This study was designed to examine whether having teachers participate in material development activities is an effective strategy for producing instructional material that teachers will adopt. The primary purpose was to determine if teachers who reviewed a traditional chapter revised on the basis of teachers' suggestions would have significantly different attitudes toward adopting that chapter than teachers who reviewed the original, unrevised version or a modified version which incorporated changes suggested by student data and instructional designers. The study was also designed to compare the instructional effectiveness of the original version with the effectiveness of the teacher-designed and designer-designed versions. / Teachers from a vocational school were randomly assigned to review one version of the chapter, and were asked to complete an Instructional Materials Acceptance Questionnaire. Students were asked to read the chapter randomly assigned to them and to complete a posttest. / Contrary to expectations, the teacher-designed chapter was as effective as the designer-designed chapter and more effective than the original chapter, yet it was not more acceptable to teachers. As expected, the designer-designed chapter was more effective than the original chapter. However, teachers were no more favorably disposed to the designer-designed chapter than to the original chapter. / Perhaps the teacher-designed chapter would have been more acceptable if the teachers who participated in the material development activities had discussed the material with the teachers who participated in the material review sessions. It is generally believed that a major reason why individuals adopt a new product is because other individuals in the social system are influencing them. / Although the effects of the designer-designed and teacher-designed chapters were similar in this study, these results should not be viewed as conclusive. Differences in the qualifications of teachers and designers could vastly alter the instructional quality of materials revised on the basis of teacher and designer input. / Source: Dissertation Abstracts International, Volume: 51-04, Section: A, page: 1098. / Major Professor: Robert Reiser. / Thesis (Ph.D.)--The Florida State University, 1990.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_78231 |
| Contributors | Davidove, Eric Alan., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 230 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
Page generated in 0.0045 seconds