Traditional classroom utilization of audiovisual media typically consists of an uninterrupted presentation of the material, perhaps prefaced and/or followed by teacher-directed instructional activities. / The purpose of this study was to examine the effects of alternating short segments of an existing audiovisual presentation with teacher-directed activities incorporating the "instructional events" (Gagne & Briggs, 1979) of: providing learning guidance, eliciting student response, and providing feedback. It was hypothesized that this procedure would increase learning achievement because: there would be periodic opportunities for active student participation; the instructional events would be positioned in closer proximity to relevant content; and, student attention would be better maintained because of periodic changes in the format of the lesson (audiovisual media alternating with the classroom teacher). / Eight second grade intact elementary classes were randomly assigned to one of four treatment groups (two classes per treatment). Each of the eight classes could be characterized as (1) exhibiting average or above average overall ability (as measured by the California Test of Basic Skills Reading section) and as (2) containing "media-wise" students (all classes received a steady if not daily exposure to audiovisual media). / A 16mm film was selected as the stimulus material for all treatments. Classroom teachers were trained in the administration of their treatment and were given detailed scripts to follow. A posttest was given immediately after the treatments followed by a retention test, one week later. / Results indicated that, although no detrimental effects on either the achievement or the attention of the subjects were caused by the periodic interruption of an "off-the-shelf" audiovisual presentation, no statistically significant differences in learning achievement could be attributed to the inclusion of the instructional activities in any of the treatment groups. This result was the same for both the post- and the retention tests and for lower as well as upper ability level students in all groups. / The conclusions drawn from the study indicate that average or above average students can be expected to learn a great deal from educational audiovisual media, even if not supplemented with instructional activities. Nontraditional utilization procedures may, however, increase the attention that students will pay to an audiovisual presentation, by offering shorter segments and more frequent "breaks" in a lesson. / Source: Dissertation Abstracts International, Volume: 42-01, Section: A, page: 0186. / Thesis (Ph.D.)--The Florida State University, 1981.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_74382 |
| Contributors | SCHIFFMAN, SHIRL S., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 134 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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