given by means for recordings. The plan was carried out substantially as arranged, and with only one or two minor delays of not more than one hour or two. Results may be summarized as follows: a. A general trend in favour of “live” presentation was definitely noticed. b. Scores for the total group were significantly in favour of the “live” presentation, but more scores for the grade VI group were not significantly different either way. c. Boys’ scores were not significantly different but girls’ scores were. Boys’ scores were noticeably higher than girls’ scores. d. Upper and lower quartiles of the I.Q. distribution were examined, but there was no significant difference in either group. Since this experiment was organized in such a way as to make the “live” and recorded presentations as similar as possible, it follows that in this case the record was merely duplicating the teachers. Such is not the case with radio, other factors operating to justify the use of school broadcasts. / Education, Faculty of / Graduate

No description available.

No description available.

No description available.

Radio broadcasting, from its inception, was recognized as a medium with educational possibilities. The decision of the Privy Council in 1931 to vest control of broadcasting in the federal government, therefore, invited Dominion participation in radio education. With the establishment of the CBC, and the implication that it was to develop radio's educational potential, the possibility of having national radio education became more real. National radio education developed in response to four general forces. First, as the depression closed, the CBC was able to stabilize its financial situation, evolve a policy on controversial programming, establish co-operative relations with certain voluntary educational associations, and sponsor a national investigation into school broadcasting. Second, the arrival of the Second World War created a fervent nationalistic feeling and provided the conditions for an increase in the power of the federal government. The result was an interventionist-nationalist policy, on the part of the Dominion Government, which found cultural expression in national radio education schemes, such as "Young Canada Listens" and "Farm Radio Forum." The third force involved in the development of national radio education was related to a general programme shift in Canadian broadcasting from light entertainment to a more serious fare. Besides the use of more abstract content, this programme shift was characterized by the creation of radio programmes to suit specific audience groups, various attempts to overcome the passivity of the radio audience and the use of the radio as a medium for artistic and creative expression. The growth of national radio education in the early 1940's both reflected this general programme shift and provided another channel within which it could be conveyed. Finally, national radio education developed because of a desire, on the part of provincial educational authorities, to co-operate with a federal agency, the CBC, in the production of educational broadcasts. This desire to co-operate stemmed, in part, from a renewed sense of confidence in the national broadcasting authority and a wish to secure the educational benefits presented by the radio. Co-operation was achieved eventually on three levels of radio education - inter-provincial, Dominion-Provincial and international. The fruits of such co-operation in educational broadcasting were programmes, such as "Young Canada Listens," "Kindergarten of the Air," "National Farm Radio Forum," "Sports College" and "National Citizen's Forum." The CBC emerged from the 1940's as a national clearing house for Canadian education. Through its radio broadcasts, publications, and co-operative relations with provincial and voluntary educational organizations, the Corporation helped to provide Canadians with a national educational experience. The CBC also provided the Canadian Government with a useful instrument in international radio education affairs. Radio's role in education also became firmly established in the 1940’s. Broadcasting functioned as an educational aid and was to be integrated into the traditional learning situation. No new methodology or philosophy accompanied the radio into the classroom. True to an early prophecy, the radio had expanded the range of possible experiences available to the learner, but that was where its educational influence terminated. / Education, Faculty of / Graduate