A SURVEY OF T145 U$E OF AUDiO-VISUAJ. AIDS iN SPEECH CLASSES OF MICHIGAN HiGH SCHOOLS M {fir flu Dogma of M. A. MiCHiGAN STATE COLLEGE Barbara 35mm. Shirley i954 This is to certify that the thesis entitled 13 Survey Cf‘ the Use. of filaiio-‘Jisvz311 fids in Speech Classes of Vichigan High Schools presented by Herb??? Iasmorc bdirlny has been accepted towards fulfillment of the requirements for A I 7' . “,3 1 __ "2° . degree in_1;____s" QC“ A!“ ‘/ 1% Major professor T‘ '1 ,- as.” Date *1 1-3.1 82 3, .h 0169 A SURVEY OF THE USE OF AUDIO-VISUAL AIDS IN SPEECH CLASSES OF MICHIGAN HIGH SCHOOLS BY Barbara Bashore Shirley Wm A THESIS Submitted to the School of Graduate Studies of Michigan State College of Agriculture andfiipplied Science in partial fulfillment of the requirements for the degree or a MASTER OF ARTS Department of Speech,-Dramatics, and.Radio Education 1954 .. 5. ii \I. I O ACKNOWLEDGMENT Acknowledgment is hereby made to Dr. Wilson.Paul, head of the Department of Speech, Dramatics, and.Radio Education of Michigan State College, to Professors David, Potter, Crawford, and Gross for their assist- ance and supervision in the completion of this thesis; and to all those high schools who participated in this study. TABLE OF CONTENTS CHAPTER PAGE I THE PROBLEM, DEFINITIONS OF TERMS, AND BACKGROUND LITERATURECOOOOOOO0.0.0.0...OOOOOOOOOOOOOOOOO....... 1 The PrOblem coco.o00.000000000000000ooooooooococo. The Purpose 00000000000000000000000000.00000000. Statement of Purpose 0000000000000oooooooooooooo rbfinitions of Terms 0.000000000000000000000000000 SpBGCh Program 00000000000000.0000.0000000000000 1 4 5 6 Audio-Visual Aids .............................. 6 Speech Teacher ................................. S 7 Background.Literature ............................ Partition of Thesis ..............................15 II DESCRIPTION OF PROCEEMRE ..........................515 III ANALYSIS AND INTERPRETATION OF RESULTS .o.......o...20 Chart of Problems Met in the Use a: Audio-Visual Aida 0.0...00......OOOOOOOOOOOOOOOOOOO0.0.00.0000033 Chart of the Speech Courses Offered in Michigan High SOhOOIS COOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOC.45 Chart of Audio-Visual Equipment Owned and Used in the MiChigan High SChOOls 00.00000000000000000047 IV SUMMARY, CONCLUSIONS, AND SUGGESTIONS FOR FURTHER STUDY ooooooooooooooooooooooooooooooooooooo00000000049 Summary 00000000000000000000.0000...0000000000000049 C0n01u810n3 ooooooooooo0000000000000...0000000000051 Suggestions for Further StUdy 00000000000000.0000054 BIBLIOGRAPHY 000000000000000000000000000000000.0000.00000055 APPENDIX A 9,LETTEBLWHICH WAS SENT TO HIGH SCHOOL SPEECH TEACERS OOOOOOOOOOOCOOOOOOOOOO00.0000000000057 APPENDIX B - QUESTIONNAIRE WHICH WAS SENT TO HIGH SCHOOL , SPEECH TEACIERS O...0.0.0.0...0.00.00.00.00058 APPENDIX C - LIST OF SCHOOLS TO WHICH 'THE.QUESTIONNAIRE WAS SENT 0.0.0.0....OOOOOOOOOOOOOOOOOO0.0.0.61 APPENDIX D - GEOGRAPHIC LOCATION OF SCHOOLS WHICH WERE SENTAQUESTIONNAIRE 0......00.0.0000000000067 CHAPTER I THE PROBLEM, DEFINITIONS OF TERMS, AND BACKGROUND LITERATURE Since the close of the second World War there has been a rapid increase in the production and use of audio- visual materials for educational purposes. 1 It is generally agreed that the most significant program in the use of audio-visual aids was the training program of the armed forces. They faced the task of training over twelve million men and women in over fourteen hundred specialised jobs, in numerous educational objectives to be served in a wide variety of subject matter. To do this, the armed forces produced many differing types of audio-visual aids. Among them were over five thousand sound motion pictures and over three thousand filmstrips. 2 Breaker states that some of the contributions made by the armed services toward the advancement of audio-visual methods of instruction in the school today include a body of over one thousand films whichare in use in the schools. 1 F.B. Brooker. 'Comnmnication in the Modern World.” Part I, ”Audio-Visual Methods of Instruction." The 48th. Year Book of 3132 National Sogietx £9; the Study gf'Education. Edited by Eileen B". H'e' 'nry. Chicago: University ofIIChi' ""ea'g' o PNBI’ 1949. pp. 4-190 -2 Lee. Cit. New cinematic skills and new experiments, he says further, are used in adapting films to new, and.hitherto, untried areas of educational objectives; pioneer tests, he reports, are being made with many audio-visual aids devices and.the ways of using them, and the millions of military men and women.who experienced training through films and who in the main liked it, have come to regard.training films as customary and to be expected. 3 yThis statement suggests that the period‘of‘Worldear II marked the crossover from viewing films as an educational luxury to regarding them. as a necessity. Audio-visual aids have also become an important phase of training in industry. Many national industries and business organizations are using audio-visual aids for the training of employees, for advertising products, and for institutional public relations. According to lelson.B. Henry, Secretary of'the National Society for the Study of Educationxgg ... The success of these audio-visual training programs in.the armed services, and new in industry, ,have contributed notably to the heightened interest of educational leaders in.the more extensive exploration of the value of audio-visual methods in normal class- room.situations.... 4 5 Ibideg D. 17s 4 Nelson.B. He . "Editor‘s Preface.‘ Part I, "Audio- Visual Methods of nstruction.‘ The 48th. Year Book of the national Societ £93; the Stu .ot‘E‘df‘Tcet on". 'E‘di’Tte b—Wy 6 son . nry. CEIcago: UnIvers ty'Ef CEIcago Press, 1949, pev. This success of the armed forces audio-visual training program has influenced instructional methods in the schools to the extent that within the past ten years the number of sixteen millimeter sound projectors found in schools throughout the country has leaped from less than five thousandgto over twenty-five thousand. 5 Tabler's study of one hundred public school systems revealed that by 1957 the anticipated use of audio-visualinstructional materials would exceed by 600% their use in 1947. Several states, he says, including California and Pennsylvania, require teachers to take courses in audio-visual instruction before they may receive their teaching credentials. 6 Michigan State College's establishment of an audio-visual center following World War II, and the expansion of a similar center at the University of Michigan reflects the increased interest in audio-visual aids. Both of these centers make available audio-visual materials such as films and film strips to the public schools. . The values of audio-visual methods of instruction have been summarized by the Encyclopedia 9_f_‘_ Eggcationa; 5 Brooker, 532. 2.1-3.0: p. 16. 6 0.3. Tabler. "The Next Decade of Audio-Visual Use in One I)Iundred School Systems.“ See 539 Bear, II. (February, 1947 . a Research.which.states: l. Audio-visual aids supply a concrete basis for conceptual thinking. 2. They have a high degree of interest for students. 3. They supply the necessary basis for develOpmental learning and hence make learning more permanent. 4. They offer a reality of experience which stiamlates self activity on the part of the pupils. 5. They develop a continuity of thought: this is especially true of motion pictures. 6. They contribute to growth of meaning and hence to vocabulary development. '7. They provide experience not easily secured in- other materials, and hence they contribute to the depth and variety of meaning. Dale reports that learning may be promoted and become permanent only when it is made concrete through providing a body of experience (rather than words) as a basis for the building of generalizations, concepts, principles, rules, and methods. Audio-visual methods become the means by which rich experience. can be provided to students in speech classrooms, as well as to those in other areas of study. 3 PURPOSE .While speech education involves extensive pupil participation, and specific examples of techniques and skills are almost constantly available for analysis and 7 Edgar Dale and Charles Hoban Jr. "Visual Education." Enc clo edia .of Educational Research. Edited by Walter S. Honroe. lea YErE: Th'e HacMIIIan Company, 1941, p. 132:5. 8 Edgar Dale. Audio-Visual Methods _i_g Teachi , New York: Dryden Press, 1943, p. 33. 5 illustration, audio-visual aids can, beyond these, provide concrete examples of techniques and subject matter whidh will supplement student participation, heighten interest, and develOp significant meanings. Because of this rapid growth in.the use of audio-visual aids in the armed services, in industry, and in the schools, the question arises as to what extent audio-visual aids are being used in speech education in Michigan's secondary schools. The purpose of this study, then, was to discover to what extent high school teachers of speech in Michigan.were utilising audio-visual aids in their speech instruction in the school year 1952-1953. This study intended only to establish the frequency of the use of audio-visual aids in speech classes, the amount of audio-visual equipment found in the Michigan.high schools, and the knowledge of speech teachers in regard to such.items as sources of audio-visual materials, and operation of equipment. Such.information, it was hoped, would.prcvide a reasonable index of the extent to ihich.audio-visual aids are currently being used in speech education in the secondary schools of Michigan. This information, if negative, might also suggest that the trains ing of prospective speech teachers be altered to enable them to make a more effective use of audio-visual aids in the classroomu It was not the purpose, on the other hand, of this study to investigate the offerings of teacher training institutions in the audio-visual field in.the state of Michigan or the United States, nor to determine the causes and effects of the use of audio-visual aids in.the speech field. DEFINITIONS OF TERMS Egg-Visual £135. In order to limit the types or materials under consideration, "audio-visual aids", as used in this study, include motion pictures, (silent and sound), slides and still pictures, film strips, models and mock-ups, charts and flip sheets, maps, Opaque projectors, stereoscopes, television sets, overhead.projectors, motion picture projectors, wire and tape recorders, phonographs, (one, two, and.three speed), microphones, radios, screens, black boards, and bulletin boards. This list was adapted in part from Raleigh Schorling's listing of audio-visual aids as found.in Student W=£Wm 9 Speech Proggams: Though many'high school classes incorporate speech activities into their courses of study, i.e., English oral units, history reports, and.class discussions, it was necessary, due to the limitations of this study, to define 9 Raleigh Schorling. Student mm: 53 E 1 Program. New York: McGraw - Hill Company, 1940 "speech programs” as those formally organised speech classes being taught for credit in the high school, for example, public speaking, debate, drama, and interpretation. Speech.Teache;: ”Speech teacher" as used in this study was thought to mean.those teachers whose teaching assignments include formalised speech classes which are being taught for credit. This encompasses these teachers who majored in speech during their academic training as well as those teachers who have less than a major in speech but who never- theless teach formalized speech classes on a half, or even part-time basis. BACKGROUNDILITERATURE lany studies have been conducted in relation to the use of audio-visual aids in general education. From.l940 to 1947 at least twenty-seven status surveys of the audio- visual field were completedh 10 These surveys range from the number and types of projectors available in.a county, a state, or the nation, to the expenditures of funds for audio-visual materials and equipment or the content of film libraries in such areas. One of the most important of these surveys was A- 10 Edgar Dale, James Finn, and Charles Hoban Jr. "Research on.Audio-Yisual Materials.” Part I, ”Audio-Visual Methods of Instruction.” The 48th. Year Book of the Nation Societ for the Stud of Education. Edited.by elson B. . CEIc o: n “varsity OIT hicago Press, 1949, p. 254. 8 conducted.by the Research Division of the National Education Association. The findings of this study indicated a wide- spread growth in all phases of the audio-visual field. The amounts of equipment available were shown to have increased sharply during the ten-year period of 1936-1946, and a much greater use of audio-visual materials in public schools, colleges, and universities was noted. :1 F.E. Brooker, perhaps one of the most outstanding investigators in the use of the motion picture in education, conducted a five-year study in order to determine the results of an industrial training film and filmstrip project program. At the end of the five years certain conclusions resulting from the project were drawn. Especially significant were these: 1. Training films will work effectively, and, yet, their present success is based on partial use. 2. Films are not good in and.of themselves. Films are good only if they are well made and well used. Over-eptimism.is cautioned against. 3. There is a serious need for professional courses in visual education so that future producers will understand the medium in which they work, the process of education, and the educational system.that sets the requirements for their product. 4. A better understanding of the way students learn from films is needed. There was evidence that students, in viewing films, thought they knew 11 National Education.Association, Research Division. kudio Visual Education in Cit School S stems. Research.Bu11etin of EES'EEA, Volume XXIV. fiashington: esearch.Division of REA, 1946. in Dale Finn, and Hoban. 22. cit., p. 254. more than they did, and, on the other hand, they had learned some things on a non-verbal level that they could not express. Gatto and.Rulon made an extensive study to determine the retention of materials presented through the use of audio-visual aids. They found that children.who had studied material presented through the medium of a motion picture retained far more of the subject matter than.the group which had not been exposed to the film. 13 In 1929 a committee of research.workers, supported by'the Payne Fund, began a four-year investigation of theatrical motion pictures and their influences on the viewers. This study is particularly meaningful because it was the first large-scale study of the effect of audio- visual mass media upon children and young.peop1e. Even though many more such experiments have been done since, the Payne Study remains extremely valuable because it formed.the basis for later studies in this area. Some of the specific findings of the Payne Fund Studies are noteworthy: 1. Movies have a definite lasting effect on the social attitudes of children: a number of pictures pertaining to the same issue may have a cumulative effect on attitude. The influence of a picture may be specific for a wwr—V—v' '— 12 Dale, Finn, and Hoban. ‘22. cit., pp. 260-61. 13 Ibid., p. 263. 10 given child and a given movie. The same picture may influence different children in distinctly opposite directions. 2. Motion pictures may challenge what other institutions take for grantedu The schemes of conduct which they present may not only fill gaps left by the home, school, and.churdh, but they may also do away with the standards and values which these latter institutions strive to inculcate. 3. Children acquire considerable information from attending the movies. For children in the second and third grades the average score on an information test was 60 percent of the average score for adults. For children in the ninth and tenth grades the relative standing was 90 percent. Retests after six weeks showed a smaller less for children than for adults. 1 ‘ Perhaps one of the most comprehensive studies having to do with audio-visual methods of instruction is a yearbook by the National Society for the Study of Education. This volume contains articles written by persons with.a specific interest in and firstahand information on audio-visual education. Areas included are communication, obstacles to the use of audio-visual materials, teacher training, audio- visual programs in rural and city school systems, audio- visual administration, and audio-visual materials research. Excellent bibliographies are also included. No specific conclusions are stated in this study, but current trends, generalizations and predictions relating to the discussed 1‘ Ibldo, pp. 274-276. ll materials are placed at the end of each chapter. 15 Two studies which deal specifically with the use of motion.pictures as a teaching device in the area of public speaking were noted. The first of these, by Wilbur F. Luick, is a study of the value of the silent motion.picture- conference technique as a teaching aid in beginning classes in public speaking at the college level. This work considers whether students at the college level acquire more skill in the delivery of a speech as a result of using the silent motion.picture-conference to complement the general teaching procedure. Students reported.that as a whole they felt that the experience of having the silent motion picture- conference had‘beeen of value to them in their public speak- ing class because the motion pictures offer evidence, visible to the speaker himself, of errors in the physical body aspects of delivery. Conclusions of this study reveal that students in the public speaking class on.the college level do not improve to any great extent statistically as a result of having .experienced the silent motion picture-conference, and there is a definite factor in the human significance of the use of Study 2; Education. Part T:"Audio-Visual aterials of nstruction.I Edited by Nelson.B. Henry. Chicago: University of Chicago Press, 1949. 15 The 48th. Year Book of the National Society for the The silent motion picture-conference in the teaching of public speaking. 16 The second, by Gordon L. Thomas, reports an experiment on the value of the motion picture as a teaching device in public speaking. The motion.picture was used to help the student analyze his own speaking habits. Special emphasis. is placed upon the improvement of eye contact on the part of the student. In summarizing the findings of this study it was reported.that no significant differences, measured statistically, existed at the beginning of the term.between the control group, which did not use the motion.pictures, and the experimental group which did use the motion.pictures, in.respect to loss of eye contact and number of transitions used. However, at the end of the term.the control group lost an average of 10.4% of eye contact while the experimental section lost 5.7%. This difference of 4.7% in favor of the experimental group was statistically significant. The experimental group did improve signifi- cantly in transitions during the term. The majority of students in the experimental group indicated.that they felt the use of motion pictures had been a definite help to them J._‘ 16 ‘Iilbur P. Luick. "An Experimental Study of the Value of the Silent Motion Picture-Conference Techni ue as a Teaching Aid in Classes in Public Speaking.“ Unpublished master's.thesis, Michigan State College, 1941). 13 in public speaking. 1'7 Although Brooker reported significant advance in the use of audio-visual aids and.0thers have investigated the effectiveness of such.devices as aids to learning, the author found only the studies by Luick and Thomas in relation to the teaching of speech. The latter were done in.the early years of World War II. The advances in the use of audio- visual aids are reported most significant since the war. Does this lack of research or of reports in the speech field mean that speech teachers are unaware of this trend, of the value of audio-visual aids? The present study is an attempt to determine an answer to this question. PARTITION OF THESIS This thesis has been divided into four chapters in order to present the findings of the study in a readily comprehensible form» Following the introductory chapter, Chapter II, Method.2£ Conductigglthg‘ggggy,'will include a description of the procedure followed in.conducting the survey. Chapter III, Analysis and Integpgetation'gg Results, will include percentages of questionnaire returns, the use 17 Gordon L. Thomas. "A Subjective and Objective Evaluation of the Use of Motion Pictures as a Teaching Device in Public Speaking with Special Reference to ‘Transitions mnd.Loss of ye Contact.” (Unpublished ' Master's thesis, Michigan State College, 1941). 14 'and ownership of audio-visual materials in the high schools and extent of training of speech teachers in-the use of audio-visual materials and methods. It will state the availability of audio-visual aids in various areas of the state and the kinds of courses comprising the speech programs found in those Michigan high schools which returned the questionnaire. The information obtained by this study is interpreted in relation to certain trends in the audio-visual field as indicated by (l) the representativeness of the returns, (2) the extent to which audio-visual materials are used in the speech programs of the Michigan.high.schools, (3) the quantity of audio-visual materials and equipment owned by the high school, (4) frequency of the use of audio- visual methods by speech classes, and.(5) pertinent problems confronting the speech teachers in the use and administration of audio-visual aids. Chapter IV, Summary'gng RQQQQmendations, will present a recapitulation of the more important findings of this study and.will suggest possibilities for further study. CHAPTER II DESCRIPTION OF PROCEDURE This study was conducted by means of a questionnaire which.was submitted to the speech teachers of two-hundred and fifty high schools in.the state of Michigan. The schools were selected from data compiled.by Hayden Carruth 1 and.from.the listings of speech teachers in the directory of the Michigan Association of the Teachers of Speech, 1952. A listing of these schools may be found in Appendix C. Carruthis study, conducted in 1948-49, listed.every accredited.public high school in.!ichigan having one or more courses in.apeech.for academic credit together with the course title and the name of the speech teacher. The annual directory of the Michigan.1ssociation of the Teachers of Speech lists these teachers of speech in.Michigan.who are currently active, dues-paying members of the Association. The A, B, and C classification of the high schools was adopted from.the Michigan High School Athletic Association. This classification is determined by the enrollment of the v— Vw 1 Hayden Carruth. ”Curricular Speech in Michigan High Schools, 1948-49.“ (A pamphlet of eleven pages listing the school, enrollment, speech courses, classification and teacher), University of Michigan, 1950. I 16 school: A Schools - 800 and over; B Schools - 325 to 799: C Schools - 150 to 524; and D Schools - under 150. For purposes of limitation, class D schools were not included in this study because only a very small number of schools in this class were found to include speech in their curriculumh 2 Because the speech offerings in these schools were very limited, many offering only one speech course in alternate years, these schools were not considered to have active and significant speech.programs. In order to get a sampling of information from.a wide area, the questionnaire was sent to high schools throughout the state of Michigan. It happens, however, that a greater number of Class A schools are located in and around Wayne County than elsewhere in Michigan. A map indicating the areas of the state contacted may be found in.tppendix.E. A personal letter, accompanying the questionnaire form, was sent directly to the speech teachers to explain the purpose of the questionnaire and to solicit their cooperation in furnishing the data requested. A copy of this letter may be found in Appendix A. I The questionnaire consisted of twenty-five items divided into seven subject areas, six of which dealt 2 L06. Cite 17 specificaIly with some phase of audio-visual education as related to the speech.fie1d. and.one which was devoted to general information concerning the school system as a.whole. The subject areas of the questionnaire were: I II III IV VI VII General Information (Items 1-4) Location Name of School Administration Enrollmmnt Training of Speech.Teachers in the.Audio- Visual Field (Itemm 5-7) Teaching Assignment Audio-Visual Training Teacher Training Programs in System Audio-Visual Information and.Publications (Items 8-10) Access to Audio-Visual Publications Schools Subscribing to Audio-Visual Material Knowledge of Audio-Visual Sources Particular Problems Encountered.by Speech Teachers in the Use and Procurement of Audio-Visual Aids (Item 11) This item requested information reveal- ing personal problems encountered. Availability of Audio-Visual Materials, i.e., Ordering, Administration, Audio-Visual Centers, School Plant, and Operation of Equipment. (Items 12-21) Use and Ownership of Audio-Visual Aids in the High Schools. (Items 25-24) A check list was provided consisting of the more common types of audio-visual equipment. The informant was requested to check this list both for use and ownership of the audio-visual items. Courses Comprising the Speech Curriculum of the High School. (Item 22) A check list was provided consisting of various types of speech education, i.e., dramatics, public speaking, debate, radio. 1s A copy of the questionnaire may be found in Appendix B. ' Upon return of the questionnaires, the number of responses to the items were recorded on a master sheet and the total responses to each of the questionnaire items were also recorded. The percentage value of each item was then determined based upon the total number of responses. In addition, the returns received from.the three classes of schools, (A,B, and C) were recorded separately in order to determine likenesses or contrasts among the schools, their relative interests in the audio-visual field, to compare speech offerings of the curriculum, to discover the types of audio-visual equipment used and owned and.the extent of knowledge of audio-visual materials and methods. This was done in order to discover if the size, or classification of the school had any significant bearing on.the responses to the questionnaire items. 4A list of the schools which returned the questionnaire may be found in Appendix G. Since the respondents were not asked specifically to state why their situations with reference to audio-visual aids were as they were, no systematic attempt to establish causal relationships will be made. Several respondents did add some explanatory statements which.does make it possible to infer several of such relationships to a limited extent. Chapter III will present an analysis mod interp- retation of the responses on the questionnaires which were returned. 19 CHAPTER III ANALYSIS AND INTERPRETATION OF RESULTS This chapter will present an analysis and interp- retation of the results obtained from tabulating the answers to each question. The questions from.the ques- tionnaire will be listed in the same numerical order as they appeared on the miestionnaire. The form.of the question, too, will be retained in this chapter as it was on the questionnaire except in a few instances where read- ibility suggests a simpler form.of statement. Two-hundred and fifty questionnaires were mailed during April, 1955, and the responses to them were recorded until June 15, 1953, the end of the public school year in most systems in the state. No questionnaires were received after that date. Ninety-six were returned.within.the time limit previously specified. An analysis of the ninety-six returned questionnaires shows that they were distributed according to the classifi- cation of schools as follows: A schools - 26 B schools - 26 C schools - 25 Schools not including speech in their curriculum but returning the questionnaire - 6 ,21 Questionnaires returned unanswered because of the absence of the speech teacher - 15 ( Nine schools indicated that the speech teacher was away on leave, and six schools reported.the discontinuance of their speedh programs ). A detailed listing of these schools and their geographical locations can be found in.Appendices C and D. Questions One, Two, and Three, indicating name of school, location of school, and number of pupils enrolled in.each are omitted out of respect for the confidential nature of the material which the cooperating schools supplied. 4. Types of administration: ( i.e., is the school system of a city, district, or consolidated type?) Total: City: 64% District: 21% Consolidated: 151 A Schools: City: 96% District: 4% Consolidated 0% B Schools: City: 65% District: 15% Consolidated: 20% C Schools: City: 21% District: 52% Consolidated: 27% 22 5. Do speech teachers teach only speech classes? Total : ‘ Yes: 25% nNo : 77% A Schools: Only speech: 35% Combination: 65% B Schools: Only speech: 50% Combination: 70% C Schools: Only speech: 4% Combination: 96% It will be noted that only a small percentage of speech.teachers in Michigan's secondary schools teach only speech. Apparently the smaller schools have very limited offerings in speech in their curricula. The A and B schools seem nearly equally aware of the significance of speech in.the lives of their students and apparently are more able to make training in this area available to their students. The C schools, however, are significantly‘less capable of providing this Opportunity. The 4% of the C schools which do have speech courses are in the Detroit area. This may suggest that the proximity of larger schools does influence the offerings in the smaller schools. 23 A subsidiary question under Question Five was: Is speech taught in combination with other subjects? If so, please list the courses. Courses Taught in Combination With Speech Course A School B School C School Total English 16 14 15 45 History -- l I 5 4 Languages -- l 2 5 Social Studies -- ‘ 5 -- 5 Civics -- -- 2 2 Biology -- -- 1 1 Driver Education -- -- l 1 Communications 1 -- -- 1 Music -- -- l 1 Journalism -- -- l 1 Commercial 1 -- -- 1 Art -- 1 -- 1 Literature -- -- l 1 This tabulation.shows that English.is most frequently taught in combination.with speech. It may also be noted that the greatest diversity of subject matter appears in.the C schools. Since the purpose of this study was to discover the extent to which speech teachers use audio-visual aids in their classes, this question was designed to determine the percent- age of time the speech teacher devotes to teaching other subjects, or to discover whether the person teaching speech was primarily qualified in other subject matter areas. 24 The reasons for these combinations were not given and any attempt to ascribe reasons would now be pure conjecture. 6. ‘ Have you (speech teacher) taken any audio-visual courses during your own academic training? Total: Yes: 50% No : 70% A Schools: Yes: 35% No : 65% B Schools: Yes: 35% No : 65% C Schools: Yes: 17% No : 85% While the lack of audio-visual training is evident from.these figures, some respondents did indicate some interest by stating that they were aware of the availability of an extension course in audio-visual aids from Wayne University. The fact that C schools reported only one-half as great a percentage of affirmative replies as did the A and B schools is significant, because it shows that these schools have fpwer speech teachers, percentage-wise, who have had any formal course work in audio-visual methods of instruction. a25 7. Is there any type of teacher training program.in the use of audio-visual aids available in your school system? Total: Yes: 50% No : 70% A Schools: Yes: 46% No : 54% B Schools: Yes: 27% No : 75% 0 Schools: Yes: 17% No : 85% The larger schools appear to be incorporating audio- visual training programs into their systems. Again the 0 schools report the smallest percentage of affirmative responses which indicates that these schools are doing less in the field of audio-visual training programs than are the A and 3 schools. In view of the information obtained by this study this present situation may result from a lack of available extension courses to C school personnel, a lack of funds in the system to provide such.audio-visual trains ing courses,or the location of audio-visual and.oxtension centers. Usually these centers are near the larger cities so that the distance from.the smaller schools to such centers is great enough to make active participation on the part of C school personnel excessively difficult. 26 7.a. Have you (speech teacher) taken this course? Total: 'Yes: 45% No : 57% Number of Teachers A Schools: Yes: 25% ' 5 No : 75% B Schools: Yes: 71% No : 29% C Schools: Yes: 50% No : 50% NM 1001 <0 These percentages are based upon.the number report- ing the availability of in-service training programs as reported in Question Seven. In other words, 45% of the 50% who said in Question Seven that an in-service training course was available, or, 12.9% of the total number the returned the questionnaire, have taken a course in audio- visual aids on an in-service basis. The fact that audio-visual training is not required for teachers' certification and.that in some universities and colleges such a course is probably a.recent addition to the list of educational offerings provides a partial explanation here. The fact that B schools report the highest percentage of speech teachers who take such an in-service course, the C schools the next largest, and the A schools the least reveals a seemingly greater current interest in audio—visual training in the medium-sized and smaller schools. Question“ Six indicates that fewer teachers in the C schools have had 27 such courses in college and that equal percentages of B and A school speech teachers have been so trained. Here it is revealed that in the B schools far more speech teachers are taking this in-service course than are in the A schools. In light of these observations, the questions arise, are B schools' teachers represented by these returned questionnaires more desirous of self-improvement than those in the A schools? Is there more pressure on teachers in smaller systems to improve the quality of their teaching through such training programs? Do these B and.C school teachers have fewer extra-curricular obligations so as to enable them to devote time to taking such courses? Due to the limitations of this study and to the fact that many other factors, such as age and length of service are involved, answers to these questions cannot be supplied by the data obtained by the questionnaire. 8. Do speech teachers in yourschool have access to professional books and magazines on audio-visual aids? Total: Yes: 89% Ho : 11% A Schools: Yes: 92% No : 8% B Schools: Yes: 88% No : 12% 0 Schools: Yes: 87% No : 15% The high percentage of affirmative answers indicate that teachers do have access to audio-visual literature. 28 The difference between the A and.C schools here is considerably smaller than it is on questions already noted. *9. Does your school's library subscribe to any audio-visual publications such as Educational Screen, Audio-Visual Film Catalogs, etc.? Total: Yes: 52% - No : 25% Not answering: 25% A Schools: Yes: 54% No : 46% B Schools: Yes: 50% No : 19% Not answering: 51% C Schools: Yes: 45% No : 59% Hot answering: 18% At least half of the A and.stchools make available some professional literature on audio-visual aids to their teaching staff. While C schools may be lacking some resources, they do compare favorably on this item. The fact that 25% of the returns failed to include a response to this item does distort the picture sufficiently so that one cannot say what is the true status. Though 89% of the teachers report the availability of audio-visual literature (Question.Eight), only 52% of the schools' libraries subscribe to any such journals, (Question Nine). These figures suggest that acquisition of audio-visual literature is achieved through some means other than school library facilities or that the smaller 29 number of responses to this item fail to reflect an accurate picture. 10. Are teachers informed as to the main sources of audio- visual materials in Michigan? Total: Yes: 85% No : 11% Not answering: 4% A Schools: Yes: 81% No : l B Schools: ‘Yes: 94% No : 5% Not answering: 5% C Schools: Yes: 85% No : 15% Not answering: 4% A large majority of speech teachers are aware of sources of materials in Michigan. The high percentage of affirmative answers to this item is probably dependent upon interest or upon the fact that audio-visual centers in Michigan.frequently offer free information on.audio— visual publications and.thereby make this literature easily available. Are teachers informed as to the out-of—state sources of audio-visual aids? Total: Yes: 58% No : 59% Not answering: 5% A Schools: Yes: 51% No : 69% 50 BSchools: Yes: 69% No : 51% C Schools: Yes: 59% No : 57% Not answering: 4% The fact that B schools report such a high percentage of affirmative answers is surprising. However, a partial reason for this response may be dependent on.Edgar Dale's "Ohio State Newsletter” which eight schools reported receiving. Neither the A or C schools reported receiving this publication. The "Newsletter” is an audio-visual publication in which Mr. Dale, a leading authority in the area of audio-visual aids, reports new trends in audio- visual methods of instruction, the availability of the newest audio-visual materials, film.reviews, and a listing of audio-visual literature. Another reason which may be in part responsible for this affirmative response is that various educational and audio-visual publications, i.e., Th2 Speech Teacher, Th3 English Journal, and 1h; B1413 _B_o_o_k_ 3; films, include film reviews and sources of audio-visual materials. These publications are available to all schools and are made accessible to staff members either through library or departmental facilities. 51 Are teachers informed as to the commercial sources of audio-visual aids? Total: Yes: 29% No : 48% Not answering: 25% A Schools: Yes: 77% No : 25% B Schools: Yes: 65% No : 55% C Schools: Yes: 59% No : 56% Not answering: 4% It appears that most of the Michigan speech teachers are informed as to the sources of audio-visual materials in Michigan, and to some extent to the out-of-state sources, i.e., university and college audio-visual centers, and mailing services. However, a lack of knowledge of the commercial audio-visual field is perhaps indicated by the number of negative replies, and possibly by the failure to answer this question at all. The apparent lack of knowledge on the part of the C school teachers about commercial sources may possibly result from limited budgets, perhaps so limited as to make even rental fees prohibitive. A comparison of these teachers who teach only speech with those who teach speech in combination with other subject matter reveals that while 75% of the teachers who teach only Speech are informed as to sources of audio-visual 52 aids and materials, 85% of the part time speech teachers receive suCh information. The reasons for this difference may be that for the most part teachers who teach only speech are employed by the larger systems where audio-visual centers are more often available. They do not receive audio-visual information directly: rather it is procured through department heads, personal request, or bulletins. Teachers in smaller systems, who teach speech in combination with other subject matter, receive audio-visual information directly through their school because of the lack of a central audio-visual center. A smaller staff eliminates "channeling", enables more direct requests, and results in fewer demands for such materials. 55 11. What particular problems do speech teachers encounter in connection with procuring or using audio-visual equipment in speech classes? There were forty-two responses to the itemh They are tabulated below: PROBLEM TOTAL A SCHOOLS B SCHOOLS C SCHOOLS a. Room difficulty. 10 6 4 i1 b. High expense of audio-visual mmterial. 8 5 2 5 6. Lack of films on a desired topic. 8 5 2 5 d. Material failing to arrive on schedule. 4 l 5 e. Audio-visual aids not meeting the . required standard of the teacher. 5 l 2 # f. Inadequate equip- ment in school plant. 5 l 2 3. Difficulty in the scheduling of films. 5 l l 1 h. Lack of variety in material available. 1 l 1. Time problem with the recording of student voices. I l j. Inadequacy of staff in charge of audio-visual aids. sla- . 654 Room difficulty was reported as the most frequent problem. "Room.difficulty” here means that there is no available room at the desired hour, conditions are crowded, or there is no classroom designed solely for audio-visual purposes. It is of interest_that no A school listed "room difficulty" as a problem. Because A schools are generally constructed for use by more students and for more purposes than are B or C schools, more ample facilities are available, i.e., workshops, projection rooms, and laboratories. I It may be noted.that "high expense of audio-visual material", and "lack of films on a desired topic" received an equal liSting by the three classes of schools and indicates that these problems are not peculiar to one group of schools in particular. A break-down of these forty-two responses reveals that thirty-one problems were listed by part-time speech teachers as compared with eleven responses noted by those teachers who teach only speech. These thirty-one responses were received, for the most part, from the smaller school systems in the state. Their mmst prevalent problems appear to be budgetary allotments for the procurement of audio~visual materials, available classroom.for the use of certain aids and materials, and the ordering of audio-visual aids. Those teachers who teach only speech list room difficulty and lack of materials on 55 desired topics as the most prevalent problems. Again this suggests that the presence of a centrally located audio-visual center is in part responsible for the break-down of these responses. The larger systems have, in most cases, access to audio-visual aids through a nearby audio-visual center, while the smaller schools must procure audio-visual materials from sources which expense makes prohibitive, or of such a distance that active use cannot be accurately scheduled. The lack of rooms tolae used for audio-visual activities is a problem listed by both full-time and.part-time speech teachers. The increase in school enrollment may be responn sible for this difficulty. As reported by several respond- ents, the greater number of pupils necessitates the utilisa- tion of all available space for classroom purposes, and the setting aside of one room.for audio-visual activities is rather difficult in view of the present conditions; 12. Do you.have any annual budgetary allotment for procuring audio-visual materials and equipment especially for speech classes? Total: Yes: 50% No : 68% Not answering: 2% A Schools: Yes: 77% No : 25% B Schools: Yes: 58% No : 62% 56 C Schools: Yes: 26% - No : 70% Not answering: 4% The larger schools and city systems are far ahead of the B and C schools on this item. Several schools reported a budgetary allowance alloted to a department, such as English, history, or speech, for expenditure as needed. Those who responded in the affirmative did not list amounts which are being spent annually for audio-visual materials. A comparison of those teachers who teach speech and other subject matter with teachers who teach only speech reveals that while 40% of the latter report budgetary allotments designated specifically for use by the speech classes, 50% of the part-time speech teachers are alloted funds for this purpose. The larger schools whose teachers are employed to teadh only speech usually have access to an audio-visual center from which materials may be procured at less cost than the smaller systems who must order or rent their material directly from sources often a greater distance from the school hence making the expense prohibitive in some instances. This factor may explain the need for the increased budgetary allowances in the smaller schools. I 57 15. Is the material easily ordered? Total: Yes: srz No : 17% Not answering: 2% A Schools: ‘Yes: 81% No : 19% B Schools: Yes: 88% No : 12% C Schools: Yes: 70% No : 20% - Not answering: 10% "Easily ordered? as used in the questionnaire pertains to the ordering of audio-visual materials from audio-visual centers, or commercial companies and includes rental costs, delivery services, and variety of material available. The two percent who did not answer this item may have misunder- stood the question or have an arrangement whereby the ordering of audio-visual materials is handled by an audio- visual director who represents the classroom teachers. The individual teachers, then, have little knowledge of the procedure involved. The responses suggest at least that the details of ordering are not keeping speech teachers from using aids more frequently. The difficulties listed under Question Eleven probably reflect actual conditions accurately in this regard. . 58 14. Is there a central audio-visual center available within the school district? Total: Yes: 67% No : 55% A Schools: Yes: 75% No : 27% B Schools: Yes: 54% No : 46% C Schools: Yes: 27% No :. 75% At least 50% of the schools report the availability of centrally located audiOevisual centers, 0.3., the Lawton Avenue Public Library, Detroit; Saginaw County Audio-Visual Education Center, Saginaw; South Oakland Film Library, Royal Oak: Audio-Visual Center, Grand.Rapids Board of Education, Grand.Rapids. Again the C schools compare less favorably with the larger systems. The response to this item is largely dependent upon geographic location, i.e., the metropolitan areas are more inclined to provide facilities for audio-visual centers than are the outlying districts. 15. Does your school have a director of audio-visual aids? Total: ch: 70% No : 50% A Schools: Yes: 85% No : 15% B Schools: Yes: 65% No : 55% 59 C Schools: Yes: 57% No : 45% The word "director" as used in this item is to be interpreted as one individual who is in.dharge of audio- visual equipment and activities such as ordering, purchasing, or who serves as a consultant. As compared with.the total responses to Questions Seven and Twelve, this 70% affirmative response concerning an audio-visual director is of interest. Question Seven, regarding teacher training programs, revealed a total affirms ative response of only 50% as did Question Twelve which asked about the availability of budgetary allotments for audio-visual aids. However, the lack of teadher training programs and budgetary allotments is evident as noted by the percentages listed. Hence the status of the audio- visual "director” is to be questioned. 16. Are speech teachers encouraged to use a variety of audio-visual materials in their instruction, such as films, slides, recordings. tape recordings, ctc.? Total: Yes: 82% No : 16% Not answering: 2% A Schools:. Yes: 81% No : 19% B Schools: Yes: 79% No : 19% Not answering: 2% C Schools: Yes: 85% No : 15% Not answering: 4% 40 The affirmative response indicates that speech teachers are encouraged, likely by department heads or principals, to use a variety of audio-visual materials in their instruction. A comparison with the total responses to Questions Seven, Eight, Nine, Twelve, and.Fifteen indicates that though speech teachers are encouraged to use a variety of audio-visual materials, have access to books and.other audio-visual literature, and.often.have a director of audio-visual aids, budgetary allowances and teacher training programs are extremely limited. Apparently it is not lack of interest on the part of the schools which limits the use of audio-visual aids; the reasons lie elsewhere. 17. Do speech teachers participate in the selection of audio-visual aids and equipment for their speech courses? Total: Yes: 95% No : 7% A Schools: 165: 92% No : 8% B Schools: Yes: 92% No : 8% C Schools: Yes: 96% No : 4% - 41 As shown by the high percentage of affirmative answers speech teachers do participate in the selection of audio-visual aids. A comparison.with Question Sixteen perhaps implies that though speech teachers do participate in the selection, i.e., request certain materials and preview films, more of them.request such audio-visual aids than are encouraged to use them. In this they are in advance of their admini- strative superiors and.their budgetary allotments. 18. Are facilities provided for the preparation of flat pictures, stencils, hand-made slides, and other such materials? Total: Yes: 51% No : 65% Not answering: 4% A Schools: Yes: 46% No : 54% ‘ B Schools: Yes: 42% No : 58% C Schools: Yes: 22% No : 61% Not answering: 17% The replies to this item point out that the greater number of schools do not have special facilities for the preparation of audio-visual aids. A comparison of these responses with those to Question Sixteen indicates that though teachers are encouraged to use audio-visual aids in their instruction, physical facili- ties for their preparation are very limited. This fact 42 shows that it is not interest which limits the use of audio-visual aids in Midhigan's secondary schools. 19. Do speech teachers know how to operate the various types of audio-visual equipment such as, motion picture projectors, and recorders? Total: Yes: 77% No : 25% A Schools: Yes: 75% No : 27% B Schools: 'Yes: 81% No : -l9% C Schools: Yes: 78% No : 22% The responses indicate that most teachers know how to operate audio-visual equipment. However, it will be noted from Question Six that few teachers have taken any academic training in.audio-visual aids, and.from item Seven a. that a limited number of speech teachers have taken advantage of available in—service training programs. This comparison raises the question as to where teachers learned to operate audio-visual equipment. Perhaps it is a major function of the audio-visual director to teach the operation of equipment on an informal, individual basis, or it may be a self-learning process. A comparison of those teachers who teach only speech and those who teach speech in combination with other subject matter reveals no significant difference in the percentages who can operate audio-visual equipment. _ Apparently those -45 teachers who have received their major academic training in speech have not received any more intensive study in the operation of audio-visual equipment than.those persons majoring in some other area of academic training. 20. Is a special room available for the Showing of films, slides, and other audio-visual activities? Total: 'Yes: 52% No : 48% A Schools: Yes: 65% No : 55% B Schools: Yes: 58% No : 42% C Schools: Yes: 48% No : 52% Slightly more than half of the schools report the presence of a room specially designated.and.equipped for the showing of films and slides. The other schools are probably forced to utilize available facilities with whatever degree of success they can obtain. Part-time speech teachers report the availability of specially designated audio-visual rooms in the same percent- ‘age as do those teachers who teach speech on a full time basis. This suggests that audio-visual room facilities are provided for the school as a whole and are not specially provided for any one department. 44 21. Is there one person who is designated to maintain the equipment? Total: Yes: 85% i No : 17% A Schools: Yes: 88% No : 12% B Schools: Yes: 81% No : 19% C Schools: Yes: 85% No : 17% The word "maintain" means to keep equipment in good repair. Many schools designate one or more persons to keep audio-visual equipment in repair. Question Fifteen reported a total of 70% of the schools have a director of audio-visual aids. As compared with the response to Question Twenty-one this indicates that other individuals such as perhaps janitors, science or shop teachers have charge of equipment maintenance. A . director of audio-visual aids does not always have this dutyg Ho returned questionnaire indicated who this ”maintenance man' might be. -22. The following chart, (page 45) indicates the number I and type of speech courses offered in the A, B, and C schools. -45 A. B C RCourse . Schools Schools Schools Total Debate 14 10 7 51 Public Speaking, including speech_ fundamentals. 25 22 17 64 Dramatics 21 18 8 47 Radio 16 7 4 27 ~Interpretation 4 5 7 14 Language Arts 2 5 -- 5 Choral Reading 2 1 1 4 Television 5 -- -- 5 Platform Speaking, more of a Business Speaking course. 1 -- -- , 1 General Speech -- 4. 5 7 Advanced Public Speaking. -- 1 -- 1 . This Chart shows, to the extent that it is representa- tive of the secondary schools in Michigan, that a rather extensive speech training program is in operation in those schools. It shows further how extensive the Opportunities “are for using audio-visual aids in these classes and that there is a sizeable potential market for aids of various kinds. It also indicates that speech training is not left for mere club programs on an extra-curricular basis. 46 25. The following chart, (page 47) indicates the number of schools who use and own audio-visual equipment. In some instances, schools listed equipment as being used, but not owned. This may be explained in that many sdhools borrow or rent equipment from centrally located audio-visual centers. There are instances of schools which, on the other hand, report that they own equipment but do not use it. Since this questionnaire was directed to speedh teadhers and not to the school as a whole, it is probable that speech teachers may not use this equipment, but that it is being used by other teachers in the school. A comparison of the part-time and full-time speech teachers indicates that the status of the speech teacher has very little bearing on the types of equipment used and owned by the school. From this fact it would seem reasonable to infer that it is not the speech teacher upon whomlthe advancement in using such aids depends. 47 Use by Schools Owned by Schools Total A B C Total A B C Motion Pictures, Silent and Sound. 56 22 16 18 4O l5 15 14 Slides and Still-Pictures 55 15 11 9 27 8 10 9 Film Strips ' . ' 56 14 ll 11 27 7 10 10 Models and Mock-Ups 5 5 2 -- 5 5 2 -- Charts and.Flip Sheets 6 2 l 5 5 2 l 2 Maps 16 5 6 5 17 6 6 5 Opaque Projectors 21 9 6 6 21 10 5 6 Stereoscopes I 4 l 5 -- 5 2 5 -- Television Sets 9 5 1 5 6 5 l -- Vu-Graphs, Overhead Projectors , 2 1 -- l 2 l -- 1 Slide Projectors 27 ll 9 7 27 All 9 7 Motion Picture Projectors 47 20 15 14 48 20 15 15 wire or Tape Recorders 50 25 18 19 48 25 18 17 Microphones 49 18 17 14 50 2O 17 l5_j Record Players 58 25 19 16 57 22 19 16 Screens 57 l4 15 10 58 15 15 10 Radios 57 15 15 9 59 18 15 8 Blackboards 61 24 18 19 61 25 19 19 Bulletin Boards 55 2O l8 17 55 20 18 17 Tachistoscopes l 1 -- -- 1 l -- -- Paper Disc Recorder 1 -- l -- 1 -- 1 -- 48 24., How often are audio-visual aids used by the speech classes? Totals: 5 schools 17 schools 20 schools 24 schools reported daily use. reported.weekly use. reported monthly use. reported use when needed. 1 school reported that audio-visual aids are seldom.used. 8 schools A Schools: Daily use: Weekly use: Monthly use: As needed: Not answering: B Schools: Daily use: Weekly use: Monthly use: As needed: Seldom: C Schools: Daily use: Weekly use: Monthly use As Needed: Not answering: did not answer this question. 8 (”0|th HCOtOOQH 0100340! These responses indicate that ”need" most influences the use of audio-visual aids in speech classes. Most teachers do not plan their class activities around visual aids but plan the use of the aide in relation tO‘the activities. Both full-time speech teachers and those who teach speech in combination with other subject matter report that "need" is the basis on Which audio-visual aids are utilized. CHAPTER IV SUMMARY, CONCLUSIONS, AND SUGGESTIONS FOR FURTHER STUDY Summary. -- In summarizing the findings of this study, the following points can be made: 1. Only 25% of the Midhigan speech teachers returning the questionnaire teach only speech. 77% of the teachers reported that speech is taught in combination with other subject matter which is not always a.related field, i.e., speech and.science, speech and driver training. 2. There is an apparent lack of teadher training in the audio-visual field. Only 50% of the respondents reported having taken any audio-visual courses during their own academic training. The availability of audio-visual training programs is reported.by 50% of the speech teachers. 5. Teachers apparently have access to professional books and magazines on audio-visual aids as affirmative replies to this question.were received from 89% of the speech.teachers; however, only 52% of the school subseribe to audio-visual publications. 4. Michigan speech teachers are aware of the sources of audio-visual aids in Michigan as is evident from the 83% affirmative response to this question. However, knowledge -50 of the commercial and out-of-state sources of audio-visual aids is limited. 5. "Room difficulty" was listed as the most frequent problem.by these Michigan speech teachers. "Room.difficulty” means that there is no available room.at the desired hour, conditions are crowded, or there is no classroom designed solely for audio-visual purposes. 6. Only 50% of the speedh teachers reported that an annual budgetary allotment to be used for the procurement of audio-visual materials and equipment is available. Those who responded in the affirmative did not list amounts which are being spent annually for audio-visual materials. 7. It is reported that audio-visual aids are easily ordered from audio-visual centers. 8. The accessibility of audio-visual centers is reported.by 6% of the schools. Smaller schools, or those lying outside of metropolitan areas, have fewer audio-visual centers than doishe larger metropolitan area schools. 9. 70% of the schools responding reported the _presence of an audio-visual director. 10. Midhigan.speedh teachers are encouraged to use a variety of audio-visual materials and to participate in the selection of them as is ahown by the affirmative responses of 82% and 95% respectively. . . 51 11. Physical facilities for the preparation and.use of audio-visual aids are limited. This is evident from the fact that only 51% of the schools provide such facilities, and that few schools reported the availability of a specially designated room for the showing of films and use of recordings. 12. Michigan speech teachers, for the most part, do know how to operate various types of audio-visual equipment such as, motion picture projectors and recorders. 15. As is shown by the chart on page forty-five, speech in Michigan is not thought of as only an extra- curricular activity. There is a rather wide variety of speech offerings available to pupils in.the Michigan.high schools as is evident from the speech courses offered in the A and B class schools. 14. Need for audio-visual aids is the most frequent basis for using or wanting to use such helps in.the classroomu Cogclusions. -- Though an interest in audio-visual aids as a part of speech education is shown by this study, there are areas which call for revision if audio-visual aids are to be utilized to the best advantage in the speech education programs in the Michigan high schools. ‘ The lack of teacher training in audio-visual aids is apparent. Only one-third of the respondents reported having taken any audio-visual courses during their own academic training. There is also an obvious lack of in- service audio-visual training programs available to speech ‘52 teachers as is evident from.the affirmative response of only 50% regarding this item. However, if audio-visual aids are to be used.more widely in speech programs, in-service train- ing in audio-visual aids must be made accessible to the speeCh teachers. Most teachers reported the availability of audio-visual literature. However, only slightly more than half of the schoolS' libraries subscribe to such materials. This perhaps indicates effort by teachers in the procurement of such literature. Although most teachers appear to have access to some audio-visual publications, information about out-of-state and commercial sources of audio-visual aids, materials, and literature is lacking in a high percentage of instances. The cost of such materials, too, appears to be a deterring factor. However, if a more active use of audio- visual aids in speech education is to be realized, teachers must be provided with means for acquiring such publications and_materials. As is indicated by the findings of the study, budgetary allotments for the procurement of audio-visual Aids and materials appear to be rather limited. Only a third of the respondents replied affirmatively to the question of, "...do you have any annual budgetary allotment for the procurement of audio-visual aids for speech.classes....' This suggests that schools are limited in audio-visual expansion because of budgetary limitations. 53 The larger school systems in the state appear to have definite advantages in the field of audio-visual education. This advantage is particularly noticeable in the physical facilities provided, budgetary allotments, and teacher training. Since no other studies of the extent to which audio- visual aids are used in speech classes in other states have been discovered, no comparison can be drawn in order to ascertain.how Michigan ranks with.other states in the use of audio-visual aids as a part of speech education. Never- theless, the data obtained in this study indicate that in Michigan there is Opportunity for improvement, for example, in training teachers to use audio-visual aids effectively, and.in providing funds for the'procurement of -‘ such aids. On the other hand, it is encouraging to discover that many teachers do use these aids, some of them very frequently, and that probably even a larger number are interested in using them. even though certain obstacles currently prevent them.from doing so. 54 Sgggestions £2; further £33g1.-- In the light of the findings of this study, certain topics for further inves- tigation in.the field of audio-visual aids as a part of speech education are suggested: 1., A study of the extent to which training in the use of audio-visual aids is part of the degree and certifi- cation program.of prospective teachers. 2. A study of the in-service teacher training programs in audio-visual aids offered by school systems throughout the state of Michigan. 3. A study of the audio-visual materials available for speech education programs on the secondary level. 4. A study determining the value of certain audio- visual aids in various areas of speech training. BIBLIOGRAPHY 1. 2. 3. 4. 5. 6. 8. 10. 55 BIBLIOGRAPHY; Audio-Visual Education i2 City School Systems. Research Bulletin of the National Education Association, V01. XXIV. Washington: Research Division of the National Education Association, 1946. Carruth, Hayden. "Curricular Speech in Michigan High Schools, 1948-49.” Unpublished Doctor's Dissertation. The University of Midhigan, 1950. Dale, Edgar. fudio-Visual Methods ig;Teaching. New York: ngmans, Green and Company, 1951. Dale, Edgar, and Charles Hoban Jr. ”Visual Education.” Encyclopedia 2;.Educationgl Research. New York: The MacMillan Company, 1941. DeBernardis, Ame, and J.W. Brown. "Study of Teacher Skills and.Knowledge Necessary for the Use of Audio-Visual Aids." Elementagz School Journal. 56 (June 1946), pp. 550-556. Exton, Willian. Audio-Visual Aids £2 Instruction. New York: McGraw-Hill Book Company, Inc., 1950. Forsythe, Lewis L. Athletics in Michi an High Schools, Egg First Hundred.Y3ars. repared under the auspices of the Michigan High School Athletic Association.) New York: Prentice-Hall Inc. 3 1950. Golden, N.D. ”The Latest Survey of College and High School Motion Picture Equipment.” Educational Screen. 20 (March, 1941), pp. 115-117. Hoban, Charles. Movies That Teach. New York: Dryden Press, I533. Holcombe, Ray E. "Implications for the Teaching. of Speech Derived from Experimental Studies in Speech Made Since 1950." Unpublished Doctor's Dissertation. The University of Wisconsin, 1939. ll. 12. 13. 14. 15. 16. 17. 56 Kinder, J.S. ”Research in Audio-Visual Education.” The Educational Screen. 13 (December, 1939), pp. 5663361. Luick, Wilbur F. "An.Experimental Study of the Value of the Silent Motion Picture-Conference Technique as a Teaching Aid in Classes in Public Speaking." Unpublished Master's thesis, Michigan State College, 1941. Robinson, Karl F. Teachin Speech ig the Secondary School. New York: ongmans, Green, and. ompany, 1951. Schorling, Raleigh. Stgdent Teachigg: A_Experience Pro ram. New York: McGraw-Hill Book Company, The 48th. Year Book of the National Society for the ~Study of Education. -Fart I. I'Audio-Visual a eri—Is of Instruction." Nelson B. Henry, Editor. Chicago: University of Chicago Press, 1941. Thomas, Gordon L. "A Subjective and Objective Evaluation of the Use of Motion Pictures as a Teaching Device in Public Speaking with Special Reference to Transitions and Loss of Eye Contact." Unpublished Master's thesis, Michigan Stats 00116 36 g 1941. White, Stanley J. "A Study of Present Practices and.Administrative Attitudes Toward the Drama Programs of Selected Michigan High Schools." Unpublished Master's thesis, Michigan State College, 1951. APPENDICES APPENDIX A Letter sent to the speech teachers explaining the questionnaire and to solicit their cOOperation in furnishing the data requested. MICHIGAN STATE COLLEGE EAST LANSING Appendix A: . 57 SCHOOL OF SCIENCE AND ARTS Date DEPARTMENT OF SPEECH, DRAMATICS, AND RADIO EDUCATION Mr. ‘Ie School _. Location‘_g Ibar In connection with certain research activities being done in the Michigan State College Speech Department, I am conducting a study regarding the use of audio-visual aids in the speech classes of the Michigan high schools. To complete this study, it is necessary to discover to what extent audio-visual aids are being used in the speech area. Will you, then, be kind enough to fill out the enclosed questionnaire and return it to me at your earliest convenience? Thank you for your cooperation. Very truly yours, Mrs. Barbara Shirley APPENDIX B 58 Appendix.B : l. 2. 3. 4. 5. 6. 7. 8. 9. 10. AUDIO-VISUAL AIDS IN SPEECH QUESTIONNAIRE Name of school Location Type of administration.... City District Consolidated Other, please explain Total school enrollment Do speech teachers teach only speech classes? Combination? If so, that subjects? Have you taken any audio-visual courses during your own academic training? If so, please indicate the title of the courses. Where were they taken? __7 When? Is there any type of teacher training program in the use of audio-visual aids available in your school system? Have you taken this course? If so, pIease give details, i.e., does the course cover equipment operation, selection of films, etc. Do speech.teachers in your school have access to professional books and magazines on audio-visual aids? Does your school library subscribe to any audio-visual publications, such.as Educational Screen,.Audio-Visual Film Catalogs, etc.? 'If so, please indicate titlfise ' Are teachers informed as to the main sources of audio- visual materials in Michigan? Out of State? Commercial? ~ 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. '59 What particular problems do you encounter in connection with procuring or using audio-visual equipment in speech classes? ' Do you have any annual budgetary allotment for procuring audio-visual materials and equipment especially for speech classes? Is the material easily ordered? Is there a central audi0¢visual center available within the school district? If so, where? Ebes your school have a director of audio-visual aids? Are speech teachers encouraged to use a variety of audio. visual materials in their instruction, such as films, slides, recordings, tape recordings, etc.? Do speech.teachers participate in the selection of audio- visual aids and equipment for their speech courses? If not, who does? _‘ Are facilities provided for the preparation of flat pictures, stencils, handmade slides, and other such materials? Do speech teachers know ho! to Operate the various types of audio-visual equipment such as: motion picture projectors, recorders, etc.? __ Is a special room available for the showing of films, slides, etc.? Is there one person who is designated to maintain the equipment? If not, how is maintenance handled? 6O 22. Please check the speech courses which are offered in your school, also number of semesters taught, and number of classes in each course. Course No. of Semesters No. of Classes Taught In Each Course Debate c ama rs, p ease exp n 23, Pleasepplace a check to the right of the types of audio-visual equipment.which.are used in your speech classes. If equipment is owned.by the school, also place a.check to the left of the list. lotion pictures, silent and sound Slides and Still pictures Film.8trips Models and Mock-Ups . Charts and.Flip Sheets laps Opaque Projectors Stereoscopes Television Sets Blackboards Vquraphs, Overhead Projectors Slide Projectors Motion Picture Projectors Wire or Tape Recorders Microphones - Record Players, 2 speed Record Players, 1 speed Screens Radios Bulletin Boards AAAAA AAAAAAAAAAAAMA VVVVV vvvvvvvvvvvv WV vvvvvvvvvvvvvvvv Vvvv 24. How often are audio-visual aids used in the speech classes? Daily? BiJWeekly? 'Weekly? Monthly? Other? Please explain 25. Any additional information which you might like to add ‘will be gratefully received. APPENDIX C Appendix C 61 List of Schools to Which the Questionnaire Was Sent e Indicates Those Schools Which Returned the Questionnaire Adrian High School Washington Gardner High School *Algonac High School Allegan High School Alma High School Almont High School *Alpena High School Avondale High School Bad.Axe High School Bangor High School Central High School Lakeview High School Central High School sHandy High School Belding High School Belleville High School Bellevue High School *Benton Harbor High School «Berkeley High School Berrien Springs High School Birmingham.High School Blissfield High School Bloomingdale High School Boyne City High School Brighton High School Buchanan High School Byron Center High School Cadillac High School Caledonia High School Calumet High School Carson City High School Cass City High School Cassopolis High School Cedar Springs High School Busch High School Charlevoix High School *Charlotte High School *Chelsea High School Clawson High School sClinton Public Schools Clio High School Adrian, Michigan Albion, Michigan Algonac, Michigan Allegan, Michigan Alma, Michigan Almont, Michigan Alpena, Michigan Auburn.Heights, Michigan Bad Axe, Michigan Bangor, Michigan Battle Creek, Michigan Battle Creek, Michigan Bay City, Michigan Bay City, Michigan Belding, Michigan Belleville, Michigan Bellevue, Michigan Benton Harbor, Michigan Berkeley, Michigan Berrien Springs, Michigan Birmingham, Michigan Blissfield, Michigan Bloomingdale, Michigan Boyne City, Michigan Brighton, Michigan Buchanan, Michigan Byron Center, Michigan Cadillac, MiChigan Caledonia, Michigan Calumet, Michigan Carson City, Michigan Cass City, Michigan Cassopolis, Michigan Cedar Springs, Michigan Center Line, Michigan Charlevoix, Michigan Charlotte, Michigan Chelsea, Michigan Clawson, Michigan Clinton, Michigan Clio, Michigan Goldwater High School Coloma High School Colon Public Schools Comstock High School §Constantine Public Schools Coopersville High School Croswell High School *Crystal Falls High School Dansville High School Davison High School Dearborn High School eFordson High School Lowrey High School Dalton High School *Cass Technical High School *Central High School Chadsey High School *Commerce High School *Cooley High School 'anenby High School East Commerce High School Eastern High School MacKenzie High School aMiller High School *Northeastern High School Northern High School *Northwestern High School *Pershing High School *Southeastern High School Southwestern High School *Western High School ‘Wilbur Wright High School Dexter High School Dimondale High School Dowagiac High School Dundee High School Durand High School East Detroit High School 'fiEast Grand Rapids High School *East Jordan High School *East Lansing High School East Tawas High School *Eaton Rapids High School Ecorse High School *Elsie Public Schools *Escanaba High School Clarenceville High School *Farmington High School 62 Goldwater, Michigan Coloma, Michigan Colon, Michigan Comstock, Michigan Constantine, Michigan Coopersville, Michigan Croswell, Michigan Crystal Falls, Michigan Dansville, Michigan Davison, Michigan Dearborn, Michigan Dearborn, Michigan Dearborn, Michigan Dalton, Michigan “tr01t, Detroit, Detroit, Detroit, mtI‘Oit. mtr01t' DetrOIt, Detroit, Detroit, Detroit, Detr01t, Detroit, mtr°1tg mtr01t’ Detroit, mtI‘Oit, DetI‘Oit, Detroit, Michigan Michigan Michigan Michigan Michigan Michigan Michigan Michigan Michigan Michigan Michigan Michigan Michigan Michigan Michigan Michigan Michigan Michigan Dexter, Michigan Dimondale, Michigan Dowagiac, Michigan Dundee, Michigan Durand, Michigan Detroit, Michigan Grand.Rapids, Michigan East Jordan, Michigan East Lansing, Michigan East Texas, Michigan Eaton Rapids, Michigan Ecorse, Michigan Elsie, Michigan Escanaba, Michigan Clarenceville, Michigan Farmington, Michigan *Fenton High School Lincoln High School Flat Rock High School *Beecher High School *Utley High School Bendle High School *Central High School Kearsley Agriculture High School Northern High School Flushing High School Fremont High School Gladwin High School Goodrich High School *Grand Blanc Township Schools *Grand Haven High Schools *Grand Ledge High School *Central High School *Creston High School Goodwin Heights High School Kellogsville High School Lee High School *Ottawa Hills High School *South High.School Union High School #Wyoming Park High School Grandville High School *Greenville High School Grosse Ile High School Grosse Pointe High School Hamtramack High School Hancock High School Harbor Beach High School Harbor Springs High School *Hart Public Schools *Hastings High School *Hazel Park High School Hickory Corners Public Schools ”Highland Park High School Hillman High School *Hillsdale High School *Holland.High School Holt High School Homer Public Schools Howell High School *Hudsonville High School *Imlay City High School Inkster High School Roosevelt High School -Grand.Rapids, 63 Fenton, Michigan Ferndale, Michigan Flat Rock, Michigan Flint, Michigan Flint, Michigan Flint, Michigan Flint, Michigan Flint, Michigan Flushing, Michigan Fremont, Michigan Gladwin, Michigan . Goodrich, Michigan Grand Blanc, Michigan Grand Haven, Michigan Grand Ledge, Michigan Michigan Michigan Michigan Michigan Michigan Michigan Michigan Grand Rapids, Grand Rapids, Grand Rapids, Grand Rapids, Grand Rapids, GrandeRapids, Grand Rapids, Michigan Grand Rapids, Michigan Grandville, Michigan Greenville, Michigan Grosse Ile, Michigan Grosse Pointe, Michigan Hamtramack, Michigan Hancock, Michigan Harbor Beach, Michigan Harbor Springs, Michigan Hart, Michigan Hastings, Michigan Hazel Park, Michigan Hickory Corners, Michigan Highland Park, Michigan Hillman, Michigan Hillsdale, Michigan Holland, Michigan Holt, Michigan Homer, Michigan Howell, Michigan Hudsonville, Michigan Imlay City, Michigan Inkster, Michigan Inkster, Michigan Ionia High School Iron Mountain Senior High School Jackson High School *East Jackson High School Vandercook Lake High School *Kalamazoo Central High School Kalkaska High School Keego Harbor High School MKellogsville High School Kingsford High School *Lake City High School Lake Linden-Hubbel High School Lake Orion High School Lakeview High School Lambertville High School *Eastern High School MSexton High School Lapeer High School Leslie High School *Lincoln Park High School Ludington High School Manistique High School Marine City High School *Graveraet High School Marshall High School Mason High School Melvindale High School Mendon High School Menominee High School *Middleville High School Midland High School Milan High School Milford High School *Monroe High School *Montrose High School *Ierenci High School *Mount Clemens High School *Mount Morris High School mount Pleasant High School Munising High School amuskegon High School fiNorth Muskegon High School *Muskegon Heights High School aNashville High School Newaygo High School *New Haven High School Niles High School North Branch High School 64 Ionia, Michigan Iron Mountain, Michigan Jackson, Michigan Jackson, Michigan Jackson, Michigan Kalamazoo, Michigan Kalkaska, Michigan Keego Harbor, Michigan Kellogsville, Michigan Kingsford, Michigan Lake City, Michigan Lake Linden, Michigan Lake Orion, Michigan Lakeview, Michigan Lambertville, Michigan Lansing, Michigan Lansing, Michigan Lapeer, Michigan Leslie, Mdchigan Lincoln Park, Michigan Ludington, Michigan Manistique, Michigan Marine City, Michigan Marquette, Michigan Marshall, Michigan Mason, Michigan Melvindale, Michigan Mendon, Michigan Menominee, Michigan Middleville, Michigan Midland, Michigan Milan, Michigan Milford, Michigan ' Monroe, Michigan Montrose, Michigan Morenci, Michigan Mount Clemens, Michigan Mount Morris, Michigan Mount Pleasant, Michigan Munising, Michigan Muskegon, Michigan Muskegon, Michigan Muskegon, Michigan Nashville, Michigan Newaygo, Michigan New Haven, Michigan Niles, Michigan North Branch, Michigan Northville High School Okemos High School Ontonagon High School Ortonville,High School #Otsego High School *Owosso High School *Oxford High School Paw Paw High School Perry High School Petoskey High School *Plainwell High School *Plymouth High School *Pontiac High School *Port Huron High School *Quincg High School *Reed ity High School *Redford High School Richmond High School River Rouge High School Rochester High School Rockford High School *Rogers City Township Schools *Romeo High School Romulus High School *Roseville High School Royal Oak High School Madison High School *Arthur Hill High School *Saginaw High School St. Clair High School *Lake Shore High School South Lake High School St. Johns High School St. Joseph High School St. Louis High School Saline High School Sanduskey High School #Saulte St. Marie High School Scottville High School Shelby High School Shepherd High School *South Haven High School Sparta High School Stambaugh High School Stephenson High School Stockbridge High School Sturgis High School fiTecumseh High School 65 Northville, Michigan Okemos, Michigan Ontonagon, Michigan .Ortonville, Michigan Otsego, Michigan Owosso, Michigan Oxford, Michigan Paw Paw, Michigan Perry, Michigan Petoskey, Michigan Plainwell, Muchigan Plymouth, Michigan Pontiac, Michigan Port Huron, Michigan Quincg, Michigan Reed ity, Michigan Redford, Michigan Richmond, Michigan River Rouge, Michigan Rochester, Michigan Rockford, Michigan Rogers City, Michigan Romeo, Michigan Romulus, Michigan Roseville, Michigan Royal Oak, Michigan Royal Oak, Michigan Saginaw, Michigan Saginaw, Michigan St. Clair, Michigan St. Clair Shores, Michigan St. Clair Shores, Michigan St. Johns, Michigan St. Joseph, Michigan St. Louis, Michigan Saline, Michigan 'Sanduskey, Michigan Saulte St. Marie, Michigan Scottville, Michigan Shelby, Michigan Shepherd, Michigan South Haven, Michigan Sparta, Michigan Stambaugh, Michigan Stephenson, Michigan Stockbridge, Michigan Sturgis, Michigan Tecumseh, Michigan Three Rivers High School *Traverse City High School *Slocum Township Schools *Vassar High School Vicksburg High School Wakefield High School *Walled Lake High School Warren High School Watervliet High School Wayland High School *Wayne High School West Branch High School White Cloud High School Whitehall High School Williamston High School *Roosevelt High School Yale High School Ypsilanti High School *Zeeland.High School 66 Three Rivers, Michigan Traverse City, Michigan Trenton, Michigan Vassar, Michigan Vicksburg, Michigan Wakefield, Michigan Walled.Lake, Michigan Warren, Michigan Watervliet, Michigan Wayland, Michigan Wayne, Michigan West Branch, Michigan ~White Cloud, Michigan Whitehall, Michigan Williamston, Michigan Wyandotte, Michigan ‘Yale, Michigan Ypsilanti, Michigan Zeeland, Michigan APPENDIX D Appendix D: 67 GEOGRAPHIC LOCATION OF SCHOOLS WHICH WERE SENT A QUESTIONNAIRE AND THOSE WHICH HESPONDED KEY Red : A Schools Black : B Schools Green : C Schools Schools Responding Map A - Schools Which Were Sent A Questionnaire. 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