There is no abstract available for this thesis.

There is no abstract available for this dissertation. / Department of Chemistry

There is no abstract available for this dissertation.

The study gathered and analyzed data about the impact of interactive television on student achievement and attitude in high school physics classes. Students enrolled in a distance learning program using interactive television to teach physics were the study population. Data were obtained from eighty-five students at six remote sites and the originating site. Z-tests of the mean scores obtained by the study population on each section of the American Association of Physics Teachers/National Science Teachers Association (AAPT/NSTA) Introductory Physics Examination Version 1988R indicated the study population achieved at a level significantly lower than the test norming population in all four areas analyzed. A one-way analysis of variance (ANOVA Model) was completed on achievement data arranged by group according to type of classroom monitoring. Group 1 had certified teachers acting as on-site facilitators; Group 2 had no on-site facilitators. There was no significant difference (p > .05) in achievement between the two groups. A survey was administered to determine the attitudes of students toward interactive television as the method of instruction and to assess student attitude toward the course content. Frequency and percentage distributions of responses to each question on the student survey were descriptive of student attitude. A one-way analysis of variance (ANOVA Model) failed to demonstrate any significant difference at the .05 level in attitudes between the group in classrooms monitored by certified teachers and the group in classrooms which were self-monitored. Students enrolled in the interactive television physics course held slightly more positive than negative attitudes toward interactive television as the method of instruction. Student attitude toward interactive television was less positive after taking the course than prior to taking the course. Students in interactive television classes generally held positive attitudes toward the content of physics. / Department of Educational Leadership

The purpose of this study was to investigate under experimental conditions whether the self concepts of children could be improved through the use of videotape feedback as a stimulus for discussion in group counseling sessions.The ninety-nine subjects in this study were all of the fourth and fifth grade students at Burris Laboratory School, Muncie, Indiana. The study was conducted during the spring of 1977.Two classrooms were used as experimental groups and two were control groups. Each classroom contained both fourth and fifth grade students. The experimental groups participated in six group counseling sessions over a two week period. Videotapes were made of regular classroom activities and these tapes were used as a stimulus for group discussions one hour later. Discussions were guided by the principles of Grasser's Reality Therapy.The data collected for each subject was the total score obtained on the Piers-Harris Children's Self Concept Scale which was administered as a pre-test, a post-test and a two-week delayed post-test.The effects of the treatment were analyzed through the use of a 2 X 4 X 2 univariate analysis of covariance with repeated measures on the third factor. The pre-test scores were used as a covariate. All factors were considered to be fixed.A non-significant sex-by-treatment interaction was found (F=1.054, P<.373). Also, a non-significant test-bysex interaction was found (F=1.35, p(.26). Because there were no interactions, the effects of the treatment were interpreted directly by a contrast between the experimental and control groups (E1+ E2 - C1+ C2).The null hypothesis stated that there would be no significant differences between the experimental and control groups in the self concepts of the subjects as measured by the Piers-Harris Children's Self Concept Scale. A F ratio of 15.991 (p<.0002) allowed the null hypothesis to be rejected. Because of the degree of non-homogeniety of the groups, the significance was in the direction of the control groups who obtained higher means than the experimental groups. Examination of group means showed that the experimental groups were significantly lower on the pre-test scores, made larger gains during the treatment than the control groups, but still scored lower on the two post-tests than the control groups.The mean of the normative sample for the Piers-Harris Children's Self Concept Scale is 51.84. In this study the mean on the delayed post-test was 59.56 for the experimentalgroups and 67.02 for the control groups.Under the constraints of the study, the following conclusions were made based on the statistical analyses of the data:1.The treatment did not produce more significant change than that observed in the groups which receive treatment.2. As a group, the self concept scores of the students at Burris Laboratory School are higher than those of the normative group.3. There were no significant differences in self concept scores based on the sex of the subjects.4. Becoming familiar with the components of personality which make up the self concept, as defined by PiersHarris, appeared to have a positive effect on the subjects.5. All groups experienced gains in self concept scores during the five weeks of this study.Recommendations were made for further study to include a longer period of treatment, the use of a behavioral. checklist to determine the effects of the treatment, and the use of videotape feedback and the Piers-Harris Children's Self Concept Scale in classroom activities.

M.Ed. / Hearing-impaired pupils differ from normal-hearing ones in that they have neither language nor speech. The result is an incapability to communicate. To overcome this immense problem, hearing-impaired children are educated with great empathy. The teachers of these children need to have patience, dedication and the capability to implement any available means to fulfil the special needs of their pupils. Media gives the teacher the ways and means to introduce the real world and its components to the child, starting with the wearing of a hearing aid. The hearing aid allows the child to step out of silence into a world of some sound. The education of the hearing-impaired relies on the use of media (that is: printed material, the overhead projector and transparencies, the computer, video, television, music, hearing aids and real objects). Each of the ,above mentioned, fulfils a special need in the education of the hearing-impaired - it brings about more effective teaching and learning. It gives the hearingimpaired the chance to be part of the normal living life .

M.Ed. (Media Studies) / Man's need for information is continually increasing and this need, in turn, presupposes continuing education and training (Freysen 1985:1). Further study, however, demands a high degree of motivation and self-discipline, and for that reason it is generally adults that register for such study, to update or broaden their knowledge. Since most students are employed and cannot be traditional students at a residential university, they turn to distance education as a result of the possibilities it offers. As a result of the separation between the student and the lecturer particular use is made of the printed word, as well as broadcasting and telecommunication media. Traditional dialogue takes place in the form of correspondence through the post, and it is also dependent on the above communication media. Among the problems that have been identified is the fact that most study packages have not been designed and compiled with the media in mind, and if various media are selected, this is done in a haphazard way. This study attempts to propose a procedure by which the lecturer can approach the design of multimedia study packages for distance education. For the lecturer, as well as the student, audiovisual media offer better control over learning, and greater interaction with the learning content. The student can revise, study and integrate the learning content at his leisure. In practice this means that audiovisual media should be more effectively used when planning instruction and learning (Bates, 1984:6). The distance education situation is approached as a didactic situation and the mportance of various components of the study package as an instructional is shown. The importance of media selection in the compilation of the study package is indicated, and certain aspects of instructional design are discussed. In this study an attempt has been made to show that instructional design is on the one hand a definite need, but on the other a definite possibility in distance education. Instructional design takes place in a systematic way by means of different procedures. During the design process a multimedia approach is followed in order to put together a multimedia study package which will put the student in a better position to learn.

M.Cur. / Please refer to full text to view abstract

M.Ed. / Man lives in a specific reality which directs a distinctive appeal towards him so that reality becomes accessible to him. Perception enables the composition of total impressions to form meaningful detail. Man's consciousness to achieve cannot perform if there is no mention of perception. This finding contains special significance for education, since it now becomes the task of the educator to build specimen structures for perception so that the developing character of perception is reflected in it. To make effective use of media in a class situation, general perception principles must be reflected in it, namely, that perception is relative, selective and organised, and are influenced by expectations. In the past, human communication was performed mainly verbally and through the written word, however, with media, new variations of communication and learning have become possible. It is, nevertheless, important to remember that the use of specific media should always be a method to achieve a field goal. Symbols and symbol systems are the most important characteristic of media that can make a contribution to education and learning. On account of different symbol systems exploited by modern media, the preceptor is enabled to perceive the environment in different ways and other cognitive processes are then involved with perception.

The purpose of this study is to determine if there is a need and a market for the production of video-taped employee training films specifically geared to subjects unique to club management. Data was collected by telephonic inquiries to the major commercial film houses affiliated with the production of hospitality training films, by inquiry with all nationally organized club management associations, and routine queries with professionals in the field on the subject matter. The hypothesis is upheld by the research and the study goes further to suggest an answer to this need by production of training films.