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Thesis (M.S.)--Boston University

The following dissertation " Summative Evaluation of Educational Television Material " consists of the following sections: Section I: Chapter 1: Introduction to the problem/task. A brief introduction to the problems of evaluation and research into educational television, with particular reference to the situation in South Africa. A background to the actual evaluation performed is included. Chapter 2: A detailed account of the planning, design, and implementation of a summative evaluation of ETV material. This section is based largely on extracts and recommendations from the available literature, as well as including recommendations and observations by the author. Section II: Chapter 3: A summary of the summative evaluation of Episode 1 and Episode 4 of the SABC ETV series "Statistics". The two episodes are compared under various criteria, particularly the degree to which the goals of the series were attained. This chapter may be taken as an example of a typical summative evaluation. Section III: Chapter 4: A detailed summative evaluation of Episode 1. Chapter 5: A detailed summative evaluation of Episode 4. j Chapter 6: A comparison, summary and recommendations arising out of the evaluations above. Appendix 1: The test instruments used in the evaluation. Appendix 2: A comprehensive abstracts. (A result ERIC databank). Not in the dissertation. list of references and of a literature search on the all the references were used Bibliography: A list of source material used by the author in the dissertation.

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / THE PROBLEM: When two modes of teaching of the natural sciences (problem-solving and information-giving) are used both on television and in the classroom, will there be differences in the amount and quality of learning? POPULATION: 36 fifth grade classrooms, randomly selected from cities and towns within 50 miles of the city of Boston, Massachusetts. PROCEDURE: 36 teachers took part in the study. 12 of these were trained in the use of problem-solving methods with the teaching of natural science; 12 were trained in the use of information-giving methods with the teaching of science; and 12 were given no specific training and functioned as a control group. Two television series containing 20 one-half hour programs on the natural sciences were televised by WGBH-TV, Educational Television in Boston, Massachusetts. Ten programs were identical for both series. The other ten programs covered the same content areas, but were different in organizational make-up. Ten series "R" programs stressed the giving of information, ready-made concepts, and generalizations. Ten series "E" programs stressed the postulation o.f problems, time lapses for student response and posing of solutions. Classroom teachers in the two experimental classroom groups were provided with manuals correlated with the two experimental television series of ten programs. Although basic concepts to be covered were identical, one manual stressed the learning of information, the other the solution of problems. Four tests were administered during the experiment: The Otis Self Administering Intelligence Test (Beta Form) to establish distribution of intelligence; a Science Information Test to evaluate the learning of facts; a Science Concept Test to evaluate ability to solve problems; and a Science Reasoning Test to assess ability to reason logically. All tests were administered prior to the initiation of the television series in October 1961. All except the Otis were administered again immediately at the conclusion of the television series in April 1962. The Minnesota Teacher Attitude Inventory was administered in October 1961 to participating teachers as an aid in validation of teacher selection. The experimental design consisted of three groups of 6 classes viewing each television series, and two groups of 6 classes experiencing each of three classroom treatments. RESULTS: There were no statistically significant differences by either television treatment or classroom treatment. There were, however, differences in measured IQ between boys in different groups. Reliabilities of the tests used ranged between .85 and .92. Two significant results should be mentioned: 1) Note-taking in class, although not initially considered as a variable was a significant factor in experimental outcome; and 2) the basic assumptions for the use of difference scores as raw data for analysis of variance proved untenable with data collected for the study and corrections in difference scores for both ceiling and floor effects needed to be made. These corrections of gain scores changed some previously significant results to non-significant results. Approximately 75 per cent of the predictions of the direction of difference of group means by hypothesis were accurate. CONCLUSIONS: In an experiment of this sort, many variables which prejudice outcomes are not fUlly understood. Difference scores as raw data for statistical analyses are subject to distortion. It would seem that inductive problem-solving, is at the least, as effective as information-giving in the learning of natural science by fifth graders. / 2031-01-01

The purpose of this study was to examine the perceptions and attitudes of the Diploma of Educational Studies (Tertiary) students towards Educational Television. The subjects of the study were compared with a group of teachers college lecturers who had not studied overseas. The Diploma of Educational Studies (Tertiary) students who came to Canberra, Australia, to study, were surveyed at three different stages, (i) Three Weeks in Australia, (ii) Ten Months in Australia, and (iii) After twelve months back in Papua New Guinea. The statistical analysis of individual questions showed no statistical difference in the attitudes and perceptions, based on the questions asked, while the statistical analysis of the groups , based upon the questionnaires, also showed that the sample groups were not statistically different from each other. As this study was a pilot no firm conclusions can be drawn as to the difference in attitudes and perceptions of the D.E.S. (Tertiary) lecturers about Educational Television in Papua New Guinea. Areas of disagreement identified , were compared to those problems that emerged from the investigation of Educational Television in American Samoa and The Ivory Coast. Issues that required possible further investigation were then identified.

Thesis (Ed.D.)--Teachers College, Columbia University, 1974. / Typescript; issued also on microfilm. Sponsor: Phil C. Lange. Dissertation Committee: Charles C. Daly. Includes bibliographical references.

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Through the use of a case study methodology, this research presents a qualitative analysis of Eureka! The Creative Arts Series, an instructional art education television series from 1995. In recognition of the reality that no lesson in the field is value-neutral, the study seeks to determine the implicit and explicit messages about art education communicated through the various features of the series. The dominant art educational message is established with the use of an essential tool: a 2008 list of 45 puropses for art education. Using this list, the study distills the eight epsiodes of Eureka! down to their central, most frequently espoused messages. This information is then used to enhance understanding of how an effective art educator presents material, as well as how a successful art education television program may function. / text