VIEWER SELECTION OF VISUAL INFORMATION:
AN INSTRUCTIONAL TELEVISION EXPERIMENT

THESIS FOR THE DEGREE OF M. A.
MICHIGAN STATE UNIVERSITY

GILBERT I. EFFRON
I 9 6 8

 

int-LEM.

 

 

 

 

 

 

VIEWER SELECTION OF VISUAL INFORMATION:
AN INSTRUCTIONAL TELEVISION EXPERIMENT

by Gilbert J. Effron

The instructional television director, whose pri-
mary responsibility it is to interpret the instructor's
lesson and convey his message through the syntax of tele-
vision production, may deter rather than enhance effec-
tive communication. The purpose of this study was to
design and test an experimental television message which
required the student to perform the role generally assumed

by the television director.

Design
Treatment I, the experimental television treatmen ,

consisted of two video channels and one audio channel.
Each video channel displayed different visual material
simultaneously. The left receiver carried the image of
the instructor throughout the entire presentation. The
right receiver conveyed the visuals which were used to
supplement the instructor's message.

Treatment II, the conventional television treatment,

consisted of one video channel and one audio channel.

 

The single video channel presented both the image of the

in Mt uctor and the graphic materials. The audio tracks

q

Ior both treatments were identical.

w-w-fi-

tment ill, the cont ro group, received no tele—

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‘1)

vised instruction.

and attitudes. Acnievement or in:ormation Accrual sc res

were obtained for each group based on a multiple choice

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test covering n: ormation contained in the television
message.

Attitudes and evaluation of the television treat-

3

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otalneo from stucen in l-eatment I and

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who completed.theseco nd portion of the

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questionnaire. Students were asked to respond to ques-
tions concerning various aspects of the television treat—
ments and were encouraged and permitted to explain their
answers.

The third part of the questionnaire was completed
orl by the Treatment I group for the purpose of obtaining

speCi fic information of attitudes toward, and evaluation

of, the experimental television treatment.

13 ° ’
rindings
_—___“-__

1. Information Accrual scores for each reatme nt
were computed. A mean score for each group was obtained

ally with a one —way analysis 0:

}-Jo

ompared statist

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h
0

variance. Scores were significantly different at the .05

level of significance. A posteriori com.arisons between

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of means were computed. Both the conventional and

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'perimental television treatments scored significantly

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higher than the control group. There was no signif‘
difference in Information Accrual between the experimental
television treatment and the conventional television treat-
ment at the .05 level of confidence.

2. :he general information portion of the question-
naire revealed favorable attitudes by both television
groups. Less than half the students in the conventional
television presentation compared with all students in the
experimental treatment indicated having ample time to
study the visuals.

3. Students reported having no difficulty in
shifting their attention between the two television
receivers. The system produced little or no confusion.
There was little or no consistency in the am unt of time
'students attended to each receiver. The experimental
televisi n treatment provided each student with the option

of selecting the amount of time he viewed each receiver.’

VIEWER SELECTION OF VISUAL INFORMATION:

AN INSTRUCTIONAL TELEVISION EXPERINENT

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

MASTER OF ARTS

Department of Television and Radio

1963

Approved: EflfifI/U 6954:33/

Major Professor

 

ACKNOWLEDGEMENTS

I wish to extend my sincere gratitude to the many
people who contributed their time and energy to aid in
the production of this thesis. ‘

Especially, many thanks are given to the staff of
Closed Circuit Television for their assistance throughout
the entire project, to my friends who administered the
experiment, and to Jeff Katzer for his advice on statis-
tical procedures.

Another note of thanks is directed to my friend and
neighbor, Don Larsen, for his help in validating and pre-
senting the television message.

There is, of course, one person who requires special
recognition. For his invaluable advice, guidance, and
encouragement, I extend my most sincere appreciation to
my good friend and advisor, Dr. Robert Schlater.

Finally, for her patience, love, and understanding,
I wish to thank my wife Alice for her very special

contributions.

ii

TABLE OF CONTENTS

ACKNOWLEDGEMENTS
LIST OF TABLES
LIST OF APPENDICES
Chapter
I. INTRODUCTION
Research Review.
II. METHODOLOGY.

General Research Design.
Experimental Treatments.
Television Message Design
Television Message Development
Experimental Population.
Experimental Situation

The Questionnaire

III. THE FINDINGS

Information Accrual.
Evaluation of Treatments

Attitudes Toward Experimental Treatment.

IV. SUMMARY, CONCLUSIONS, AND IMPLICATIONS
FOR FURTHER RESEARCH . .

BIBLIOGRAPHY . . .

APPENDICES

iii

Page

ii

10

10
ll
13
IA
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17

2O
20

25
31

LIST OF TABLES

8

Go

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1
2

Mean Scores for Three Treatments

1.

A:
9.

T
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...

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.4;

LIST OF APPENDICES

Appendix
I. The Television Message.
II. Instructions for Administering the
Experiment and Questionnaire
III. The Questionnaire

IV. Responses to the Questionnaire .

CHAPTER I

INTRODUCTION

Television is enjoying widespread acclaim for its
valuable and significant contributions to education. Its
potential, however, has not nearly been reached.

Scientific research is capable of producing new
techniques which may further increase the effectiveness
of television as an instructional tool. Evaluation of
current practices may serve as the basis for innovation
in instructional television.

The television director of an instructional tele-
vision presentation, for example, by virtue of his rela-
tionship to the instructor and the student, is in a posi-
tion to make a number of erroneous judgments. The most
obvious of these errors may occur as the television direc-
tor decides how long to retain a particular visual on the
television screen. If it is held too long, brighter stu-
dents who work at faster speeds may become bored with the
lack of visual variation. On the other hand, if the tele-
vision director retains the visual for too short a period
of time he runs the risk of confusing slower students by
the rapid changes in pictorial composition. These changes
may prohibit the student from having adequate time to

study the visual.

I\)

The television director, whose primary responsibility
it is to interpret the instructor's lesson and convey his
Jessage through the s ntax of television roduction ma*

0 y ,

eter rather than enhance effective communication.

0.

The role of the television director in this context
is exemplified in a communications paradigm by Bruce H.
Westley and Malcolm S. MacLean, Jr.1 The model describes
a general communication situation involving a sender (the
television instructor), a gatekeeper (the television direc-
tor), and a receiver (the student).
The gatekeeper, originally described by Lewin,2
functions in two ways in a communication situation.
First, he receives information from the sender concerning
the codification of the message which he is to relay to
the receiver. Second, he receives feedback from the
receiver concerning specific communication requirements
of the receiver.

Generally, the effectiveness of the gatekeeper is
judged on his ability to serve the receiver. In face-to—
face communication feedback from the receiver to the gate-

keeper is usually available. In television, which exem-

plifies a one-way flow of communication from source to

 

1Bruce H. Westley and Malcolm S. MacLean, Jr., "A
Conceptual Model for Communications Research," Journalism
Quarterly, Vol. 34 (Winter, 1957), pp. 31-38.

 

2Kurt Lewin, "Psychological Ecology," Field Theory
in cial Science, ed. Dorwin Cartwright (New York: Harper

So
and Bros., 1951).

 

receiver, the gatekeeper (director) normally has no means
at his disposal for obtaining feedback upon which to base
his decisions.

Existing systems of feedback from the student in the
classroom to the television studio and control room seem
inadequate to produce genuinely significant information
for the television director.

Ideally, a system of feedback in television communi-
cation is required which will minimize the responsibility
of the TV director as a gatekeeper and transfer the gate—
keeper role to each student.

Observation of a television control room suggests
a possible solution for providing each student with the
opportunity to achieve his own communication requirements.
During a television production the television director
concentrates on two or more television monitors for the
purpose of selecting the shot or visual which he has
determined is best for the receiver to View at any par-
ticular time. Was it possible, in much the same way the
television director selected between two or more televi—
sion monitors of different visual material, that each stu-
dent could perform a similar selective process? If two
television receivers were provided for each classroom and
each receiver carried different visual material, would
the student be able to act as his own gatekeeper by

directing his attention between the two receivers?

might provide some definite advantages for the student or
viewer.
First, each student, acting as his own gatekeeper,
could determine for himself which of two visual channels
to view at any particular time and for what specific
length of time. The student-gatekeeper would be permitted,
for example, to alternate his attention between one tele-
vision receiver which carried the image of the instructor
and a second television receiver which carried only descrip-
tive visuals (i.e., maps, charts, diagrams). The visuals
on the second receiver could be retained until a subsequent
visual was needed and cued by the instructor's message.
Second, each student, acting as his own gatekeeper,
would be required to become more actively involved in the
viewing process. Because of his new role as gatekeeper
he c uld no longer remain passive in the viewing situa-
tion. His participation and involvement could character—
ize a higher level of interaction than previously con-
sidered possible for one—way systems of communication.
Third, each student could receive a maximum amount
of non-verbal communication. In a conventional tele-

vision format the introduction of a chart or graph or

)‘

picture eliminates the image of the instructor from the
television screen. In the proposed treatment which per-
mits the student to act as gatekeeper, the image of the

instructor is always available to him in much the same

way the student in a live classroom situation may always
view the instructor. The presence of the image of th
instructor provides the student with the potential of
obtaining a maximum amount of communication through the
instructor's use of non-verbal cues such as facial expres-
sions and gestures.

The purpose of this study was to determine the

(D

ffectiveness of an experimental instructional television

reatment which required the student to perform the role

cf

of gatekeeper.

Research Review

 

Research describing multi—channel systems of com-
munication for instructional television is relatively
scarce.

Several studies, however, cite information which
may have some relevance in describing the relationship
of the various channels to the total communication process.

Hartman reports that cues of various channels may
summate or interact with each other when redundant informa-
tion is presented simultaneously in both print and audio
channels. Cue summation of this nature tends to increase
learning. When channels fail to interact, learning is
decreased. According to Hartman, "Interference among

information simultaneously presented by multiple channels

I

 

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may be expected when the information in the various chan-
nels is unrelated."3

Miller has observed that cues which eminate from
different modalities simultaneously may either facilitate
or interfere with each other. Cues which elicit identical
responses simultaneously in different channels should tend
to summate while cues which elicit incompatible responses
should tend to produce conflict and interference.“

Berlyne suggests that complexity is preferred by
humans who have a tendency to fixate upon a part of their
environment which is a relatively rich source of informa-
tion in preference to one which is a relatively poor
source of information.5

Krech and Crutchfield suggest that objects or events
that are close together in time or space or resemble each
other tend to be perceived as parts of a common structure.6

Arnheim suggests that the mind is incapable of taking

in everything simultaneously. He concludes that the

3Frank R. Hartman, "Single and Multiple Channel
Communication: A Review of Research and a Proposed Model,"
AV Communication Review, Vol. 9 (November-December, 1961),

pp- 235-57.

“Neal E. Miller, et a1., "Graphic Communication and

 

 

V the Crisis in Education,” AV Communication Review, Vol. 5

(Winter, 1957), pp. 1—113.

5D. E. Berlyne, "The Influence of Complexity and
Novelty in Visual Stimuli on Orienting Responses," Journal
of Experimental Psychology, Vol. 55 (March, 1958), pp. 259-96.

6David Krech and Richard Crutchfield, "Perceiving the
World," The Process and Effects of Mass Communication, ed.
W. Schramm (Urbana, Illinois: ‘University of Illinois Press,

195A), pp. 116-137.

observer scans various areas of information in succes-
sion rather than simultaneously.7
Ely, Bowen, and Orlansky conclude that the act of
discrimination takes time. Accordingly, the more diffi-
cult the discrimination, the longer the time. The effic-

iency of multi-channel systems may be reduced due to the

mount of time required by the viewer to discriminate

m

. , . . , 8
mong iniormation carried through several channels.

9)

Davis and Johnson describe the limitations of a
conventional television presentation to provide ample
time for students in the classroom to view television
visuals. Their report indicates that the television
camera would often remove scientific formulae before stu-
dents could copy them down.9

The significance of eye contact between the instruc—
tor on the television screen and the student in the class-
room appears in several studies.

Tyler reports that disembodied voice is far less

effective for inducing learning than the studio teacher

 

7Rudolf Arnhiem, Art and Visual Perception (Berkeley,
California: University of California Press, 1954).

 

8Jerome H. Ely, Hugh M. Bowen, and Jesse Orlansky,
”Ian Machine Dynamics," Joint Services Human Engineering
’de to Equipment Design (Wright-Patterson Air Force
e Ohio: ’right Air Development Center, 1957), Chap-

 

.A

 

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er 7.

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9Robert R. Davis and F. Craig Johnson, Final Report:
Evaluation of Regular Classroom Lectures Distributed by
CCTV to Cagpus and Dormitory Classrooms. Project Report
H”mber 202 (East Lansing, Michigan: Michigan State Uni-

ve;5ity Educational Development Program, 1966).

 

 

 

 

who teaches to the camera. This is perceived by each stu-
dent in the classroom as though the teacher were speaking
directly to him.10
Guba, et al., report a clustering of eye movements
toward certain areas of a visual field. The most definite
tendency is for the student to focus on the narrator’s
face when the narrator is present, often to the virtual
exclusion of other elements within the visual field.ll
Becker suggests that shots of the teacher tended
to be accompanied by high Galvanic Skin Responses in the
viewer. Becker concludes that if shots of a live per-
former attract attention, or even simply increase tension,
this may contribute to increased learning.12'
Williams and Sundene report that audiences employ
certain dimensions of recognition in the perception of
messages encoded in the "language" of facial expressions.
These messages seem to convey information regarding an

emotional state which is also manifested in the oral

code.l3

 

lOI. Keith Tyler, "Educational Implications of the
TV Medium," AV Communication Review, Vol. 12 (Spring, 196A),
pp. 61—74

 

llEgon Guba, et al., "Eye Movements and TV Viewing
in Children," AV Communication Review, Vol. 12 (Winter,
196A), pp. 386-401.

12Samuel L. Becker, "Interest, Tension, and Retention,‘
AV Communication Review, Vol. 12 (Fall, 196A), pp. 277-91.

 

I

 

II‘.“

13Frederick Williams and Barbara Sundene, Dimensions
of Recognition: Visual vs. Vocal Expression of Emotion,”
AV Communication Review, Vol. 13 (Spring, 1965), pp. AA-52.

Miller considers a "response" as a fundamental
factor underlying the learning process. A response by
the student is participation or interaction which tends
. 1A
to increase learning.

The studies cited, although insufficient for
developing a sound theoretical base for multiple channel

systems of communication, provide a valuable analysis of

factors which influence the communication process.

 

luNeal E. Miller, "Principles of Learning by Tele-
vised Instruction," College Teaching_by_Television, ed.
J. C. Adams, C. R. Carpenter, and D. R. Smith (Washington,
D. C.: American Council on Education, 1958), pp. 27-42.

CHAPTER II

METHODOLOGY

General Research Design

 

The research reported in this study was explora-
tory. No formal hypotheses were formulated.

The problem was to obtain data concerning the rela-
tive effectiveness of an experimental instructional tele-
vision treatment in two areas of particular interest.

First, a measurement of learning or educational
achievement was required by which students who received
the experimental treatment could be compared with students
who received a more conventional television presentation.

Second, a means of obtaining qualitative informa—
tion of student attitude and evaluation of the experimen-

tal television treatment was required.

Experimental Treatments
The experimental research design utilized three
treatment conditions.
Treatment I, the experimental television condition,
consisted of twp video channels and one audio channel.
Each video channel projected different visual material

simultaneously on two television receivers. The left

10

11

video channel or television receiver carried the image‘of
the instructor throughout the entire presentation. The
right video channel or television receiver carried the
visuals which were used to supplement the instructional
presentation. This included graphic materials such as
maps, diagrams, and printed words. The visuals in the
right video channel were changed as dictated by the verbal
content of the instructor's presentation.

Treatment II utilized a conventional television
treatment consisting of one video channel or television
receiver and one audio channel. The single video channel
presented both the image of the instructor and the graphic
materials used to supplement the instructor's presenta-
tion. The conventional television format alternated shots
of the instructor with shots of the visuals. The audio
tracks for both Treatment I and Treatment II were identical.

In Treatment III, the control condition, students

received no instruction.

Television Message Design

 

It was necessary to develop a television message
upon which a test could be constructed to judge the
effectiveness of the television treatments in terms of
student achievement.

Accordingly, a message for that purpose was
designed based on the following criteria. First, the

content of the message should contain information which

l2

1

would be unfamiliar to the experimental population. This
would insure that the scores on the test instrument were
the result of information contained in the television
treatment rather than of prior exposure to the material.
Second, the content of the message should lend itself to
a highly visualized television presentation.

A topic was selected from studies in Geology which
provide recent evidence in support of the early theories
of Continental Drift.l

Investigation into the content of introductory
Geology courses at Michigan State University revealed
that students are rarely exposed in depth to the theories

f Continental Drift. Thus, the first requirement had
been met. Secondly, it became obvious that the subject
would easily lend itself to the integration of graphic
materials such as maps, diagrams, and printed words.-

A twelve minute instructional presentation revealing
three popular theories of Continental Drift was prepared
(Appendix I). The script was not designed to be read
verbatim by the instructor but was developed to serve as

a guide to the material to be covered and the order in

 

lArthur Claude Munyan (ed.), Polar Wanderinggand
ntinental Drift (Tulsa, Oklahoma: Society of Economic
leontologists and Mineralogists, 1963).
S. K. Runcorn (ed.), Continental Drift (New York,
New York: Academic Press, 1962).
J. Tuzo Wilson, "Continental Drift," Scientific
American, Vol. 208 (April, 1963), pp. 86-100.

 

I

Co
Pa

 

 

l3

. 1

which the graphic materials should appear. The instructor,
a doctoral student in Geography, was asked to learn the
content of the script and adapt the material to his own
particular vocabulary, speech habits, style, delivery and

gestural mannerisms.

Television Message Development

Three di tribution channels of Closed Circuit Tele-
vision (Michigan State University) were required to con-
vey both television treatments simultaneously. Treatment
I utilized two distribution channels for its two visual
sources and Treatment II required one distribution channel.

The treatments were pre-recorded on videotape for
playback during the actual experiment.

Videotape A contained the image of the instructor
and the audio message. A single medium shot of the instruc—
tor was maintained throughout the entire twelve minute
presentation.

Videotape B contained the graphics which were used
in one of the two visual channels in Treatment I. Cor-
rect placement of the visuals and synchronization of
visual changes on Videotape B were controlled by the
television director who replayed Videotape A which con-
tained the instructor's verbal message. Videotape A was
used as a guide to insure the proper placement of visuals
on Videotape B. Visuals on Videotape B were retained

until the next visual was cued by the instructor's verbal

 

 

 

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message. Videotape A and Videotape B were used for the
left receiver and right receiver respectively in Treat-
ment 1. Audio emanated from Videotape A only.

Videotape C was used for Treatment II. It contained
snots of tne graphics from the studio which were combined
and alternated with the image of the instructor which was
dubbed from the playback of Videotape A. The audio was
also dubbed from Videotape A to Videotape C. Shots of
the visuals were introduced as the instructor cued them
in his verbal message and the image of the instructor
reappeared following the instructor's initial comments
concerning a particular phenomenon associated with the
visual.

By utilizing this procedure a maximum amount of

ontrol between the two television treatments was

0

achieved. The audio tracks of the instructor's message,
he instructor's facial expressions and gestures, the
shots of the visuals, and the shot of the instructor

were identical in both treatments.

Experimental Population
Sixty—three students enrolled in an introductory
broadcasting course in the Department of Television and
Radio at Michigan State University served as the experi-
mental population for the study.
The course, Foundations of Broadcasting, is the

first course required for students in the broadcasting

l5

curriculum. Enrollment consists primarily of students

majoring in Television and Radio although a small number

I);

of stu ents from other academic majors elect the course.
Foundations of Broadcasting meets three times each week.
The entire group meets with the instructor in a lecture

situation for one hour sessions on Monday and Wednesday.

An additional hour on Friday is used for students to meet

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iscussion sections with a graduate teaching
assistant assigned to each group.

Prior to the first meeting of the discussion sec-
tions during the second week of the term the students
were randomly selected from the population and randomly
assigned to one of three discussion sections. Students
were assigned initially to those rooms in which the
treatments for this experiment were to be administered

during the third week of the term.

Experimental Situation

 

Prior to the regularly scheduled discussion period
on Friday, an employee of Closed Circuit Television pre-
pared the television treatment classrooms for the
experiment.

For Treatment I, the experimental television treat-

:nent, two television receivers were placed two feet apart
at the front of the classroom. The left receiver which
carried the image of the instructor was tuned to Channel 7

Of the closed circuit distribution system. The right

l6

receiver which carried the visuals or graphics was tuned
to Channel 5. Audio for Treatment I emanated only from
the left receiver. The volume control on the right

receiver was turned off.

’31

or Treatment II, the conventional television treat-
ment, two receivers were also placed at the front of the
classroom to duplicate the physical conditions of Treat-
ment I. Two receivers were placed two feet apart. Both
were tuned to Channel 2 which carried the conventional
Itelevision treatment.

Television receivers were not used nor required for
the control treatment, Treatment III, which received no
instruction.

Three graduate teaching assistants regularly
assigned to the discussion sections were used to admin-
ister the experiment. Prior to the class period the
graduate assistants checked for proper placement and
tuning of the television receivers.

The television presentations were scheduled to
begin five minutes after the start of the class period.
The graduate assistants who administered Treatment I and
Treatment II read introductory statements to their stu-
derits (Appendix II). The statement served to inform the
students of the nature of the experiment. Students were
told that the experiment was being conducted by the
Department of Television and Radio for the purpose of

Obtaining data concerning educational television.

17

Students were also informed that following the televised
presentation they would be tested on information covered
in the presentation.

The graduate assistant who administered Treatment
III read a modified version of the statement which
explained the project briefly and immediately introduced
the test instrument.

All three videotapes were replayed simultaneously.
Particular care was taken to insure synchronization
between Videotape A and Videotape B of the experimental
treatment.

Following the television presentations the graduate
assistants administering Treatment I and Treatment II read
a set of instructions regarding the test instrument which

the students were to complete.

The Questionnaire

 

A questionnaire was designed and administered for
the purpose of obtaining data which would compare the
effectiveness of the experimental television treatment
to the conventional television treatment and the control
treatment. The questionnaire consisted of three parts.

First, to determine the effectiveness of the experi-
mental television treatment on student achievement, a
test, based on the factual information conveyed through
the television message, was administered to each group

of students. The test, termed Information Accrual,

 

18

consisted of fifteen multiple—choice questions. The
cuestions were drawn from both audio and visual material

contained in the television message. (Appendix III)

An Information Accrual score for each student was
obtained based on the student's total number of correct
responses to the fifteen item test.

Second, to compare the experimental television
treatment.to the conventional television treatment, a
written interview, consisting of twelve qualitative state—
ments, was administered to both television treatment

roups. Students responded to each statement by answering

0"}

the question with a "yes" or ”no" answer. Students were
permitted and encouraged to explain each answer. The
written interview was used to obtain general information
concerning student attitudes toward, and evaluation of,
their respective television treatments.

Third, to obtain additional data concerning the
experimental television treatment, a written interview,
following the format of the evaluation portion of the
questionnaire, was administered only to the group who’
viewed the experimental television treatment. The
purpose of the eight qualitative questions in this sec-
tion was to obtain specific attitudes of the students
toward the experimental television treatment. The stu-
dents were to evaluate several aspects of the experimental

treatment.

19

Thus, all three sections of the questionnaire wer
administered to students in Treatment I. The first and
second section- were completed by students in Treatment II.
Only the first section, Information Accrual, was adminis-

tered to the control group, Treatment.III.

CHAPTER III

FINDINGS

An exploratory study was conducted to determine
the relative effectiveness of an experimental television
treatment which utilized two visual channels or tele-
vision receivers to project different visual information
simultaneously.

Data were obtained which described the effective-
ness of the experimental treatment in terms of Information

Accrual or achievement, general attitudes, and attitudes

of students toward the experimental television treatment.

Information Accrual

 

Mean scores were computed for three treatment
groups based on data collected from the Information
Accrual test. Individual scores were determined by the
total number of correct student responses on a fifteen
question multiple-choice test.

Students in Treatment I who viewed the experimental
television treatment achieved the highest mean score of

the tnree groups. A mean score of 9.76 on the Informa-

tion Accrual test was computed for twenty-one students.

20

21

Twenty-one students who viewed Treatment II, the
conventional television treatment, achieved a mean score
of 9.66 on the achievement test.

Students in Treatment III, the control group,
received no instruction. The mean score for twenty—one

students was 4.90 (Table 1).

 

 

 

TABLE l-—Mean scores for three treatments.
Treatment Mean Score
I. Experimental TV 9.76
II. Conventional TV 9.66
III. No TV (Control) 4.90

 

A one-way analysis of variance was applied to the
treatment means to determine if differences among the
scores of the three groups signified genuine population
differences rather than merely chance variations due to
the randomizati n of samples within the same pOpulation.

The data were presumed to have met the statistical
assumptions underlying the one—way analysis of variance.1

First, the samples were randomly selected from a popula-

tion which appeared relatively independently drawn and

F

iB. J. Winer, Statistical Principles in Experimental
uesicn (New York, New York: McGraw-Hill Book Co., 1962).

22

n rmally distributed. Second, the test scores were
assumed to represent interval data.

Results of the one-way analysis of variance for

equal sample size (n = 21) is reported in Table 2. The
statistic produces a value of F = 24.1 which was signifi-

cant at the .05 level of confidence.

TABLE 2-—Analysis of variance summary table.

 

 

 

Source of Variation SS df MS F
Between 323.9 2 161.9 24.1*
Within 402.3 60 6.7
Total 726.2 62

 

*F > 3.15 at .05 level of significance.

Thus, the analysis of variance statistic implied
that differences among the mean scores of the groups were
significant differences rather than chance variations.

A posteriori statistical comparisons were required
to identify those individual pairs of treatment means
which differed significantly.

The conservative Tukey (a) procedure was selected
to compare the three pairs of mean scores individually,

The Tukey (a) procedure was used because of its ability

d

3 reduce Type I error by requiring larger differences

between pairs of means to obtain statistical significance.

When individual comparisons of this nature are made
which do not employ such conservative procedures, the
level of significance increases with each additional com-
parison. The Tukey (a) procedure maintains a level of
significance at alpha (.05) for all comparisons.

To achieve statistical significance with the Tukey
(a), a score which exceeded the critical value was
required. The critical value was computed at the .05
level of significance at 1.90.

Of the three pairs of mean scores analyzed with the
Tukey (a) procedure, significance at the .05 level was

obtained in two of three comparisons (Table 3).

 

 

 

TABLE 3-—Results of the Tukey (a) procedure for individual
pairs of means.

Individual Comparisons Value
Experimental TV - Control 4.86*
Conventional TV - Control 4.76*
Experimental TV - Conventional TV 0.10 NSD

 

*Critical value > 1.90

Treatment I, the experimental television treatment,

a
3

achieved a significantly higher mean score than t.

d

re .en

9)

III, the control treatment, at the .05 level of significance.

m
Jr

Treatment II, the conventional television treatment,
also achieved a mean score which was significantly higher
than that achieved by the control treatment, Treatment III.

The Tukey (a) procedure failed to reveal significant

ferences in Information Accrual scores at the .05 level

O
P}
(3
O

nfidence between Treatment I, the experimental tele-

vision treatment, and Treatment II, the conventional tele-

 

The results of the one-way analysis of variance
revealed a significant difference in Information Accrual
scores at the .05 level of confidence. The Tukey (a)

procedure indicated significant differences in Information

0

A-crual at the .05 level between the experimental tele-
vision treatment, Treatment I, and Treatment III, the con-
trol treatment, and between the conventional television
treatment, Treatment II, and Treatment III, the control
treatment.

It may be concluded, therefore, that the differences
in Information Accrual scores or achievement were directly
influenced by the television message. Both television

reatments achieved significantly higher test score means

CI“

‘

than the control treatment which received no instruction.

Failure of the Tukey (a) procedure to indicate a

m
01}

i nificant difference in Information Accrual between the

erimental television treatment and the conventional

(D

X

'(j

25

television treatment suggested that the experimental
treatment may have provided little additional advantage
for students in terms of achievement. Rather, results

on the Information Accrual test indicated that both treat—

ments were equally effective in their ability to induce

student achievement.

Evaluation of Treatments

 

In the general information portion of the question-
naire students were aSked to evaluate their respective
television treatments (experimental or conventional) by
responding to twelve qualitative questions. The responses
provided data concerning the students and their evaluation
of certain elements common to both television treatments.
The general information questionnaire considered four main
areas of interest. (Appendix IV)

First, students were asked to provide information
concerning their previous exposure to the subject matter
of the television message, their prior involvement with
instructional television courses at the college level, and
their impression of the Information Accrual test.

The majority of students among both treatment groups
indicated that they had had no previous exposure to the
subject matter of the television message. A few students,
however, reported that they had received superficial
information related to Continental Drift in an introduc—

tory course in Geology at Michigan State University. The

26

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O
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(t
*J

‘on apparently provided no particular advantage

‘— . 4‘-
e students.

for tho

U)

With only minor exceptions, most students reported
having some prior experience with instructional tele-
vision courses at the college level. More than half of
the students indicated they had been enrolled in more than
one televised college course.

The majority of students within each treatment group
indicated that the Information Accrual test seemed repre-
sentative of information conveyed through the television
presentation. A few students, however, suggested that
several of the questions may have been too specific.

Second, students were asked to rate the instructor
in terms of his ability to communicate effectively and
his ability to maintain student interest.

Both groups of students projected generally favor-
able attitudes toward the television instructor. Many of
the students indicated that the instructor effectively
explained scientific phenomena to an audience which had
limited experience in the natural sciences. Although a
number of students had no particular interest in the
subject matter, the majority of the students indicated
that the instructor was interesting to listen to and
watch. A few students, however, reported that the
instructor may have delivered some of his material too

rapidly.

27

Third, several questions required students to rate
their respective television treatments in terms of the
relative quality of the presentation, the amount of con-
fusion, if any, which resulted from the presentation,
and the ability of the presentation to maintain their
interest.

Fewer than half of the students who viewed the con-
ventional television treatment indicated that the presen-
tation was "better” than most educational television to
which they had previously been exposed. The majority of
these students attributed their rating to the increased
number and frequency of Visuals which were incorporated
into the presentation.

Considerably more than half of the students who.
viewed the experimental television treatment rated it
”better" than most other college level instructional
television presentations which they had previously seen.
The majority of these students attributed their rating
to the treatment itself which utilized two television
receivers to project different visual material simultaneously.

Less than half of the total number of students indi-
cated that their respective treatments were confusing to
watch. Those students who viewed the conventional tele—
vision treatment suggested a variety of reasons for their
confusion. The most frequently attributed cause of con-

fusion was the speed at which the instructor presented

l\)
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4—

his material. The subject matter itself accounted for

q

T

.e confusion among several students.

4..
U

H:

some 0

0

Of those students who experienced some confusion
while viewing the-experimental television treatment, most
attributed the cause of their confusion to the use of the
two television receivers in the experimental treatment.
Apparently, these students experienced some confusion or
interference while shifting their attention between the
two receivers. The students had difficulty in concen-
trating on the audio message while selecting between two
sources of visual information.

On_the other hand, an equal number of students
indicated that the use of two television receivers to
convey information minimized confusion. Some students
reported little or no confusion because they spent the
majority of their time viewing the receiver which pro-
jected the visuals or graphics.

Students responded favorably toward their respective
treatment in terms of its ability to maintain their
interest. The majority of the students found the pre-
sentations interesting due to the subject matter and the
manner in which the instructor presented his material.
Only one respondent in the experimental television treat-
ment attributed his interest toward the presentation to
the use of the additional visual channel.

Fourth, a number of questions were included to
obtain specific information concerning the effectiveness

Of the visuals or graphic materials.

29

Both groups of students agreed unanimously that

the visuals helped to clarify the televised presentation.

.

~r-1

ulKEWiSe, students agreed that their respective treat—
ments would have been far less effective and inter sting
without the visuals.

Most students rated the clarity of the visuals as
highly communicative. There were some indications from
both groups that although the visuals were clear, they
were not particularly interesting. Students from both
groups commented that the simple line drawings used for
maps and diagrams lacked imagination.

Both groups of students were asked if they were
provided ample time to study the graphics presented by
their respective television presentation. Less than
half of the students who viewed the conventional tele-
vision treatment indicated they had ample time to study

q

ent who viewed the experi imental

()4

the visuals while each stu
elevision presentation indicated having enough time to

study the visuals.

Discussion

The data obtained fr om the general information por-
tion of the questionnaire provided a method for comparin
the attitudes of students in the experimental television
treatment to the attitudes of students in the conventional
television presentation.

Certain similarities among the students of both

treatment groups were observed. Students app red to

30

have been generally matched between the two groups in
terms of their prior exposure to instructional television
at the college level, their exposure to the subject mat-
ter of the television message, and their evaluation of
the Information Accrual test.

Like'ise, both groups of students projected generally
favorable attitudes toward the television instructor and

.is ability to communicate effectively.

P

The most obvious difference between the two tele-
vision treatments was that the experimental television
treatment provided ample time for each student to study
the visuals or graphics. Aore pronounced differences

O

might have occurred if the visuals had been more com-
plicated. The simple line drawings were extremely easy
to perceive by both groups of students. Visuals of
greater complexity and detail might have reduced the num-
ber of students in the conventional treatment who indi-
cated having ample time to study the visuals.

Since most students indicated they had had some
prior exposure to instructional television at the college
level it was assumed that this previous experience was
used by students as the basis for evaluating the effec—
tiveness of the presentations. The fact that almost half
of the students who viewed the conventional television

treatment stated that the presentation was "better" than

most educational television may indicate that the

conventional television treatment used in this study was
not representative of a typical or average instructional
television lesson.

If, in fact, the conventional television treatment
was not typical of an average instructional television
presentation, more favorable attitudes and higher achieve-
ment scores may have been erroneously obtained from the

group than a truly average presentation would have produced.

(1“

ment

(3.1

Attitu es :oward the Experimental Trea

 

The statements in the third portion of the question—
naire, completed only by those students who were exposed
to the experimental television treatment, were designed
to project specific information concerning student atti-
tudes toward, and evaluation of, the experimental treat-
ment. A number of questions were employed to describe
the relationship of the student to the experimental tele-
vision treatment.

First, the majority of the students in the sample
reported experiencing little or no confusion from viewing
two television receivers. Several students indicated
that the two receivers complemented each other sufficiently
to project a single idea. Another student indicated that
confusion was minimized due to the simplicity of the
receiver which projected the image of the instructor.
According to the student, there was little need to watch

this receiver since it provided no visual variation.

 

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experiencing some confusion as the resu lt oi watcnln~ the

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ion between the two visual sources while at the

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htuention while another student suggested that a split-

VBPS

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direct his attention oetween the two teleVisior rece

p.

without difficulty. There was almost unanimous agreement

rrel to view

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eculng a visual on

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tively sim le task. Students, for the most
part, required little time to discriminate between the
two receivers and select the one which was appropriate
to them. According to one student, the receivers were
positioned at a distance which permitted him to shift

his attention between the receivers easily.

stion asked Student to estimate the

(1)

A thiid qu
percent of time they spent viewing each television
receiver. There was an extieme'y wide range of esti-
mates. Four students claimed to have viewed the instruc—

tor eighty percent of the time and the visuals twenty

percent. At the other end of the scale, two students

 

indicated viewing the instructor around ten percent of
the time and the visuals around ninety percent. The
remaining estimates were scattered within this range.
The fourth question asked if the receivers were
placed too far apart. The majority of the students
indicated that the receivers were placed at an optimum

distance from each other for viewing a presentation of

this nature. One student suggested that if the receivers

L

been laced

O

loser together there might have been a

f‘
flc'.‘

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tendency to shift continually between them. On the
other hand, two students indicated that the transition
from one receiver to the other would have been less
distracting if the receivers had touched each other.

The final question in the series asked if students
thought the two receivers were more interesting to
watch than one. The majority of students reported that
the two receivers provided greater interest than a more
conventional television presentation. Many students
reported that the two receivers provided an alternative
to them in their viewing. One student suggested that
he was able to view the presentation in its entirety
”without having to look out the window."

Thus, the use of the two receivers provided a con—
structive alternative for the student. He was not
required to View a single screen continuously but could
select between two related visual sources. Another

student observed that the presentation was more

3A

interesting because it permitted visuals to be retained
on the screen for longer periods of time. One student
sugg sted that the visuals were easier to see while

an ther attributed the interest of the television treat-
ment merely to "variety."

A relatively small number of students indicated
that two receivers were less interesting to view than one.
Their feeling was that the presentation could have been
just as interesting if presented on a single screen.

The majority of the students in the sample indi-

cated they liked the television presentation. A few

students attributed their favorable attitudes to the
addition of the second receiver. The majority of stu-

(L

ents who indicated negative attitudes toward the tele-
vision presentation attributed their dislike to the sub-
ject matter of the television message.

Two questions were included to permit students the

maximum opportunity to respond concerning the television

d

treatment. One question asked students 0 indicate any
favorable comments they had concerning the experimental
television treatment. A variety of responses were
obtained which indicated a great deal of enthusiasm for
the experimental treatment.

A second question asked students to indicate criti-

cisms they had concerning the use of two television

receivers in the presentation which they had just viewed.

35

There was some agreement that the two receivers were dis-
tracting and might have caused some interference. The
remaining responses provided little additional informa-

tion than had been obtained by the previous questions.

Discussion

 

The data obtained from the third portion of the ques-
tionn ire revealed generally favorable attitudes of the
students toward the experimental television treatment.

The majority of the students reported that the experi-

(’1

me. al treatment was more interesting than most instruc-

:5

P.

t 0 al television to which they had previously been
exposed.

The data collected from several questions in this
portion of the questionnaire indicated that confusion
which may have resulted from shifting visual attention
between the two television receivers was perhaps mini—
mized due to the simplicity of the left receiver which
projected the single medium shot of the instructor. Stu-
dents, therefore, were able to attend to the right
receiver for an indefinite amount of time with the secur—
ity that the image of the instructor would remain constant
on the left receiver. A more visually complicated or
varied presentation would probably have yielded greater
confusion and significantly different results in terms
of Information Accrual and attitudes since the task of

visual selection between television receivers would be

more complex.

 

 

 

LO
0\

Several students suggested that the use of a singl
television screen which utilized a split—screen would
have produced similar results by permitting the student
to View two different visual elements. Although the
split-screen would have duplicated the experimental treat-
ment in this respect, the experimental treatment provided
for easier viewing at greater distances from the receiver.
The use of the split-screen should not, however, be over-
looked for its ability to provide students with flexi-
bility in their view'ng.

The experimental television treatment required
students to direct their attention between two television
receivers. This suggested that the student was more
actively involved in the viewing situation. This added
participation may be characterized as a form of inter—
action between the student and the instructor. The‘stu-
dent, by selecting between the two receivers, was involved
in the learning process rather than being merely an
observer of a single television screen. The fact that
students experienced little confusion in adjusting to

a

Cf‘

the experimental television treatment suggested tha
Sytstem of this nature may be expanded appreciably to
ixucorporate more visually complex channels.

Although estimates of the percent or amount of
tmne that stud nts viewed each receiver may be highly
inac1curate judgments, they suggested a wide range of

mutividual viewing requirements. The experimental

 

television treatment provided students with the ability
to view visuals for longer periods of time and provided
students with the opportunity to select an appropriate
or meaningful visual to view. Each student made his
own independent decisions rather than having to rely on
the decisions of the television director.

Finally, as one student indicated, it was easier
to follow the material presented on two receivers because
there was not continual cutting between the image of the
instructor and the visuals as is typified in a conven-
tional television presentation. In a conventional tele—
vision treatment, each time a visual appears on the tele-
vision screen the image of the instructor is removed.
When the instructor's image is blocked from reaching the
student, there is reason to suspect that some interference
occurs which inhibits effective communication. The stu—
dent may be forced to miss a miriad of facial and ges-
tural cues.

In the experimental treatment, the image of the
instructor was available throughout the entire presenta-
tion. The student was thereby able to make eye contact

Wit}: the image of the instructor at any time.

CHAPTER IV

SUMMARY, CONCLUSIONS, AND IMPLICATIONS

FOR FUTURE RESEARCH

An exploratory study was designed to obtain infor—
mation concerning the relative effectiveness of an experi-
mental television treatment in which two video channels
were used to present different but related visual mater—

ials simultaneously.

Summary

Three groups of students were randomly selected
from a population of students enrolled in an introductory
course in the Department of Television and Radio at Michi-
gan State University.

Treatment I, the experimental television treatment,
presented a twelve minute television message to twenty-
one students in the group. Two television receivers
were placed in the classroom. Each receiver carried

,5

diIferent visual information simultaneously. The le t

F!)

receiver projected the image of the instructor throughout
the entire presentation while the right receiver con-
veyed the visuals or graphics which were used to supple-

ment the instructor's message. Students were expected

38

39

to View the receiver which was most appropriate to their

..
|

articular communication requirements at any time and for

'0

any particular length of time.

Treatment II, the conventional television treat-
ment, presented a standard television presentation to
twenty—one students. The image of the instructor and
the visuals or graphics were alternated in a single video
channel.

The audio tracks, visuals, and the shot of the
instructor were identical for both television treatments.

In Treatment III, the control treatment, twenty;
one students received no instruction.

A three part questionnaire was designed to elicit
achievement scores and student evaluation of the tele-
vision treatments.

The first part obtained achievement or Information
Accrual scores for each group of students. The mean
scores for each group were compared statistically through
a one-way analysis of variance. The results of the-one-
way analysis of variance indicated that there was a sig-
nificant difference in Information Accrual scores among
the three groups of students at the .05 level of con-
fidence.

A posteriori comparisons between individual pairs
of means were computed using the conservative Tukey (a)
procedure. The results of the Tukey (a) indicated that

the experimental television treatment group scored

40

significantly higher on Information Accrual than the con-
trol group which received no instruction. Likewise, the
conventi nal television treatment scored significantly

higher than the control group. The Tukey (a) procedure

f

failed to reveal significant differences in Information
Accrual scores between the experimental television
treatment and the conventional television treatment at
the .05 level of significance.

The second portion of the questionnaire was admin—
istered to both television treatment groups. Its pur-
pose was to obtain general information describing the
population, to report student attitudes, and to evaluate
certain elements of the television presentations. The
students reported little previous experience with the
subject matter of the television message. The majority
indicated they had had some prior exposure to instruc-
tional television at the college level.

Students from both groups reported generally favor-
able attitudes toward the television instructor and his
ability to communicate effectively. Both groups of stu-
dents reported that their respective television presenta—
tions were ”better" than most educational television to
which they had previously been exposed. Less than half
of the students in the conventional television presen-

at n compared with all students in the experimental

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O

(1“

treatment indicated having ample time to study the visuals.

Al

The third section of the questionnaire was adminis—
tered only to the group of students who received the
experimental television treatment. Its purpose was to
ob ain specific information concerning the attitudes of
students toward the experimental treatment.

tudents indicated generally favorable attitudes
toward the experimental television treatment. They
reported experiencing very little confusion in shifting
their attention between two different visual sources.
Further, they reported having no difficulty in deciding
which visual channel to View at any particular time.
The receivers were spaced so that the students could
shift their attention between them without difficulty
or interference. There seemed to be no correlation
among students concerning the estimated amount of time
spent viewing each receiver. This seemed to substan-
tiate the ability of the experimental treatment to

. Y’
‘

e for individual differences. The majority of

I.)
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he students indicated that they enjoyed the experimental
treatment and expressed enthusiasm for the future of

instructional television systems of this nature.

Conclusions

 

The following conclusions may be drawn from the

l. A television treatment was designed which was

capable of reducing the interference which was presumed

A2

to have resulted from the television director or gate-
keeper in a one—way flow of communication. The tele-
vision system which presented two different visuals
simultaneously demonstrated that it was capable of pro—
viding each student with the ability to determine for
himself something which is usually determined by the
television director-—which visual source to view at any
particular time and the amount of time to view each
visual source. Further, the experimental system, by
requiring students to make a selection between visual
channels, succeeded in involving the student to a
greater extent than is typical of most instructional
television presentations which provide only a single
receiver for the student to View. Students were not
merely observing but were interacting with the presen-
tation. Finally, the system provided a means whereby
the image of the instructor was available throughout
the presentation for the student to receive a maximum
amount of non-verbal communication cues, coded in the
language of facial expressions and gestures. The stu-
dent could view the image of the instructor at any
time throughout the presentation to obtain these non-
verbal cues.

2. Both television treatment groups scored sig-
nificantly higher Information Accrual scores than the
control group which received no instruction. There

was, however, no significant difference between the

:3

experimental television treatment and the conventional
television treatment in terms of Information Accrual.
,lhe experimental and conventional television treatments
‘produced almost identical levels of achievement.

3. The most obvious advantage of the experimental
television treatment was its ability to provide each
student with ample time to study the visuals. Secondly,
the image of the instructor, available to the student at
any time throughout the presentation, and the visuals,
conveyed through two different channels, provided each
student with the opportunity to act as his own gatekeeper
in selecting for himself the most appropriate visual

5

source .

Implications for Further Research

Although the Information Accrual scores awarded no
statistical advantage to the experimental television
treatment, the attitudes of students toward the use of
two television receivers to carry different Visual
material simultaneously were encouraginv.

Additional research is necessary to determine those
conditions under which multiple channels of communication
will be most successful.

The strength of the instructor's image to aid com-
munication was not nearly substantiated by this study.
Cdditional information is needed concerning the psycho-

logical effects on learning of the image of the instructor.

1m

The television message topic used in this study
was perhaps too simple to merit such a complicated treat-
ment. The experimental treatment might have been better

uited

(.f

o s tuat‘ons in medicine, biology, accounting,

U)
F1

etc., where it is perhaps more advantageous to provide
the student with more than one source of visual informa-
tion Simultaneously.

Finally, instructional television must find new
ways to provide students with a maximum opportunity for
interaction within the learning situation. The total
involvement of the student in the learning process

should be the goal of instructional television.

BIBLIOGRAPHY

45

BIBLIOGRAPHY

 

 

Arnheim, Rudolf. Art and Visual Percent ion B rkeley,
California Unive ers ity of California Press, 195A.

Becker, Samuel L. ”Interest, Tension, and Retention,”
Audio Vis sua 1 Communication Review, 12 (Fall, 1964).

Berlyne, D. E. "The Influence of Complexity and Novelty
in Visual Stimuli on Orienting Responses, ” Journal
of Experimental Psychology, 55 (March, 19585.

 

Davis, Robert H. and Johnson, F. Craig. Final Report:
Evaluation of Regular Classroom Lectures Distributed
b* CCTV to Campus and Dormitory Classrooms. East
Lansing, Michigan: Michigan State University Edu—
cational Development Program, 1966.

 

 

 

Ely, Jerome H., Bowen, Hugh M., and Orlansky, Jesse. "Man
Machine Dynamics," Joint Services Human Engineering
Guide to Equipment Design. Wright- -Patterson Air
Force Base, Ohio: Wright Air Development Center,

1957.

 

 

Guba, Egon, et al., "Eye Movements and TV Viewing in Child-
ren,” Audio Visual Communication Review, 12 (VF nter,

 

I964).
Hartman, Frank R. "Single and Multiple Channel Communica-
tions: A Review of Research and a Proposed Model,"

Au io Visual Communication Review, 9 (November-
December, 1961).

 

Krech, David and Crutchfield, Richard. "Perceiving the
World," The Process and Effects of Mass Communica-
tions. Edited by W. Schramm. Urbana, Illinios
Press, 195A.

 

Lewin, Kurt. "Psychological Ecology," Field Theorv in
Social Science. Edited by Dorwin Cartwright. New
York, New York: Harper and Bros., l95l.

 

 

Miller, Neal E., et al., "Graphic Communication and the
Crisis in Education," Audio Visual Communication

'—

Review, 9 (Winter, 1957).

“7

Miller, Neal E. ”Principles of Learning by Televised
Instruc tion,” College Teaching by Television. Edited
by J. C. Adams, C. R. Carpenter, and D. R. Smith.

M’ash ington, D. C.: American Council on Education,

1958.

 

 

Munyan, Arthu Claude (ed.). Polar Wandering aid
‘ ° . Tulsa, Oklahoma: Society 01 c

ists and Mi.erologists, 1963.

 

SJ (‘1'
0’?

Cr
9)

*Jo

n

é

Runcorn, S. K Col Drift. New York, New

. (e)
York: Academic Pres

 

U7 (f
F—J (I)
O
m)

Tyler, I. Keith. ”Educational Implications of the TV
Medium," Audio Visual Communication Revi e*, 12 (Spring,
1964).

Westley, Bruce H. and MacLean, Malcolm 8., Jr. "A Concep-
tual Model for Communications Research," Journalism
Quarterly, 34 (Winter, 1957).

 

 

Frederick and Sundene, Barbara. "Dimensions of
ognition: Visual vs. Vocal Expression of Emotion,’
io Visual Communication Review, 13 (Spring, 1965).

”S
:3
\r
U.

f); (D U

Wilson2 J. Tuzo. ”Continental Drift," Scientific American,
08 (April, 1963). ‘

Winer, B. J. Statistical Principles in Experimental Design.
New York, New York: McCraw- Hill Book Co., 1962.

APPENDICES

M8

THE TELEVISION MESSAGE

49

 

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APPENDIX II

INSTRUCTIONS FOR ADMINISTERING THE

EXPERIMENT AND QUESTIONNAIRE

5A

m . J— z.
-reatment

their respective groups by reading the following sta

 

\TI
\11

The graduate teaching assistants who administered
I and Treatment II introduced the experiment to

ement 2

Cf

The Department of Television and Radio is currently
conducting research concerned with educational
television at the college level. In a few minutes

you will be asked to view a portion of a television
lecture. Following the lesson you will be given

a short quiz that covers information contained in
the television lesson.

‘

Following the television treatment the graduate

assistants introduced the questionnaire by reading the

following statement:

__-_._ __ _

I will now hand out a short quiz based on informa-
tion contained in the television lecture which

you have just seen. Before you begin, write your
name and student number on the front page of the
test booklet.

In the first part of the quiz, answer the ques-
tions by clearly printing the letter of the cor-
rect response in the box to the left of the
statement.

uestions concerning the television presentation
itself. Answer the statements with a "YES" or
”NO” answer. You should use the blank spaces
following the statement to explain your answer.

In the second (and third) part(s) of the quiz are
c

Your comments may be as brief or detailed as you
feel are appropriate. Take your time and answer
each question thoughtfully and to the best of
your ability.

The graduate teaching assistant who administered

only the Information Accrual portion of the questionnaire

to Treatment III (the control group) read the following

statement:

The Department of Television and Radio is cur-
rently conducting research concerned with edu—
cational television at the college level.

 

56

s

I am going to hand out a short quiz in which you
are to answer the questions to the best of your

 

ability. Before you begin, write your name and
student number on the front page of the test
booklet.

Answer the questions by clearly printing the let-
ter of the response that seems most correct in
the box to the left of the statement.

Please take your time and think about each ques-
tion carefully.

After students in the control group had completed
their test, the graduate assistant read the following
statement:

e I collect your papers will you please turn
test booklet over. If you have studied Con-
ntal Drift or any of the material in the test,

e
ite the word "Yes." If you have never studied
ontinental Drift, write the word "No."

(v
F b
'3 O
*3

O E: cf‘k.‘ U3
0

APPENDIX III

THE QUESTIONNAIRE

57

 

Name

 

Student Number

 

Based on the information contained in the television presentation
you have just seen, supply the best answer to each of the following
questions. Clearly print the letter of the correct reSponse in the
box to the left of the statement.

1. Two hundred million years ago there existed a single
'super-continent" called

a. Laurasia

b. Breccia

c. Grandasia

d. Gondwana

e. Glossopteris

 

 

 

 

2. The first comprehensive theory of continental drift
appeared in

a. 1912 by Alfred Wegener
b. 1904 by Karl Meinesz
c. 1919 by Wilfred Vishnu
d. 1929 by Max Dietrich
-. 1921 by Eric Weber

 

 

 

 

3. The theory of paleomagnetism assumes that throughout
millions of years the magnetic poles of the earth have

a. moved drastically
o. remained stationary
c. wandered randomly
d. moved periodically
e. drifted slightly

 

 

 

 

4. Two minerals which contain magnetic properties are

a. Anhydrite and Hematite

b. {agnetite and Hematite

c. Flourite and Magnetite

d. Hematite and Halite

e. Magnitite and Anhydrite

 

 

 

 

5. When magnetic minerals are deposited in lava and Sandstone
the direction of the magnetic minerals becomes

a. strengthened
b. unstable

c. fixed

d. weakened

e. unpredictable

 

 

 

 

 

 

6. Scientists can provide Paleomagnetic evidence for continental
drift if magnetized minerals

 

have become strengthened in magnetic power
have become weakened in magnetic power

are pointing away from the earth's poles
are pointing away from the ocean ridge
have remained constant in magnetic power

7. Two men who contributed greatly in deveIOping the theoretic basis
for convection currents are

a.

. b.
c.
d.
e.

 

 

 

 

8. Most earth

a.
b.

:j g:

e.

 

Meinesz and Hess
Vening and Meinesz
Felix Hurst and Hess
Vening and Hess

Felix Hurst and Vening

scientists agree with the hypothesis that ridges occur

where convection currents descend
where convection currents rise
where volcanoes once appeared
randomly on the ocean floor
randomly on the earth's surface

9. The downward force in the offshore underwater trenches is

a.
b.
c.
d.
e.

 

 

 

 

equal to the force of gravity

one-half the force of gravity

less than the force of gravity

greater than the force of gravity
proportional to rising convection currents

10. Over great periods of time the movements and speeds of convec—
“tion currents are

a.

b.
c.

d.
e.

constant

predictable in direction only
predictable in Speed only
predictable in Speed and direction
variable

11.

12.

13.

14.

15.

Scientists

a.
g b.
c.
d.
e.

 

 

 

Frictional

a.
b.
c.
d.
e.

 

 

 

 

Scientists
chains by

a.
l b.
I c.
. . d.

e.

 

Movement 0
of

 

a.

i b-
i C.
1 d.

e.

Movement 0

a.
b.
c.
d.
e.

 

 

 

 

agree that convection currents result from

rifts in the earth's surface

great sources of heat in the mantle

forces associated with the earth's rotation
earthquakes near the earth's surface

mantle cooling near the earth's surface

drag on the earth's crust results from

changes in gravitational pull
descending mantle

cooling mantle near the crust
descending mantle and mountain building
lateral convection currents

can determine the relative age of oceanic island

the number of islands in the chain

the size of the islands

their distance from the nearest continent
their distance from the oceanic ridge
their distance from the nearest island

~ 1

i islands away from mid-oceanic ridges occurs at a rate

two to six centimeters per year

three to seven centimeters per year

ten to fourteen centimeters per year
less than one centimeter per year

more than fourteen centimeters per year

f islands away from mid-oceanic ridges is

less than the rate of movement of convection currents
greater than the rate of movement of convection currents
equal to the rate of movement of convection currents
equal to the rate of rising mantle

unrelated to the movement of convection currents

PXllT II

s res pond to the following statements concerning the television
sen ation which you have just seen. Use the blank Spaces to com-
nt critically or favorably to the statement. Your comments may

as brief or detailed as you feel appropriate.

1. Have you stu died Continental Drift prior to

 

today's television presentation? YES NO_____
EXPLAIN

 

2. Have you ever taken a college course by tele-

 

 

 

 

vision? YES NO
EXPLAIN _
3. uld you rate this television lesson as being
ette r" than most educational TV? YES NO
EX LALN

 

 

 

4. Were the questions in the multiple-choice test
representative of material covered in the TV
presentation? YES NO

 

EIPSAIN

 

 

5. Was the television presentation confusing to
watch? YES NO

 

 

 

 

 

 

PART II - 2

10.

Did the television teacher communicate ef-
fectively? YES NO

WV: \7
L‘XPL IL\

 

 

 

Was the teacher interesting? YES. NO

EXPLAIN

 

 

 

Did the visuals (maps and diagrams) help to

 

 

 

clarify the instructor‘s lecture? YES NO
EXPLAIN
Were the visuals clear and interesting? YES NO
EXPLAIN

 

 

 

Could the lecture have been as effective with-
out the visuals? YES NO

EI’PLAIN

 

 

 

 

 

 

 

 

‘ wimp-B W .HJ‘..-r-

 

*0
:J .4-
f.)

T II - 3

A

 

 

 

 

 

ll. Did you have enough time to study the visuals? YES NO
EXPLAIN
12. Was the television presentation interesting? YES NO

EXPLAIN

 

 

 

 

 

 

 

PART III - 2

8.

Did you like the television presentation? YES NO

EXPLAIN

 

 

Were the two television receivers too far
apart? YES NO

EXPLAIN

 

 

What criticisms do you have of the television presentation you have
just seen?

 

 

 

 

 

 

 

What favorable comments do you have concerning the television
presentation you have just seen?

 

 

 

 

 

 

 

l.

pond to the following statements concerning the television
on which you have just seen. Use the blank spaces to com-
cally or favorably to the statement.

nfusing to watch two ‘
s?

 

 

 

 

 

 

 

 

 

 

teleViSi YES NO
‘ XPLA IN

About how much time did you spend viewing

each television receiver?

RECEIVER WITH TEACHER Percent

RECEIVER.WITH VISUALS Percent

Were you able to direct your attention between

the two TV receivers without difficulty? YES NO
EXPLAIN

Are two television receivers more interesting

to watch than one? YES NO

EXPLAIN

 

 

 

 

 

APPENDIX IV

RESPONSES TO THE QUESTIONNAIRE

67

 

 

 

 

RESPONSES T THE GENERAL INFORMATION
PORTION OF THE QUESTIONNAIRE
Treatment I Treatment II
. L. Experimental Conventional
Question
Yes No Yes No
1. Have you studied Continen—
tal Drift prior to today's
television presentation? A 17 3 l8
2. Have you ever taken a col-
lege course by television? 19 2 l8 3
3. Would you rate this tele-
vision lesson as being
"better" than most educa-
tional TV? 14 7 9 12
A. Were questions on the mul—
tiple—choice test represen-
ta ive of information
covered in the TV presen-
tation? 18 3 18 3
5. Was the television presen—
tation confusing to watch? 6 15 8 13
6. Did the teacher communicate
effectively? 17 A 15 6
7. Was the teacher inter-
esting? 13 8 l3 8
£3. Did the visuals (maps
and diagrams) help to
clarify the instructor's
lecture? 21 O 19 2
9. Were the visuals clear
and interesting? 19 2 19 2
10. Could the lecture have
been as effective with—
out the visuals? O 21 2 19
11. Did you have enough time to
study the visuals? 21 O 9 l2-
12- Was the television presen-
tation interesting? 16 5 15 6

69

RESPONSES OF ATTITUDES TOWARD THE
EXPERIMENTAL TREATMENT

 

 

Treatment I

 

 

Question
Yes No
1. Did you find it con-
fusing to watch two
television receivers? 6 l5

Receiver with Receiver with

 

Teacher Visuals
2. how much time did you

spend viewing each .
television receiver? 80% 20%
8O 20

8O 2O

80 2O

75 25

75 25

75 25

70 3O

65 35

60 A0

60 A0

50 50

45 55

MO 60

A0 60

5 65

35 65

25 75

25 75

10 9O

9 91

Treatment I

 

Yes No

3. Were you able to direct
your attention between the
two receivers without difficulty? 18 3

70

Responses of Attitudes Toward the Experimental Treatment
(continued).

 

 

Treatment I

 

 

Question
Yes No
A. Are two television receivers
more interesting to watch than
one? 16 5
5. Did you like the television
. /
presentation? lo 5

0. Were the two television
receivers too far apart? A 17

 

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