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No description available.

No description available.

This study was designed to test the null hypothesis that there would be no significant difference in the achievement of subjects who are taught the same concepts using two sets of visuals which differ in detail, complexity, accuracy of scale and use of background. A 20-item comprehension test produced non-significant differences between the simple and complex artwork treatments within both the Army Reserve and FTU samples. Subjects in both target audiences achieved approximately the same comprehension level even though the perceived the complex art to be significantly more adequate to teach. The major implication of this study is the possibility for dramatic savings in costs as well as time contributed to the development process of TEC lessons without a corresponding drop in teaching effectiveness. It was recommended that educators consider this and other related research when planning, designing, purchasing and using audio-visual instructional materials and training aids.

The problem of this investigation was two-fold: first, to obtain general information on auditory and visual aids and their apparent values in the schoolroom; and second, to find out to what extent these aids were used in eighty representative schools of Texas during 1945-1946.

The general purpose of this study and investigation is to prepare a suitable reference work on production and use of visual educational material. This study will aid the teacher who wishes to produce material in his community to serve as an aid to teaching.

The school journey is one of many visual aids in perceptual learning. It is not the purpose of the writer to over-estimate the values of this method of teaching, but to suggest it as one activity that meets the need of many individuals for growth and maturation, as well as a technique for capturing the educational values of direct contact with the world in which children live.

published_or_final_version / Education / Master / Master of Education

Project THINK was designed as a classroom project that combined the use of instructional multimedia technology, linked to the California History/Social Science standards, which engaged gifted middle school students in the design of these standards-based video materials.

The study described in this dissertation was conducted during a three week period and encompassed four senior high school English classes. The data derived from the study were elicited from a pre test of knowledge and a pre treatment attitude survey; a post test of knowledge and a post treatment attitude survey and a delayed post test of knowledge. The four groups of students were given the following treatments within the Shakespearean drama unit on Hamlet: (1) Group I - Students in this group were shown four teaching films on Hamlet and read the play aloud in class with students taking parts. (2) Group 2 - Students listened to a taped recording of the play and followed along with their books. (3) Group 3 - Students in this group listened to the taped recording of the play and were shown the four teaching films. (4) Group 4 - Students in this group, which was the control group, read the play aloud in class with students taking parts. The research questions which guided the research and were addressed through the statistical analysis were as follows: (1) What significant knowledge differences, if any, exist between and among the groups receiving the non-print media treatments and that group which did not? (2) Is there a difference in appreciation (attitudes) of Shakespearean drama between the groups which received the non-print media treatments and the group which did not? The statistical analysis of the data revealed that although all groups improved on the knowledge post test, groups 1 and 2 improved the most. Attitude scores also increased for group 1. Interestingly, the difference between pre treatment and post treatment attitude scores for group 2 was negligible, and for groups 3 and 4 decreased. The following conclusions were then drawn from the statistical analysis: (1) The use of non-print media does improve knowledge of and attitude about Shakespearean drama. (2) The use of non-print media should be limited, for example, to either taped recording or film for optimum results.