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MICHIGAN HY;YE|OOll UNIVERSITY LIB

ll lzllglll HllH

”DIARY
Mlchlgen Sm

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ll

 

 

 

 

 

 

 

 

 

 

 

 

 

This is to certify that the

dissertation entitled

The Relationship Between Value Orientations
and the Perception of Media Utilization in
the Classroom by University Professors

presented by

Cynthia Lucena-Roman _

has been accepted towards fulfillment
of the requirements for

Ph.D. , Education
degree In ___ _—

Major professor

DMe May 8, 1987

"(lilo—‘L—J A 1 n- In . I . . 0-‘2771

 

 

 

MSU

LIBRARIES

 

 

 

RETURNING MATERIALS:
Place in book drop to
remove this checkout from
your record. FINES will
be charged if book is
returned after the date

 

' stamped below.

 

 

 

THE RELATIONSHIP BETWEEN VALUE
ORIENTATIONS AND THE PERCEPTION OF MEDIA
UTILIZATION IN THE CLASSROOM BY UNIVERSITY PROFESSORS

BY
Cynthia Lucena-Roman

A DISSERTATION

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

DOCTOR OF PHILOSOPHY

Educational Systems Development
1987

Copyright by

Cynthia Lucena-Roman
1987

ABSTRACT
THE RELATIONSHIP BETWEEN VALUE ORIENTATIONS AND

PERCEPTION OF MEDIA UTILIZATION IN THE CLASSROGVI
BY UNIVERSITY PROFESSORS

by
Cynthia Lucena-Roman

Purpose

The major purpose of the study was to determine if value
orientation variables were related to the decision of using
instructional media in the classroom by university professors.
The study tends to clarify, on the basis of value orientations,
why some instructors adopt media into their classrooms, while

others stop using it, or do not use it at all.

Procedure
The broader question this study intended to answer was: to
what degree do value orientations relate to the adoption of
instructional media in the classroom by university professors?
Using this question as a frame of reference, five hypotheses
were developed:
1. variation in time orientations are related
to the unversity professors' perceptions of their
instructional media utilization in the classroom.
2. Variations in man-nature orientations are related

to the university professors' perceptions of their
instructional media utilization in the classroom.

3. variations in activity orientations are related to
the university professors' perception of their
instructional media utilization in the classroom,

4. variation in relational orientations are related
to the university professors' perception of their
instructional media utilization in the classroom.

5. variation in dominant value orientations are
related to the university professors' perception
of their instructional media utilization in the
classroom.

The Medical Sciences Campus professors of the
university of Puerto Rico were used as the population from
which the sample was drawn. A total of 125 subjects were
randomly selected, the rate of participation was 72 percent.

To test the hypotheses two instruments were
administered to each of the professors. The Olivers' Q-Sort
value Orientation Instrument was used to measure the value
orientations of the professors. The Use of Media
Questionnaire was used to Obtain descriptive data about the
professors' perceptions of their frequency of media use in
the classroom.

The scores obtained from.both instruments were
submitted to Pearson product-moment correlation to test the
relationship between value orientations and the frequency of
media use. A two-tailed test was performed to test the

hypotheses at a .05 level of significance.

Findings
Four negative value orientations correlations were

significantly related with the frequency of media use

categories. These were the relationships between:

1. Being in becoming and the very common media
category

2. Collateral direction and less common media
category

3. Transitional dominant value orientation and less
common.media category.

4. Transitional dominant value orientation and.very
common media category.

Four value orientation correlations were significantly
related to the total frequency of media use score. The
total frequency of media use was:

1. negatively related with the being in becoming
direction

2. positively related with the doing direction
3. positively related with the lineal direction

4. negatively correlated with the transitional
dominant value orientation.

The majority of the correlations were not statistically
significant. This could be explained by the fact that the
majority of the media used by the professors did not require
major changes in teacher adoption behavior and teaching
styles, since the professors used the instructional media as
an aid or supplementary to the teaching process. It seems
that media used in this way do not interfere with the value
orientation of the professors. Further research should be
conducted to test the relationship between value
orientations and acceptors or rejectors of new educational

media.

To my family

11

ACKNOWLEDGEMENT

I would like to express my appreciation to the many
people who gave of their guidance, time and support.

Special thanks must go to:

The members of my doctoral committee: Drs. Castelle G.
Gentry, Norman Bell, Lawrence Lazotte and Richard McLeod.
The greatest thanks go to Dr. Gentry, chairperson of the
committee, for his critical reading of this dissertation,
guidance, and support throughout the entire process.

Dr. Otis Oliver-Padilla, who guided me through the
first stages of the proposal for this thesis.

The personnel of the Division of Educational
Development at the Medical Sciences Campus of the University
of Puerto Rico: Mr. Eddi Aguilu, Mr. Rafael Gonzalez, Dr.
Jose Torres, Mrs. Amelia Q. Seijo, Dr. Carmen Rivera, Miss
Marie C. Otero, Mrs. Gloria Lebron and Mrs Isabelita Perez.
Their constant help, support, and cOOperation during the
course of data collection was greatly appreciated.

The faculty members of the Medical Sciences Campus
for their willingness to participate in this study despite
their own busy schedules.

111

The wonderful people who became availabe during the
typing of the various drafts: my mother who typed the early
drafts, Maria who typed some of the mid-period drafts, and
Carey, who typed the final drafts.

My parents, sister, and brother for their constant
encouragement which made the pursuit of my degree possible.

My daughter, Myriam, for putting up with my absence.

My husband, Nestor, I am grateful for his love and
encouragement, and emotional support throughout the whole

process of this project.

iv

TABLE OF CONTENTS

Page
List of Tables vii
Chapter I: Introduction 1
Problem 2
Elaboration of the Purpose of the Study 3
Literature Support for the Study 4
Value of the Research to the Field of
Educational Technology 6
Theoretical and Conceptual Foundations 9
Definition of Terms 12
Research Questions 16
Limitation of the Study 17
Setting . 17
Summary and Organization of the Study 26
Chapter II: Review of the Literature 28
Introduction 28
Media Utilization Literature Review 28
Adoption and Value Orientation Studies 52
Summary 62
Chapter III: Research Design 51
Introduction 65
Hypotheses 65
Research Population and Sample 68
Instrumentation 72
Validation of the Instruments '
Data Collection Procedures 84
Plan for Analyzing Data 85
Summary 88
Chapter Iv: Results 89
Introduction 89
Description of the Sample 89
Results 94
Additional Findings 101
Summary 103

Chapter V: Summary, Conclusions, and
Reccommendations

Introduction
Summary of the Study
Conclusions and Recommendations
General Comment
Summary

Appendices

Appendix A: Medical Science Campus Organiza-
tional Chart

Appendix 8: Medical Science Campus Map

Appendix C: Office of the Dean of Academic
Afffairs Organizational Charts

Appendix D: Value Orientation Instrument

Appendix E: Use of Instructional Media
Questionnaire

Appendix F: Consent Forms
Appendix G: Frequencies and Histograms
Appendix H: Letters

Bibliography

vi

105
105
106
113

120
123

124

125

126
129

144
148
150
154
168

Table

Table

Table

Table

Table

Table
Table
Table
Table
Table
Table
Table

Table

Table

Table

Table

List of Tables

Page
Typologies Related to value Orientations..... 68
Distribution According to Rank and Sex of
themll Tim FamltYOOOOOOOOOOOOOOOOO0...... 70
Academic Programs Offered by Bach College.... 71
Distribution of Full Time Faculty by
“IIQBSOOOOOOOOOOOOOOOO0.0.000...0.0.0000... 72
NUmber of Subjects Selected from within Each
College........ ...... ......... ............ ... 73
value Scores Procedures..... ......... ... ..... 77
Past Oriented Score..... .......... . ........ .. 79
Future Oriented Score... ......... ............ 79
Present Oriented Score........ ..... .......... 80
value Orientation Indices.................... 81
Media Item in Each Category............. ..... 83
Return Rate.................................. 90
Distribution According to Rank and Sex of
Faculty that Participated in the Study ....... 92
Distribution by Age of the Questionnaire
Respondents ....... . .................... . ..... 92
Distribution of Questionnaire Respondents
by Years of Experience................ ....... 93
Professors that use Media .................... 93

vii

Table

Table

Table

Table

Table

value Orientation Directions Related to
Dominant Value Orientations... ............... 95

Table of Correlations...... .................. 100

Correlation Between value Orientation
Score and Total Frequency of Media Score ..... 102

Relationship Between Value Orientations and
Frequency of Media Use ....................... 109

Relationship Between Value Orientations and
Total Frequency of Media use................. 118

viii

CHAPTERI

INTRODUCTION

The commission of Instructional Technology reported in
1972 that technology touches only a small fraction of
instruction. In this report Robert w. Wagner stated:

In American schools and colleges today the major source

of instruction other than the teacher in person is the

book, plus such immemorial accessories as charts and
black boards... All, film, filmstrip, records,
programmed text, television, and computer programs do
not fill more than five percent of these classroom

hours (p. 23)

The situation in Puerto Rican universities is similar.
Educators are not using the available instructional
technology as they should (Rios, 1979). In our
institutions, instructional technology is supplementary to
the text book and the teacher. Norman Kurland (1973) has
suggested that if the teacher and textbook were eliminated
the educational system would be transformed, but if all
instructional technology were eliminated education would go
on without hardly missing a lesson.

Persons working with instructional technology have
wondered why instructional media has not had an impact in
Puerto Rican institutions. A review of the literature
reveals several barriers as reasons why educational

technology has not had the expected impact. Rose, (1983)

indicated that to encourage educators to consider the use of

instructional technology systems, a preliminary step would
be to discover existing barriers that cause hesitancy and
reluctance on the part of teachers. Then attempts can be
made to overcome the barriers.

One of the major reasons for the resistance and
hostility toward the use of instructional technology may

come from individual educators. Study of the internal

 

factors that may inhibit professors in using more media in
their classrooms, could clarify and help understand the
resistance to instructional media. This investigation
attempted to determine if a relationship exists between the
value orientation of university professors and the

acceptance of instructional technology in their classrooms.

Problem

Reluctance to use instructional media in the classroom
has been observed among many university professors. Some
research has been conducted in this area to investigate the
relationship between personal characteristics and/or
administrative deterrents and the use of instructional media
in the classroom. However, little research has been done in
the area of value orientation variables and the use of
instructional media.

This study attempted to find out the relationship
between value orientation variables and the frequency of the

use of instructional media in the classroom by university

professors. The effect of values need to be studied more
intensively as a determining variable influencing human
behavior.

ELABORATION OF THE PURPOSE OF THE STUDY

Human beings develop their systems of values through a
process of socialization and communication. These values
influence their behavior within the different situations in
which they interact, including the acceptance of new ideas.
Meierhenry (1966) states that:

A number of studies including some in primitive

cultures, have indicated that there are a number of

conditions related to the acceptance of a new idea. In
general, the greater the number of lines of contact and
communication with an external culture the greater the

likelihood of acceptance of new ideas (p. 489).

In other words an open culture is more susceptible to
the promotion and acceptance of change than a closed one.
Cultures with closed systems tend to be rigid with a
traditional value orientation, while cultures with open
systems tend to have a more modern value orientation and
accept new ideas sooner. The same idea could be applied to
individual, communities and school systems.

The purpose of this study was to test if value
orientation variables were related to the decision of using
instructional media in the classroom. The study intended to
clarify, on the basis of value orientation, why some
instructors incorporate media into their classrooms, while

others stop using it, or do not use it at all. The

assumption was that such knowledge could help the media
professionals in their strategies to introduce or induce
professors to use instructional media in their classrooms.
Media professionals have to consider that educational
institutions and individuals are susceptible to cultural
restraints, traditions, and limitations of society.
Therefore, in order to promote change and encourage the use
of instructional technology they need to remain sensitive to
the beliefs, attitudes, ideologies, and traditions of the
educational establishment and the individual (van wyck,
1971).

LITERATURE SUPPORT FOR THE STUDY

Research in the field of values suggests that there is
a close relationship between the value system of an
individual and the rate of adoption of an object or idea.
Rogers (1962) indicated that one of the five characteristics
that affects the rate of adoption is the compatibility of an
innovation with its planned environment. The compatibility
of an innovation depends on the degree to which it is
consistent with existing values and past experiences of the
individual adopting the idea or object. It has been
suggested by Evans (1965) that when studying the
relationship between compatibility of an innovation and rate
of adoption, the individual level as the unit of analysis
should be used. he has stressed the importance of

collecting empirical data where the problem of the adoption
rate is looked upon from the individual, rather than the
institutional level of analysis.

Evans suggested that although the structure of the
social system is important in the study of the adoption
rate, more emphasis is needed on the individual role within
the social system. According to him, the social system
governs and is governed by the behavior of the individual.
He stated that it would be difficult to discuss the system
without making reference to the characteristics of its
members. In other words, the behavior of an individual
should be examined within the social structure in order to
find explanation for the hostility towards innovations.

Evans asserts that:

A.more psychologically directed understanding of the

individual within the system, provides an added

dimension of understanding which could contribute
significantly to the predictability of innovation
acceptance, or rejection behavior. This could be
achieved, for example, by probing more deeply into
individual frames of references, values, and'attitudes

in respect to a particular innovation proposed for a

university (1965, p. 144).

From assertions like those of Evans's and others, it
can be concluded that there is a need for more research
concerned with the adoption problem from the individual
level of analysis. Toward.meeting this need this study is
designed to investigate how individuals' value orientation

affect their use of instructional media in the classroom

environment. No empirical research was found on values as
they relate to the adoption.of media in the classroom.
However, several research studies were found in the area of
value orientation and the adoption of agricultural
practices. In general the main finding in the research in
the agricultural field were that those individuals with
traditional value orientations tend to reject the use of new
agricultural practices, while those individuals with modern
value orientations tend to adopt new agricultural practices
(Ramsey, 1957; Chattapahhyay, 1967; Singh and Sohal, 1974).

It was the intention of this study to find if the
empirical findings and conclusions about the relationships
between value orientations and adoptions found in the
agricultural field are similar to the ones that may be found
in the relationship between value orientation and the
adoption of instructional media.
VALUE OF THE RESEARCH TO THE FIELD OF
EDUCATIONAL TECHNOLOGY

This study could be relevant to the development of
educational technology in Puerto Rico. Rice (1979) asserts
that instructional media has not been effectively
implanented in the educational process, neither has the
systematic approach to educational technology been.well
established. Although institutions have invested great
quantities of money in equipment, and teachers verbally

endorse the use of technological resources in education, the

incorporation of instructional media in the classroom has
been low and non-systematic. This study will be relevant to
the understanding of university professors' reluctance to
incorporate instructional media into the classroom. Studies
have been conducted in the united States to investigate the
variables which intervene in the use of instructional media
in the classroom (Bakri, 1983; Larry, 1983; &Ittelson,
1978). However they did not study the value orientation
variables.

If the data from this study support the hypothesis
that value orientations of university professors of Puerto
Rico are related to the incorporation of instructional media
into the classroom, the information from this research could
be used in the developuent of commmication strategies in
emphasizing the use of instructional media. Since this
study will help understand intracultural variations, the
communication strategies should be adapted to the different
value orientations found among university professors.

The results of this research could be of great value
for the implementation of attitude change activities to
promote the use of instructional media in the classroom.

The data should provide a deeper understanding of the
individual frames of reference that could help in the
predictability of innovation acceptance or rejection

behavior, and also to anticipate the need for some

activities to provdke attitude change in a favorable
direction to the use of instructional media in the classroom
(Evans, 1965). To illustrate this point Evans indicated that
an individual's attitudes towards a particular item could be
changed when a person is involved in a forced compliance
situation. Forced compliance is when an individual commits
himself to behave in a manner inconsistent with his
attitudes or beliefs. In his study, a group of pro-TV and
anti-TV professors participated in an instructional program
using television as the educational tool. The results
demonstrated that attitudes tend to shift in the direction
more favorable to the medium.

In summary this study was thought to be of value in the

development of the Educational Technology Field because:

1. The problem of the reluctance to use instructional
media in the classroom is studied.from a new
perspective: the role of value orientation toward
the use of instructional media in the classrooms
This could provide information for understanding
and clarification of the problem.

2. The information derived from the study can be used
in the development of communication strategies in
emphasizing the use of the instructional media in
the classroom.

3. The study may provide data which can be relevant
in developing attitude change activities promoting
the use of instructional media among those
university professors who are reluctant to use it.

THEORETICAL AND CONCEPTUAL FOUNDATIONS
The central assumption of this study is that value

orientation is a determining factor in university

professors' behavior toward the use of instructional media
in the classroom, The theoretical conceptualization of this
study used as a frame of reference the positions of Rokeach
(1968), Sikula (1971), and Kluckhohn (1961).

In the area of values as a behavior determinant, Sikula
(1971) suggested that human behavior should be described by
internal and external factors. Some of these internal and

external factors are:

Internal External
objectives (goals) governmental
values . social
needs economic
drives technological
tensions spiritual—ethical

According to Sikula, other variables could be added to
these lists. He postulates that the "key elements involved
in the understanding of motivated behavior are values, and
value systems.” The other factors, although important, are
considered by him either too broad or too narrow in scope.
He concluded that the study of values to understand human
behavior is very important at the individual, group, and
organizational level. Sikulas's position was supported by
Sheib (1970) when he stated that "what a person does (his
behavior) depends upon what he wants (his values) and what
he considers to be true or likely (his beliefs)" (p. 1).

lO

Rokeadh (1970), also emphasized the importance of the
study of values in the understanding of human behavior and
actions. He commented that:

It is difficult to conceive a human problem.that

would not be better illuminated if relevant and

reliable value data concerning it were available.

Differences, fer example, in culture, social class,

occupation, sex, religion, or politics are equally

translated into questions concerning differences in
underlying value and value systems (Rokeach, 1970,

p. 1).

Values not only influence behavior but are standards
also for selecting and judging appropriate actions for the
resolution of situations (Kelly, 1972, p. 2). Williams
(1969) explained that when an individual had conceptualized
his values, the values perform as if they constituted
grounds for decisions in behavior. He postulated that
because of different value systems "men do prefer some
things to others; they do select one course of action rather
than another out of a range of possibilities" (p. 284).

This is similar to what Rokeach (1968) has stated: ”once
a value is internalized, it becomes consciously or
unconsciously a standard of criteria for judging actions"
(p. 16).

Kluclmohn and Strodtbeck (1961) agreed with the theory
that values influence actions and behavior. They postulated
that a particular value orientation of an individual is the
basis of principles that give order and direction to the

overflowing stream of human acts, thoughts, and that they

11

guide, channel or direct behavior. They believe that:

It is possible on the one hand to say that a person who

has a particular order of value orientations will give

a predominant position to a particular behavior (or

more probably to a particular combination and ordering

of spheres) and on the other hand to state that the
predominance of a particular behavior sphere is
indicative of a particular ordering of value

orientation (Kluckhohn and Strodtbeck, 1961, p. 29).

Students of innovations have postulated that value
orientations are believed to influence the process of
adoption and that values may serve as criteria in deciding
among alternatives (Ramsey, 1959; Rogers, 1962; Evans, 1965;
and Singh & Sahel, 1974). It has been postulated that
”values may serve as factors which foster rapid diffusion...
or they may serve as barriers to the diffusion process"
(Ramsey, 1954, p. 35).

Studies in the field of agricultural innovation have
tested this postulate. These studies have found significant
relationShips between value orientations and the adoption
behavior of farmers (Ramsey, 1954; Bose, 1962;
Chattopadhyay, 1967; Singh & Sahel, 1974).

Using as a framework the literature cited, the
inference for this study was that value orientation systems
may be related to individual behavior and serve as standards
in the decision making process. Due to this inference, it
is further assumed that to understand or explain why
teachers incorporate media into their classrooms, it is

necessary to observe or analyze their value orientation

12

systems.

DEFINITION OF TERMS

In this study the researcher was not concerned with the
ontological status of values as a concept, nor with the
description of Puerto Rican cultural values. The following
definition of value is given for the purpose of
clarification and understanding of the concept:

A conception explicit or implicit distinctive of an

individual or characteristic of a group, of the

desirable which influences the selection from available

modes, means, and ends of actions (Kluckhohn, 1951,

p. 395).

The preceding definition is compatible with Baker's
definition, which states that value:

Is identified with broad fundamental orientations

toward life...They are preferences that serve to

integrate as well as to guide and channel activities in

functionally important areas of life (Baker, 1964,

p. 743).

The value orientation concept has been defined by
Kluckhohn as a:

Generalized and organized conception, influencing

behavior, or nature, of man's place in it, of man's

relation to man, and of the desirable as they relate to
man-environment, and interhuman relations (Kluckhohn,

1951, p. 411).

The next set of concepts to be defined are those
concerned with value orientation areas and directions. The
value orientation definitions summarized by Oliver (1964,
pp. 8-9) from Kluckhohn's study (1961) are the following:

A. Man-nature Orientation : The attitude of man
toward nature

 

B.

C.

1. Subjugated to Nature

2. Harmony with Nature

 

3. Mastery Over Nature

Time Orientation

 

1. Past
2. Present
3. Future

Activity Orientation

 

13

designations. Three
value directions will be
investigated.

Man believes that there
is little or nothing a
man could do to avoid
nature designations.
Natural processes are
accepted as inevitable.

There is no real
separation of man,
nature, and supernature.
One is simply an
extension of the other,
and a conception of
wholeness derives from
their unity.

Natural forces of all
kinds are to be overcome
and put to use by human
beings.

The cultural interpreta-
tion of the temporal
focus of human life.
Three directions will be
studied.

Attention is given to
past events or
experiences. This orien—
tation places primary
emphasis upon the mainte-
nance, or the restoration
of the past.

Little attention is given
to what has happened in
the past, and the future
is seen as both vague and
unpredictable.

Emphasis is placed on the
future--a future which is
anticipated to be better.

It is the modality of
human activity giving

14

rise to a value
orientation system. The
range of variation in
solutions suggested for
it is the three-fold one,

of Being, Being in
Becoming, and Doing.

1. Beigg : Orientation toward the
release and indulgence of
existing desires. In
this orientation, the
preference is for the
kind of activity which is
a spontaneous expression
of what is considered to
be given in human
personality. It is a non
developmental conception
of nativity.

2. Being in Becoming

The activity which has as
its goal, the development
of all aspects of the
self as an integrated
whole.

 

3. Doigg : Its most distinctive
feature is a demand for
the kind of activity
which results in
accomplishments that are
measurable by standards
conceived to be external
to the acting individual.
The aspect of self-
judgment or judgment of
others which determines
nature or activity is
based mainly upon a
measurable accomplishment

achieved by acting upon

persons, things. or
situations.

D. Relational Orientation

Man's relation to other
men. This orientation
has three sub-divisions.

 

1. Lineal

Here, a group of goals
are primary and one of

15

the most important goals
of the group is
continuity through time .
Continuity of the group
through time, and ordered
positional succession
within the group, are
crucial issues when
lineality dominates the
relational system.

2 . Collateral

This calls for primacy of
the goals and welfare of
the laterally extended
group. The group in this
case is always moderately
independent of other
similar groups, and the
problem of a well-
regulated ccntinuity of
group relationship
through time is not
highly critical .

 

3 . Individuality : Here, individual goals
have primacy over the

goals of specific
Collateral or Lineal

groups.
Other mpts relevant to the study is that of

 

instructional mdia and frequency of media use:

Devices of materials that can be used for instructional
purposes together with the teacher, textbook, and
blackboard, such as television (video tapes), films,
overhead projector (transparencies), slide projectors,
cassette recorders, filmstrips, cauputers and the other
items of hardware and software (Internationale
Zentralistitute, 1973).

The frequencyofmediauseisusedinthis studyasa
measure of adoption of media in the classroom by the

university professors .

16

RESEARCH QUESTIONS

The specific research questions were derived from the

following broader question:

To what degree do value orientations relate to the
adoption of instructional media in the classroom by
university professors?

This research postulates a relationship between value

orientation and the adoption of instructional media in the

classroom by university professors.

Using this postulate as

a frame of reference, the specific questions investigated

were the following:

1.

What is the relationship between time orientation
and the use of instructional media in the
c1assroom.by university professors?

What is the relationship between.man~nature
orientation and the use of instructional media in
the classroom.by university professors?

What is the relationship between activity
orientation and the use of instructional media in
the classroom by university professors?

What is the relationship between relational
orientation and the use of instructional media in
classroom by university professors?

What is the relationship between dominant value
orientations and the use of instructional media in
the classroom by university professors?

LIMITATIONS OF THE STUDY

The study is limited to data collected on faculty

members of the Medical Sciences Campus of the university of

Puerto Rico. The experiences of the professors of this

17

campus may be unique, and not generalizable to other
universities. However, it is assumed that the study

findings and implications, can be of value to institutions
with similar characteristics.

SETTING

ORGANIZATION OF THE UNIVERSITY OF
PUERTO RICO

The university of Puerto Rico is a multi-unit
university system, state-supported, consisting of three
campuses: The Rio Piedras Campus located at Rio Piedras,
the Meyaguez Campus located at Mayaguez; and the Medical
Sciences Campus located at Rio Piedras; three four-year
colleges located at Aguadilla, Arecibo, and Humacae, and
regional colleges located at Bayamon, Carolina and Ponce
administered by the Administration of Regional Colleges. It
is a co~educational and bi-lingual university system
offering graduate, first professional, five-, four-, and
two-year programs, with more than 50,000 students, 3,000
faculty members, and approximately 7,000 administrative
personnel.

The main administrative and regulatory divisions are:

1) The Council on Higher Education which is the

governing body of the university of Puerto Rico.

2) The President, which is the executive director and

official representative of the university System.

18

3) The university Board, which its essential function
is to maintain the integration of the University
system and advise the President.

4) The Chancellors and Directors. They exercise
administrative and academic authority in their
institutional units according to the provisions of
the university Law and other university
regulations.

5) Administrative Boards. They act as the consulting
organisms of the Chancellors.

6) Academic Senates. The Senates constitute the
official forum of the academic community for
discussion of the general problems of the
university and.other matters of their concern.

Medical Sciences Campus

The Medical Sciences campus consists of five faculties
or schools, which are: School of Medicine, School of
Dentistry, School of Health-Related Professions, Faculty of
Biosocial Sciences, and Graduate School of Public Health and
College of Pharmacy (See Appendices A and B).

The Medical Sciences campus has the following
administrative and regulatory offices:

1) Office of the Chancellor

2) Planning Office

3) Budget Office

19

4) Office of External Resources

5) Information Systems

6) Research

7) Division of Continuing Education

8) Office of the Dean for Academic Affairs

9) Office of the Dean of Students

10) Office of the Dean of Administration.
EDUCATIONAL TECHROLOGY PROGRAMS IN
THE MEDICAL SCIENCES CAMPUS

The educational technology services are under the
Deanship of Academic Affairs. The Deanship of Academic
Affairs office was organized to provide coordination and
integration among the various faculties and units of the
campus and the university system in manners pertaining to
accreditation visits, development of the new academic
program, curricular revision, continuing evaluation of the
academic programs and faculty development.

The Division of Audiovisual Conrmmications, the
library, and the Registrar's Office are under the
administrative supervision of the Dean for Academic Affairs
(See Appendix C).

In order to implement the goals and objectives of the
Academic Affairs Office, division units and coordinating
ccumittees have been organized. Two of the divisions
dealing with educational technology are the Division of

Educational Development and the Division of Audio-visual

20

communication. In addition to these divisions, the Library,

and each school has its own material and audiovisual

equipnent.

Division.of Audio Visual communication

The mission of the Division of Audio-Visual

Conlnunication is to provide audio-visual services to the

educational and investigative tasks of the school of the

Medical Sciences Campus. The services provided by the

division include:

--The circulation and distribution section, which lends,

delivers and operates all types of audio-visual
equipment throughout the campus.
--Production and reproduction of instructional

materials relevant to curriculum, investigation and

publications

Photography:

Printing

Graphic :

slides and photos, microphoto-
graphy, motion picture.
reproduction of material referent
to curriculum, administration,
investigation brochures, posters,
television, flip cards and others.
medical illustration, posters,

signs, paste up compositions, and

others.

 

21

Television : has two video and audio recording
services
studios, one with black and white
remote operating camera and a full
color studio.
A close circuit television net
covers the amphitheaters in the
main campus building, the pathology
laboratories and the conference
roous of the municipal and
industrial howitals.
The objectives of the division are to:
“pranote the knowledge of the use of
audiovisual coulmmication techniques
--train the faculty in the use of modern
audiovisual coumunication techniques for the
teaching activity
«stimulate the design of audiovisual teaching
products with the purpose to improve the
communication between professors and students.
«provide the necessary services for the
activities of the campus .
The services of the Audio-visual Camunication division
should be requested by filling an application form. This
application form is in each of the Schools and Deans

offices. Also the applicant should go directly to the

22

Audio-Visual Division to ask for service and advice. If a
production is requested the applicant should get in contact
with the division to properly planify the product and go
through the instructional design steps. The division will
assist and advise the faculty in the preparation of the
libretto and the visual aids of the production.

Division of Educational Development

The Division of the Educational Development has four
sections: Curriculum Development, Faculty Development,
Educational Technology, and Computer in Teaching and
Research. The mission of the division is to facilitate the
accomplishments of the policy of the Medical Sciences campus
by means of actions that promote the development of an
environment receptive to innovations, use of technology,
continuous education and systematic evaluation.

The division was created to carry out the following

functions:

--To coordinate faculty development in the fields of
education and academic administration with the
various units of the Medical Sciences campus.

--To assist the faculty in the identification, analysis
and solution of instructional and learning problems.

--To inform the faculty about innovations and
experiments on the instructional and learning

process.

23

--To assist the faculty and administration in the
development of new academic programs.

--To promote the use of educational media in the
instructional process.

--To coordinate with the various faculties the
continuous assessment of academic programs, methods
of instruction and faculty development activities.

--To facilitate the maximum use of educational
resources available in the Medical Sciences campus.

--To develop plans for the systematic evaluation of
educational programs in accordance with the
information needs of the academic community.

—-To develop and implement a faculty development
program in the area of education evaluation.

--To collect and disseminate materials dealing with the
topic of educational evaluation in the health
sciences.

--To collect, analyze and provide information regarding
the progress and effectiveness of academic programs
of the Medical Sciences campus.

The objectives of the Curriculum and Instructional
Development section are geared at training the faculty
providing technical assistance, collaborating in the
development of educational projects and disseminating
information regarding innovative approaches in the teaching
of the health sciences.

24

The objectives of the Educational Technology section

1. To offer workshops, courses and seminars to orient
the faculty in the area of educational technology.

2. To assist the faculty in the development of
educational activities.

3. To collaborate with the faculty in the development
of educational and audio-visual resources.

4. To facilitate and coordinate the utilization of
human resources that could help the faculty in the
development of activities and educational
materials.

5. To assist and advise the faculty in the evaluation
of the activities and materials developed.

Some of the activities performed by this area are done
in coordination with the Audio-Visual communication
Division.

The computer in Education and Research was initiated
during the 1984-85 academic year in conformity with the plan
for the development of the Division of Educational
Development. Specific objectives for the area of computers
in education included the organization of a center for
computer Assisted Instruction, the implementation of a
Computer Literacy Program for the faculty of the Medical

Sciences campus, the promotion of activities, dissemination

25

of relevant materials, and the provision of technical
assistance to help the faculty use the computer as an
innovation strategy for instruction.

The mission of the program of Computer Literacy is to
develop in the faculty and students skills in the use of
computer in the area of education and investigation.
Essentially the program consisted of:

a) capacitaticn workshops

b) orientation to the faculty

c) technical assistance

d) conferences

e) demonstrations'

The Center of computer Assisted Instruction offers its
services to the faculty and.graduate students. It is an
important element in the promotion of the use of the
microcomputer in teaching and research. The Center was
inaugurated in December, 1984.

The objectives of the Center are:

1) to promote the use of computers in teaching,

investigation and evaluation.

2) to patronize the development of conferences,
talks, demonstrations, and other educational
strategies that focus on the utilization of
computers for teaching, evaluation, and
investigation.

3) to promote the design and use of computer

26

programmed units (Computer Assisting instruction).
4) to allow the users to run programs of useful
application to the academic environment.
5) to offer advice in the use of microcomputers and
programm-
6) to provide assistance in the development, use,
implanentation and evaluation of special projects.
7) to provide an appropriate place where persons can
independently or under the tutoring of training

personnel, practice and use the microcomputers.

Library

The Audiovisual Resource Center is located in the
library. The center provides to the faculty and students
the audiovisual software such as slides, films,

cassettes and.videocassette programs.

CHAPTER SUBMARY AND ORGANIZATION OF THE STUDY

This chapter presented an overview of the problem and
purpose of the study. This investigation focused on the
reluctance of professors to use instructional media in the
classroom. The purpose of this study was to test if value
orientation variables were related to the decision of using
instructional media in the classroom.

The broader question under study was:

27

To what degree do value orientations relate to the
adoption of instructional media in the classroom by
university professors?

The inference for this study was that value orientation
systems are related to individual behavior and serve as
standards in the decision making process. Due to this fact
it was further assumed that to understand or explain why
teachers incorporate media into their classroom, it is
necessary to observe and analyze their value orientation
system,behavior.

The subsequent thesis report will be written in four
more chapters--Chapter II will report the findings of the
literature review; Chapter III explains the research design
and methodological procedures followed in the investigation,
Chapter TV reports the findings of the study, and Chapter V
will present the summary, conclusions, and recommendations
for further research.

CHAPTER II

REVIEW OF LITERATURE

The literature areas reviewed for this research were:

1. Media utilization studies and articles.

2. The theoretical and conceptual area of adoption of
innovations and studies concerned with the
relationship between value orientation and the

adoption of ideas or objects.

Media Utilization Literature Review.

There are many factors that inhibit the use of
instructional media. The findings of the investigations
that study such factors will be reviewed because they
present all the sides by which the problem of the reluctance
to use media have been studied. These studies serve to
define the parameters of what is currently known and
therefore what remains to be known in the issues under
investigation.

In the following paragraphs the reader will find
several barriers and/or factors that inhibit the use of
media in the classroom and the findings of the literature

review for each of the barriers listed.

28

29

Attitude Toward Instructional Media

One of the factors that have been mentioned that have
an effect on the use of audiovisual materials is teacher
attitude toward audiovisual material. Kelly (1960) stated
that "the attitude that the teacher holds regarding the use
of audiovisual materials will greatly affect the success of
any audiovisual program" (p. 119). In her study she found a
highly significant relationship between teachers' attitudes
toward audiovisual material and the frequency with which
they use them in the classroom. She recommended that
persons involved in teacher training should be concerned
about the importance of attitudes when encouraging teachers
to use audiovisual material. Kelly found a high degree of
relationship between attitude toward audiovisual materials
and satisfactory experience with their use. She explains
that individuals tend to repeat those experiences that are
satisfying. Thus, when persons have unsatisfactory
experiences with audiovisual material, this will have a
negative effect on teachers' attitudes toward their use.

Swineford (1959) suggested that attitude could be an
obstacle in the use of audiovisual aids. For example,
teachers might feel that audiovisual resources are all right
for other grade levels but not for those which they teach.
Teachers have a negative attitude toward the planning
arrangements that have to be done if audiovisual materials

are to be used properly. Also, teachers react emotionally

30

to equipment and materials. Teachers think that audiovisual
materials and equipment are monsters "which may turn on them
at any time, usually when it hurts most” (p. 19).

Leader and Null (1974) found that teachers who believed
in the use of audiovisual materials in the instructional
process and in the motivation for learning, utilized more
films. While Soremekum (1979) found that academic staff
believed that there was no need for educational technology
since lectures were performed adequately without it. "The
class and classroom are seen as domain of authority, where
the teacher exercises complete control” (p. 25).

Miller (1957) indicated some attitudinal factors as
barriers for the use of media; these were: 1) fear of being
replaced by instructional film; 2) teachers finding it
difficult to use a competitive medium in addition to their
voice; 3) the idea that pictorial materials are an inferior
medium and are only needed by poor teachers with low grade
students; and 4) the impression by teachers and students
that media is for diversion rather than for learning.

Based in the research reviewed in this section it could
be concluded that the attitudes that professors hold toward
audiovisual materials relate to the use of media in the
classroom. Teachers that have positive attitudes toward
media tend to use media more than those with negative

attitudes.

31

Lack of Audiovisual Training

Swineford mentioned (1959) that the quality and variety
of experiences provided in teachers' courses is another
factor that affects the use of instructional materials. He
explains that teachers need to have a personal and direct
first-hand experience in manipulating and operating the
equipment.

This agrees with one of the conclusions of Leader and
Null's study (1974). They found that teachers who had
service training in media and who were familiar with the
operation of audiovisual equipment used significantly more
films.

King (1967) studied the relationship of training and
experience of teachers, to their utilization of
instructional media. The data for the study were obtained
from twenty secondary schools in Missouri that were
identified as having the most exemplary audiovisual programs
in the state. He concluded that having exerienced
instruction by an instructor who utilized media effectively
affected the frequency with which secondary school teachers
utilize media.

In 1983 Sibalwa conducted a study to determine the
effect that training, experience and availability have on
the use of instructional media in the classroom by

preservice teachers. Sibalwa found "that interaction among

32

types of experience and availability [of media] does not
affect the use of instructional media during student
teaching” (p. 101). He found that formal coursework in
instructional media was significantly related in the use of
portable television and television broadcasting in the
classroom. He also found that "level of experience with
various media was significantly related to the use of those
items in the classroom" (p. 102). Sibalwa concluded that
”preservice teacher's education (formal or informal) in
instructional media is important in developing skills and
understanding" (p. 103).

To summarize, the findings of studies that investigated
the relationship between audiovisual training and the use of
media indicate that a lack of audiovisual training is a
deterrent in the use of audiovisual materials in the
classroom.

Administration and/or Administrators of
Instructional Media

In a position paper written by Richards (1974) he_
suggested that one of the reasons why instructional
technology is not being employed as its proponents would
like is that in some colleges the role of director of the
instructional technology department is ambiguous.

On the one hand, many of them are trained to lead

faculty in the best uses of educational communication.

On the other hand, most of them seem to act as service

people, either de facto or by their own choice...Most
directors seem to depend on a personal one to one

33

approach--and they really do not have much time for

that (p. 48).

Richards suggests that another reason for the under-use of
instructional technology is that institutional leaders are
not leading. He explains that the leaders do not focus
faculty's attention on the potentials inherent in the use of
instructional technology and do not identify teaching and
learning deficiencies that instructional technology could
help to remedy by its use.

Rose (1982) has indicated the existence of some
administrative and institutional barriers to the use of
instructional media; these are:

--Administrator and communication specialist oversold

the technologies.

--Sometimes a forced situation emerges where
administrators may feel educators must use the
system.

--Lack of rigorous evaluation of results of the use of
educational technology.

--No plans are demanded for using nontraditional
educational technologies.

--The role of the communication specialist may be
ambiguous.

Duttweiler (1983) has expressed that the present

governing structure support the traditional organization of

education. For an optimum use of educational technology

34

”change in attitude and/or organization within the schools
will be necessary" (p. 37). Soremekum (1974) also found
that the organizational structure reinforced the traditional
bureaucratic patters and that educational technology was
seen as an exception to the rule, and that bureaucracies do
not easily tolerate exceptions to the rule. Soremekum
recommended that new organizational and administrative
structures need to be created for ”success in gaining full
potential of.recent advances in science and technology to
dramatically improve learning" (p. 218).

Other administrative causes, frequently mentioned in
the literature that inhibit the use of instructional media
are those that come from the administration of the
audiovisual program per so, like the following: 1) the
administrative provision for audiovisual resources for
example the lack of good coordination and administrative
channels (Swineford 1959), 2) lack of information of
audiovisual sources (Hubbard 1960), and 3) inefficient
systems for circulation of material and equipment (Stephens
1971).

In general, the review of the literature in this area
tends to indicate the existence of some administrative and/or
administrators factors that could inhibit the use of
audiovisual materials. Some of the factors mentioned were
that the role of the directors of instructional technology

is ambiguous; the present governing administrative structures

35

support the traditional organization of education; lack of
good plans, coordination and administrative and
communication channels; and inefficient administrative

systems of circulation of materials and equipment.

Availability of Instructional Media

Leader and Null (1974) studied the relationship between
utilization of film and the situational and personal
variables of teachers. For this study a sample of 1,306
teachers served by the Wabash Valley Education Center in
Indiana was used. They found that:

1. The location of the school in relation to the
center was not a factor in the utilization of
films.

2. Teachers who perceived that a number of films were
available used significantly more films.

3. Teacher's perception of availability and
appropriateness of audiovisual material tended to
utilize more films in their classrooms.

Curtis (1979) collected data from 100 high school
teachers representing eight areas of vocational-technical
schools in Central Pennsylvania. One of the purposes of the
study was to investigate the interrelationship between
teachers' attitudes toward instructional resources and
resource utilization and availability. The results

indicated that the teacher group generally had a more

36

favorable attitude toward print and non-print traditional
instructional resources and displayed less favorable
attitudes toward more progressive instructional resources.
Curtis found a significant positive relationship
between resource use and availability of the 25 resources
that were examined and between attitude and some of the
resources examined. He concluded that each resource
available to the teacher should be examined individually
relative to the teacher's attitude. In addition, he
indicated that the ”extent to which an instructional
resource will be used depends upon the extent to which it is
available for use by the teacher" (Curtis 1979, p. 39).
Ittelson (1978) investigated the factors that affect
the use of instructional media by faculty in several arts
colleges. Faculty's perception of the availability,
reliability and convenience of the use of audiovisual
equipment was called in this study the confidence factor.
The results of the study showed that the confidence
factor was not the sole determinant of audiovisual equipment
use, but it was the strongest and was statistically
significant. Ittelson suggested that administrators "should
provide a system of audiovisual support which instills a
high degree of confidence among faculty” if they wish to
increase the use of audiovisual equipment and materials.

Sibalwa (1983) found that the availability of seven

37

media items: television, broadcasts, instructional
television, overhead projector, and opaque projector, were
related with the use of these instructional media. Those
subjects indicating high availability of the media items
reported significantly higher use of them than those
indicating low availability of these media in their teaching
assignments.

The findings of the research in this area tend to
indicate that the availability of audiovisual materials is
related to the use of media. Those teachers that perceived
high availability of media use them more than those that

perceive low availability.

The Educators

Several researchers have studied educator's
characteristics to see if there exists some relationship
between their characteristics and the use of instructional
technology.

The researchers refer not to the external factors that
influence the teacher to reject or accept instructional
media, but to those internal factors such as feelings and
personality traits. Other educators' characteristics that
have been studied were sex, age and years of teaching
experience.

Different conclusions have been found in the

relationship between personal characteristics, such as sex,

38

age and years of experience, and the use of instructional
media. For example: Leader and Null (1974) and Parks
(1977) found that these characteristics do not affect the
degree of film utilization while El-Hmaisat (1985) found
significantly positive relationship between use of
instructional media and teacher's age and years of
experience.

Rose (1982) indicated that one of the major barriers to
the use of instructional technology comes from the
individual educator. She suggested that some educators know
little about the potentials of modern technologies and do
not care to learn, or they may lack an understanding of its
relevance to learning objectives. Additionally, the
educator may prefer the personal involvement of the old
teaching pattern, or may have concerns over the time
required to use media or be worried about potential failures
in using the new method with his/her students.

Usually, teachers complain that instructional
technology takes too much time. Faculty expressed that they
need more released time for the planning and development of
materials (Stephens 1971; Larry 1983). Teachers who
perceived that there is sufficient time in the instructional
period for films tended to use them more (Leader and Null
1974).

In 1969 Grant conducted a study to investigate certain

personality characteristics of teachers who were classified

39

as acceptors or rejectors of the newer educational media.
He believed that some personality characteristics may be
preventing teachers from using educational materials and
equipment that are available to them. The subjects of the
study were 253 secondary teachers working at seven school
buildings sites visited by the Wisconsin Audiovisual
Education Demonstration unit.

He found that both male and female acceptors were more
dominant, aggressive, ready to change, whereas both male and
female rejectors were more receptive to the leadership of
others, working well under friendship and dependence upon
others.

A study of the relevance of teacher personality to the
acceptance and utilization of audiovisual media was
conducted by Norsted (1970). The data for this study was
obtained from Cattell's Sixteen Personality Factors
Questionnaire and an Audiovisual Utilization Questionnaire.
The instruments were administered to 478 classroom teachers
of Osseo, Minnesota. Norstead found that:

1. The teacher who exhibits a high degre of

audiovisual utilization is more likely to be an
elementary teacher who is adaptable, open, but who

tends to be group-dependent...

2. The self-sufficient, aggressive teacher does not
rate high on A-V media usage...

3. There is no evidence to indicate that new teachers
are heavy on utilization of audiovisual materials.
This indicates that audiovisual is more dependent
on the conditions in the school district rather

40

than on recency of formal training.

Hudspeth (1966) studied the relationship between opened
and closed-mindedness and attitude toward the use of
instructional media. The study used two faculty groups, one
group identified as users of graphic and another group that
used graphics less than ten times during the 1964-65
academic year. The two main instruments used for the study
were Rokeach's Dogmatism Scale and the New Educational Media
Attitude Inventory.

The study found that the scores from the belief system
instrument correlated with scores from the educational media
attitude instrument. In other words, those open-minded
faculty tend to be favorable in their attitudes toward
educational media. The study did not indicate however that
the fauclty identified as graphic users were significantly
more open-minded in their belief system, than those who were
not graphics users.

To summarize, the findings of these studies are
inconclusive. Significant relation has been found between
educators internal characteristics but these relationships
tend to be contradictory. For example, Grant (1969) found
that male and female acceptors of media were more dominant,
aggressive, ready to change and that male and female
rejectors of media were more receptive to the leadership of
others, working well under friendship and dependence upon

others. While Norstead found that teachers who are

41

adaptable, open, and group dependent use more media than

those teachers that are self-sufficient and aggressive.

Technological Barriers

Duttweiler (1983) suggested that the state of the art
of instructional technology is inhibiting its progress. He
argued that "there is the need for new courseware
development tools and techniques" (p. 37). As a second
barrier there is a lack of knowledge and skills. He gave
computer skills as an example. He explained that teachers
are trained to deliver instructions in a group setting
situation and not by an individual tutoring method like the
one used in computer education.

Rose (1982) has mentioned as technological barriers the
following:

--Educators may feel incompetent if they don't have the
skills to use technology.

--Educators may feel dependent on the functioning of
the device, with no control over its possible
failure.

--Educators consider it to be too much bother to make
needed adaptations in order to properly use the
technology and may have the feeling that technologies
may be denigrated and perceived it as useless.

Moore and Hunt (1980) expressed that teachers usually
prefer to control the learning environment because of fear
of instructional technology.

This view may be because the teachers have to

manipulate the equipment and if it breaks down or
malfunctions, the teacher could be humiliated in front

42

of the class (p. 45).

This could be corroborated with the finding of E1-
Hmaisat (1985). He found a significant moderate correlation
between media use and teachers' abilities to operate media
and produce materials. Also, in his study, teachers
expressed the need for more technical assistance.

In general, the research reviewed tend to conclude that
technological barriers such as lack of knowledge and skill
in audiovisual equipment, fear to manipulate the equipment,
and abilities to operate and produce media affect the use of

media in the classroom.

Infrastructure Barriers

In a case study conducted in Nigerian Universities,
Soremekum (1974) found that a factor affecting the
development and use of instructional technology was
infrastructure constraints. She refers to: improper
reward systems, lack of adequately trained personnel,
financial problems, inadequate building facilities, and
a lack of appropriate and sufficient instructional rescurces
(equipment and materials).

In terms of the inappropriate reward systems, Soremekum
indicated that university emphasis "is placed on teaching
(the transmission of knowledge), yet the criterion for
reward (promotion or achievement) is evidence of research"

(p. 219). This promotes the emphasis on the content to be

43

taught rather than the process of teaching and learning.
She indicated that:

Educational technology is perhaps in direct opposition
to the basic university thesis, with reference to
teaching. It is process oriented concerned with all
elements in the teaching and learning process, rather
than being product oriented (a concern only for what is
taught). One can take this argument a bit further and
say that learning, also, is secondary since no attempt
is made to foster this process through improved
methodologies and techniques (p. 219).

She indicated that while teachers involved in instructional
development work are not allowed to claim credit for it,
teachers that write books or do research are allowed to
claim credit toward a promotion. She recommended that in
order to promote quality teaching, universities must reward
and give credit for teachers' innovative instructional work.

Similar statements have been made by Moor and Hunt
(1980) in terms of the reward system.

Good teaching, development of mediated techniques and
faculty development programs are often praised and
encouraged but in many cases not rewarded. Many
college/university faculty perceive the attitude toward
printed material as a basic consideration for promotion
and tenure and are not encouraged to get involved with
television or other instructional media. Faculty are
reluctant to spend time on such activities when they
may jeopardize chances for advancement and pay
increase. Because the faculty reward system is based
upon research and publication then it follows that
until the use of and development of instructional
media..., become part of the reward structure the use
at the college level probably will continue to be quite
low (p. 43).

Also Fraley and Vargas (1975) expressed the same
preoccupation with the reward system. They explained that:

...today's teachers are frustrated, especially in

44

higher education. Even while pressed to produce more

and better learning, they exist in an institution

reward structure that pays much better for research and

publication than for good teaching.
Institutions and administrators are attached to traditional
rewards structures instead of attacking the problem of
institutional change. Administrators "have frequently
entertained an assortment of diverse 'innovative' schemes
which share only the property of noninterference in academic
reward systems" (p. 5).

Another problem of the infrastructure is the lack of
adequately trained personnel. Soremekum indicated that
universities have more technicians and production personnel
available than persons academically trained in education
technology. She believes that it is the latter, who
"could provide the necessary theoretical framework and
expertise for the development of this area" (p. 20).

Another aspect is that academic personnel tend to be highly
inflexible in their job performances. The attitude
associated with their role is that they work academically
with their minds, not with their hands.

One of the obstacles for the use of instructional media
has been its cost and that institutions lack adequate budget
for this area (Hoban, 1949; Miller, 1951; Hubbard, 1960).
Audiovisual materials are too expensive and require an

expensive system to maintain the materials and equipment.

Rose (1982) indicated that institutional economy is one

45

of the barriers to the use of instructional technologies.
She mentioned that:

--Funds are not available to buy and/or maintain
equipment.

--Money is allocated into technology only when there is
an urgent need for it.

-—Institutions may not be willing to make the ongoing
and continuous commitment required for production of
innovative programs.

Moor and Hunt (1980) expressed that the cost of
instructional media is high and this is one of the ”most
important factors that governs the adoption of any
instructional medium” (p. 44). When the cost of technology
is low the chances of adoption are higher. He indicated
that "the adoption of large, complex media will be
considered only after careful investigation even though the
eventual cost per student may be low" (p. 44).

It seems that institutions will not allocate money for
instructional media without an expressed urgent need for it
(Richard, 1974). Richard indicated that rarely does an
institution recognizes the existence of that need. What
usually happens is that institutions use the money to
maintain the tradition in the institution. He further
states that: ”even the infusion of governmental funds is no
guarantee that educational technology will truly be
institutionalized in a college" (p. 48).

Soremekum found data indicating that the majority of

educational technology programs that she studied received

46

low allocations of money and low priorities. She explains
that finance was identified in all case studies as a major
cause of inefficient programmed operation. The concern was
mainly the lack of finance for equipment and materials
acquisition, maintenance and capital projects.

The physical facilities that are available in
educational institutions are often inadequate (Hoban 1949;
Miller, 1957). El-Hmaisat (1985) found that the lack of
proper physical facilities and size of classrooms sometimes
restrict the teacher from using media. Hubbard (1960) found
that teachers frequently checked inadequate facilities as a
major deterrent to the use of instructional media.

One of the obstacles, often mentioned in the
literature, that inhibit the use of instructional material
is the difficulty in obtaining the appropriate materials
(Hoban, 1949; Miller, 1959). Miller pointed out that
teachers have difficulties in finding and producing the
material and that sometimes existing materials are obsolete
and need a better way of presenting the subject matter.

Soremekum (1983) found similar problems in her case
study:

Curriculum materials are not available for many subject

areas, indicating a lack of involvement in curriculum

planning. To facilitate curriculum development a

relevant and constant supply of instructional resources

should be available. Resources could, in addition, be
more fully utilized. However, existing resources need

to be coordinated into a framework of an overall
curriculum plan. Inadequate maintenance and repair

47

often, however, results from the non-available of spare

parts which is a major problem in all institutions.

Catalogues list many items as available that are in

reality out of order, damaged or non-existent.

To summarize several infrastructure barriers were
discussed in this section. Improper reward system studies
indicated that development of instructional technology is
not part of the reward system of higher education and this
may be preventing faculty to spend time in the activities of
educational technology. In terms of lack of adequately
trained personnel Soremekum indicated that there is the need
of persons academically trained in educational technology
since they are the ones who could provide the theoretical
framework and expertise. The low allocation of money into
the educational technology has been another factor mentioned
as inhibitor to the use of media. Other infrastructure
barriers are inadequate facilities and difficulty in
obtaining appropriate materials.

Two investigations that included many problematic areas
in the use of instructional media were conducted by Stephens
(1971a, b) and Larry (1983). Stephens (1971a, b)
investigated the problems which hinder the utilization of
educational media in higher education. His purpose was to
determine the deterrents to media utilization in higher
education and to generate recommendations needed to

alleviate the deterrents. The data for the study was

collected by a questionnaire administered to 138 academic

48

deans, 390 faculty members, 150 media personnel, and 201
colleges and universities.

Stephens found that major deterrents to audiovisual
utilzation included faculty lack of audiovisual knowledge
and training; lack of knowledge of avaialble services;
faculty overload; lack of appropriate materials,
insufficient budget for the acquisition of audiovisual
materials and equipment; resistance to change; inefficient
system of circulation of materials and equipment; lack of
organzation and planning in instruction, and inappropriate
classroom facilities.

He found that faculty with more years of experience
tended to utilize more media and perceive a higher
percentage of major and moderate deterrent to the use of
media. He also found that faculty from public colleges used
media more often and perceived more deterrents than faculty
from private colleges and universities. In terms of media
utilization and perception of deterrents, he reported that
faculty members who perceived major deterrents to
utilization had higher utilization rates, while faculty in
favor of media use, perceived the highest percentage of
major and moderate deterrents. He found a positive
correlation between media utilization and attitude toward
instructional technology and between media utilization and
perception of major deterrents. The more the faculty valued

instructional technology, the more they used it.

49

Some of the major recommendations checked by the
respondents to alleviate the major deterrents were:

1. to increase academic and audiovisual budget

2. to provide more and better classroom facilities

design for media utilization,

3. to increase the variety of appropriate materials,

4. to provide more media personnel,

5. to provide for demonstrations and workshops,

6. to provide more equipment, and

7. to provide more release time for the planning and

development of materials.

Larry (1983) investigated the deterrents associated
with the utilization of audiovisual service: the
relationship among faculty characteristics, attitude toward
media, and frequency of media utilization; and he listed the
recommendations to increase the utillization of audiovisual
services. This study included 300 faculty members from the
main campus of Purdue University.

The major deterrents affecting use of audiovisual
services given by the respondent were:

1. Faculty overload (73%).

2. Insufficient academic department budget (66%).

3. Materials lack correlation with curriculum (52%).

4. Commercially produced materials are inappropriate

(52%).

5.

50

Materials are dated or obsolete (49%).

The five moderate deterrents most often selected by the

faculty were: lack of training in media utilization:

classroom inappropriately designed; lack of knowledge in

applying media; difficulty in getting equipment when

scheduled; and that faculty must give too much advance

notice to receive service.

Larry further found that the most important changes

selected by the faculty, which would have a major effect

toward improving the audiovisual service were:

1.

2.

3.

4.
5.
6.
7.

8.

9.
10.

Provide more information on available services.

Improve communication between faculty and
audiovisual personnel.

Inform new faculty of the available audiovisual
services.

Increase audiovisual personnel to assist faculty.
Provide more how-to workshops and demonstrations.
Provide more equipment.

Provide better classroom facilities for using
audiovisual media.

Leave learning equipment for loan in the classroom
department.

Maintain more reliable equipment.

Schedule conferences and workshops to illustrate
the use of media in different areas.

51

Adoption and Value Orientation Studies

Rogers (1965) defined adoption as a

mental process through which an individual passes

after first hearing about an innovation to final

adoption (p. 76).

He explains that the adoption of innovations is an
individual matter even though it may occur within a system.
He views the adoption process as a type of decision making,
explaining that it is the individual who makes the decision
to adopt or cease using an innovation.

Rogers indicates that the adoption process could be
broken down into stages. His model of the adoption process
includes five stages: ‘awareness, interest, evaluation,
trial, and adoption.

Many investigations have been conducted to study
Rogers' Adoption Process and to understand why some peOple
adopt or fail to adopt innovations. Nevertheless, there
still exists the need of ”knowledge about variables that
facilitate or impede the adoption of educational innovation"
(Hall, 1974, p. 1).

One of the factors that have been mentioned in the
literature that affect the adoption of an innovation is the
values of the members of a society or organization and the
social system.

Meierhenry (1966) stated that culture could affect the
disposition of the individuals to accept or reject change.

He indicates that in countries where culture had been

52

relatively stable it is difficulty to excite people to
become interested in or concerned about new ways of doing
things.

In any society there co-exists members with
traditional, and with modern views. Rogers makes a
theoretical distinction between two ideal types of norms:
traditional and modern. He clarifies that these ideal types
do not exist empirically, but "they provide tools for
analysis and understanding of some dimensions" (p. 60). He
indicates that these two terms are extremes on a continuum
of innovativeness. Rogers postulates that:

individuals in social systems with modern norms view

innovations more favorably and are likely to adopt new

ideas more rapidly than are members of traditional
social systems. While the modernist welcomes change,

the traditionalist resists the new (p. 61).

This section will report the findings of the studies
that investigated the relationship between value orientation
land.the adoption of innovations. Only studies in the
agricultural field were found. No study was found in the
area of education.

The finding of the studies will be chronologically
reported.

Hoffer and Stangland (1958) studied the relationship
between "the attitudes and values of the farmer and his

readiness to adopt an approved practice” (p. 113) in corn

growing. The subjects for the study were 93 Michigan

 

53

farmers. They were asked to ”respond to a series of
statements or models about farmers and farming without
reference to any value” (p. 115). The statements were
judged to indicate: efficiency, willingness to take risk,
progress, security, and conservatism.

The results were that the newer practices were adopted
by a higher percentage of farmers who identified themselves
with statements indicating efficiency. Also this
relationship tends to exist with farmers oriented toward
taking risk and making progress. Farmers who value
conservatism and security tend to delay, or fail to adopt
new practices.

Ramsey, Polson and Spencer (1959) hypothesized that
value orientation related with: achievement, belief in
science, efficiency and practicality, external conformity,
:material comfort and belief in progress, were positively
related with scales that measure behavioral adoption and
cognitive adoption. The value orientations hypothesized as
negatively related to the two adoption scales were:
familism, farming as a way of life, hard work,
irudividualism, security, and traditionalism. The behavioral
adoption scale relate to the use or adoption practices. In
tfliis case behavioral change can be observed. The cognitive
adoption scale include the critical evaluation, knowledge

and understanding of new practice innovations.

 

54

They found that:

1)

2)

3)

Achievement was not related with behavioral
adoption, but a statistically significant
correlation was found with cognitive adoption.
This "indicates that in the present sample, an
orientation toward achievement is a factor in the
cognitive aspects of adopting change items" (p.
39). An achievement oriented person "places a
high importance upon choosing alternatives which
will result in a high status position, bring self-
respect, and respect and envy from others" (p.
39).

The science orientation was not related to
behavioral adoption, but it was significantly
related to the cognitive adoption scale. Farmers
oriented toward science are more inclined to
obtain information, to evaluate critically in
terms of their own situation, and to adopt
practice.

The same relationship was found with the
material confort value. While no relationship was
found between it and behavioral adoption, the
cognitive adoption was significantly related.

The value orientation of efficiency and

practicality, external conformity, progress,

55

familism, farming as a way of life, belief in hard
work and individualism, were not significantly
related with behavioral or cognitive adoption
scales.

4) Security orientation was negatively related with
behavioral and cognitive adoption. The more
security oriented the farmer were the less likely
they adopt (p. 44). A security oriented person
avoids taking risks he/she will use assured and
predictable criteria in decision making. With
cognitive adoption a curvilinear relation was
found:
the relationship may be described roughly as
follows: at a low level of security orientation,
practice adoption decreased consistently as
security orientation increased; there was a
leveling off adoption at the intermediate level of
security orientation with a slight reversal of the
negative relationship. At the high level of
secuirty orientation, the negative relation was
again observed (p. 44).

5) Traditionalism was found to have a significant
negative relationship to behavioral and cognitive
adoption.

To synthesize they found a significant, linear negative
:relationship between the behavioral adoption scale and the
ivalue orientation of security and traditionalism.
Significant postive linear relationships were found between

cognitive adoption scale with achievement, science, and

Insterial confort and negative relationships were found with

56

secuirty and traditionalism.

They concluded that ”Value Orientations were more
important as factors in change when the cognitive process
were included than when only behavioral change was
considered" (p. 46).

Bose (1962) postulated "that people with folk value
systems would resist change in agricultural techniques and
those with urban value systems would accept it" (p. 552).
To test his postulate he conducted a study with 80 farmers
from Baraset in West Bengal, India. He hypothesized that a
positive correlation would be found between adoption of
improved practices and business attitude toward farming,
rationality and scientific attitude. He expected to find a
negative correlation between adoption of improved practices
and traditional outlook, religious inclination and familism.

He found that those farmers who farm as a business
adopt new practices more. His results showed a significant
positive relationship between adoption of recommended'
jpractice and rationality and scientific outlook. A
significant negative correlation was found between adoption
<3f recommended practice and tradition and religion. He
:found no significant relationship between adoption and
familism.

He concluded that the value orientation of the people

loss a relationship to technological change and that people

57

with tradition-oriented folk-type values are more resistant
to change than people with urban oriented values (p. 560).

In 1967 Chattopadhyay and Pareek investigated the
relationship between multi-practice adoption behavior and
three dimensions of value orientation, change proneness and
level of aspiration. The three dimensions of value
orientations were: conservatism-liberalism; fatalism-
scienticism and authoritarianism-non authoritarianism.

Chattopadhyay and Pareek (1965) had compared their
value orientation scale with that of Kluckholm and
Strodrobeck:

The dimension of conservatism-liberalism mainly

represents the time orientation and partly the activity

orientation. Fatalism-scienticism is a dimension of
values in man-nature orientations. Relational
orientation is represented by authoritarianism-no-

authoritarianism (p. 10).

The purpose of their study was to locate some
psychological variables that account for a large amount of
'variance in multipractice adoption behavior (p. 324).

They found significant negative relationships between
multi-practice adoption behavior, as measured by an AdOption
Quotient, and conservatism and fatalism. A positive
relationship was found between adoption behavior and change
proneness and level of aspiration.

These results suggest that the more a person is change-

prone and has higher levels of aspiration, and the more

he is liberal and scientific in atittude (or the less
conservative and fatalistic he is), it is expected that

he will tend to have higher adoption quotient, and vice
versa (p. 328).

58

The authoritarian value orientation was significantly
related with adoption quotient. They found that an
authoritarian person tended to be high on multi-practice
adoption behavior. They expected to find the contrary.

They found that the two variables that contribute to
about half of the variance in the regression analysis were
conservativism-liberalism and fatalism-scienticism.

Moulik and Lokhande (1969) studied the relationship
between value orientation of North Indian farmers of Delhi
villages and the adoption of farm practices. Five value
orientations dimensions were studied: conservatism-
liberalism, fatalism-scientism, authoritarianism-non-
authoritarianism, parochialism-cosmopolitanism and familism-
individualism.

The data obtained from the values instrument was
submitted to factor analysis. Two factors were found.
Factor A, had a high loading in the value dimensions of
jparochialism-cosmopolitanism and fatalism-scientism. Factor
B, had high loading in value dimensions of familism-
individualism and authoritarianism non-authoritarianism.

They found that factor A was significantly

and negatively related with farmers level of adoption,

indicating that the more a farmer is modern with

scientific and cosmopolite values, the more likely he

is to adopt farm innovations (p. 380).

IFactor B was ”not significantly related with farmer's level

«of adoption, indicating that the innovativeness of a farmer

59

is not affected by his socially determined values" (p. 381),
like authoritarianism-non-authoritarianism and familism-
individualism.

Sarkar and Sen (1970) conducted a study to determine
the relationship between the value-orientation of adopter
and non-adopter categories of respondents and their adoption
behavior. The value orientation dimensions selected for the
study were fatalism-scientism, conservatism-liberalism,
authoritarianism—non-authoritarianism, and cultural
ethnocentrism-modernism. Adoption behavior was defined "as
the decision to either try or to continue the use of the
practice” (p. 15).

Sarkar and Sen found that all the value dimensions were
"positively correlated with adoption behavior in [he] case
of both adopters and non-adopters” (p. 16), but only the
relationship between familism-scientism and adoption
'behavior of adopters and non-adopters were significant. The
relationship between cultural ethnocentrism-modernism and
adoption behavior was significantly in the case of non-
adopters.

In 1971 Supe and Kolte conducted an investigation "to
identify values related to the farm management functions and
in: see their relative effect on the adoption behavior of the

farmers” (p. 9).

The five value dimensions measured in this study were:

60

. economic motivation

. scientific orientation
. mental activity

. independence

. risk

Ulfile-i

The relationship found between the values and the
adoption scores were:

1. a positive significnat relationship for economic
motivation. This 'indicates that a large number
of farmers who desire to earn more profits adopted
more improved farm practices' (p. 13).

2. A positive significant relationship for the
scientific orientation. 'A farmer oriented to
this value is inclined to obtain more information,
evaluate this information and finally adopt the
practice' (p. 13).

3. A significant positive relationship was found for
the mental activity orientation. This indicates
that a large number of farmers who judge success
in terms of planning adopted improved farm
practices. Those farmers who thought hard work
was the only method of solving problems are less
prone to adoption (p. 14).

4. A significant positive relationship was found for
risk preference. 'A farmer oriented to risk would
be the first to accept change' (p. 15).

Supe and Kolte concluded that a farmer that is
predisposed to rational values is more likely to adopt than
a farmer that possesses non-rational values.

Singh and Sohal (1974) studied the human problems
postulated by Kluckholm and Strodbeck: men-nature, time
activity and relational orientations. To study the problems
postulated by Kluckholm and its relation with levels of
adoption, four dimensions of values were chosen: Fatalism-

Scienticism, Present-Futurism, Passive—Activism, and

61

Familism-Individualism.

It was hypothesized that farmers belonging to the
highly mechanized villages will have urban values
(scienticism, futurism, activism and individualism) while
farmers of less mechanized villages will be more inclined
toward folk values (fatalism, presentism, passivism and
familism).

Singh and Sohal found that "scienticism, individualism,
futurism and activism have increased considerably in
villages with higher economic development” (p. 2). Chi-
square values were significant for all value components.
The differences of pattern of increase were sharper in case
of scienticism and individualism. Familism and fatalism
values were stronger in subjects from less mechanized

villages.

Summary

In the first part of Chapter II several factors were
mentioned as inhibitors to the use of media. One of these
factors is the attitude of teachers toward audiovisual
materials. Teachers that have a positive attitude toward
media use media more than those teachers holding a negative
attitude toward media. Lack of audiovisual training is

another deterrent to the use of audiovisual media in the

Cl BSSI‘OOHI .

62

Some of the deterrents of audiovisual media found in
the area of administration were: that the role of
audiovisual directors is ambiguous; the present governing
administrative structure support the traditional
organization of educators; lack of good plans, coordination
and administrative and communication channels; and
inefficient administrative systems of circulation of
materials and equipment.

The availability of media tend to be related to the use
of media. Teachers that perceived high availability of
media use them more than those that perceive low
availability.

The findings of the investigations that studied the
relationship between the audiovisual educator
characteristics and the use of media are inconclusive.
Significant relationships have been found between educator
internal characteristics but these findings are
contradictory.

The literature review tends to indicate that
‘tschnological barriers such as lack of knowledge and skills
in audiovisual materials and equipment and fear to
inanipulate the equipment affect the use of media in the
classrooms.

Several infrastructure barriers to the use of
.instructional media discussed in this chapter were the

following: improper reward system, lack of adequately

63

trained personnel, financial problems, inadequate building
facilities and lack of appropriate and sufficient
instructional resources.

In the second part of this chapter the finding of the
investigations related with adoption behavior and value
orientations were reported.

The results of these studies support the hypothesis
that the value orientations of people have a relationship
with adoption of new practices. In general they reveal that
if a farmer is predisposed to rational values such as
scientific orientation economic motivation, mental activity
and risk preference, he is more likely to adopt innovations.
While farmers with traditionally oriented values such as
conservatism, security, and fatalism are more resistant to
change and innovate.

Some contradictory results were found with the value
orientations of individualism, authoritarianism, and
familism. Ramsey, Palsom and Spencer (1959) and Supe and
Kalte (1971) found a positive, although not significant,
relationship between individualism and adoption they
expected to find the contrary. Singh and Sohal (1974) found
.individualism significantly related with farmers of highly
mechanized villages.

Chattopadhyay and Pareek (1965) found a positive,

although not significant relationship between

64

authoritarianism and adoption behavior. They expected to
find the contrary. Moulik and Lokhand (1969) found no
significant relationship among the variables of
authoritarianism and adoption behavior.

Ramsey, Palson and Spencer (1959), Bose (1962), and
Moulet and Lakhande (1969) found that familism was not
significantly related with adoption behavior. {While Singh
and Sohal (1974) found a strong familiar value orientation

among subjects in less mechanized villages.

CHAPTER III

INTRODUCTION

Chapter Three presents the hypotheses and methodology

of the study. The assumption underlying this study was that

value orientation variables are related to the use of

instructional media in the classroomtby university

professors. The primary analytical tool in testing the

hypotheses was the Pearsonsproduct—moment correlation

coefficient.

Hypotheses

 

The alternative hypotheses investigated in the research

were:

1.

variation in time orientations are related to the
university professors' perceptions of their
instructional media utilization in the classroom.

Variations in.manenature orientations are related
to the university professors' perceptions of their
instructional media utilization in the classroom.

variations in activity orientations are related to
the university professors' perception of their
instructional medial utilization in the classroom.

variation in relational orientations are related
to the university professors' perception of their
instructional media utilization in the classroom.

Variation in dominant value orientations are
related to the university professors' perception
of their instructional media utilization in the
classroom.

65

66

These hypotheses have as a frame of reference the value
orientation model used by Oliver (1964) based on Kluckhohm
and Strodtbeck studies (1961). Oliver postulated that:

Every society has noticeable intracultural variations
in value orientations among different sub-cultural
groups, that each sub-cultural group has a dominant
profile of value orientations which directs the
behavior of its members in order to achieve homogeneity
in the solution of human problems...For example, in
time orientation some sub-culture groups may be strongly
oriented towards the future, others toward the past or
present...While some sub-cultural groups are oriented
toward subjugation to natural forces, others prefer
activities which allow mastery over these forces.

While some groups value hard work and achievement,
others consider effort as a means to an end rather than
an end in itself...With respect to relational
orientations...some sub-cultural groups value rigid
authority, while others value individual and flexible
authority (p. 47).

The assumption underlying Oliver's value orientation
model (see Table 1) is that different groups of people vary
in their rank ordering of preference for the alternative in
the solution of the four crucial problems assumed by
iKluckhchm and Strodbeck (1961), i.e., man-nature, time,
relational, and activity orientations. These preferences
are considered to be valuable predictors of human behavior.
For comparative purposes, the model illustrates ideal types
<of individuals, based on value orientation (Oliver 1964).

The three ideal typologies or clusters of the model are

seen in Table 1 (Oliver p. 49).

67

h3fle.l

TypokpnesInnabxitolkflueCMdenbndcns

 

 

Time lhmrnmhne Acthdty Rennflcnal
Cbmflers (hienbmdcns Orurnetnrsi (hdenenflcns Ornanethe
I Meflery<mmr
Marin Fauna nahne Ixung nxuvflimd
II Hmmonyvdth Behmgin
Tranaudcnal Innuent nabnen Beaming (Ifllabmei
III aiuugnedir»
Tnxutnmuu, Pen: nahne lknng kneel

 

In Oliver's model, ideal types of professors could be
constructed based on the assumption that certain
characteristics would cluster around different value
orientations. This study assumed that by studying the
different value orientations of university professors it can
be answered why some of them adopt instructional media in
the classroom while others are reluctant to use it.

Based on the model, it was postulated that a
professor's man-nature, time, relational, and activity
orientations affects his view of the world, and as a
(consequence, his or her frequency of use of instructional
Inedia in the classroom. The hypothesis tested by this
:research was that university professors with value
«orientations toward the future, mastery over nature, doing,
and individual, would be more prompt to use instructional

unedia than professors oriented towards the past, subordinated

68

to nature, being and lineal.

Research Population and Sample

Description of the Population

 

The sample was drawn from among the professors of the
Medical Sciences Campus of the University of Puerto Rico.
The Medical Sciences campus has five colleges which are:
School of Medicine, School of Dentistry, School of Health
and Related Professions, Faculty of Biosocial Sciences, The
Graduate School of Public Health, and the College of
Pharmacy (see Appendix A). Each one of these colleges has
various academic programs, which are listed in Table 3.

The faculty of the Medical Sciences campus, had 722
faculty members distributed among the schools mentioned
above from which 587 were full-time professors. The faculty
hold academic ranks of Associate, Assistant, and Full
Professor, as well as Instructor. The distribution
according to rank and sex of the full time faculty are
presented in Table 2.

Faculty members are expected to maintain high
performance in their teaching and research tasks.
Participation of the faculty in institutional governance is
made possible through several means. Among these are
faculty and institutional level committees, and faculty

participation in the continuing evaluation of the academic

programs (University of Puerto Rico, 1983).

 

69

Table 2

Distribution According to Rank and Sex of
the Full-Time Faculty

 

 

 

Classifications Sex Total
M F

Professor 40 12 52

Associate

Professor 93 52 145

Assistant

Professor 154 120 274

Instructor 45 . 71 116
Total 587

Table 3

Academic Programs Offered by Each College

College Prggram

School of Medicine Doctor of Medicine
Graduate Programs in Biomedical
Sciences
Anatomy
Biochemistry and Nutrition
Pharmacelogy and Toxicology
Physiology
Microbiology and Zoology
Graduate Program in Clinical

Sciences

Doctor of Dentistry

Graduate and Post-Graduate
Programs in Clinical Sciences
Oral Surgery

Pedodontics

School of Dentistry

7
l

70

Table 3 (continued)

College of Health and

Related Professors : Graduate Program
Nursing
Speech-Language Pathology

Post—Baccalaureate Programs
Health Educational
Nursing
Medical Technology
Nuclear Medicine and
Ultrasonic Techniques
Physical Therapy
Occupational Therapy
Speech-Language Pathology
Animal Health

Associate Degree Programs
Dental Assistant
Opthalmic Technology
Radiologic Technology

Undergraduate Certificate

Programs--Dental Hygiene

Health Services Administration

Nutrition

Public Health Education
Environmental Health

Public Health

Evaluation

Baccalaureate

Faculty of Biosocial
Sciences and Graduate
School of Public Health

College of Pharmacy

The 587 full-time faculty members were distributed

among various schools as indicated in Table 4.

71

Table 4

Distribution of Full-Time Faculty by Colleges

 

Total of Faculty

 

College Full-Time Percentage
College of Medicine 371 63
College of Dentistry 75 13
School of Health and

Related Professions 82 14

Faculty of Biosocial
Sciences and Graduate

School of Public Health 39 7
College of Pharmacy 20 3
Total 587 100

 

Procedure and Justification

A stratified random sample of 125 subjects was drawn
from among colleges of the Medical Sciences campus. The
stratified random sampling method was used in this study in
order to obtain a representative sample from the population.
It was not intended to compare different strata, but the
purpose was to obtain proper representation of each stratum.

The initial sample selected of 125 subjects represented
21% of the full-time faculty members. Twenty one percent
was considered by Abdul Habile (1985) as sufficient to
satisfy the statistical procedures used in studies like this
one. The number of professors selected from each college is

indicated in Table 5.

72

Table 5

Number of Subjects Selected From Within Each College

 

 

College Raw Number Percent
College of Medicine 79 63
College of Dentistry 16 13
School of Health and

Related Professions 17 14

Faculty of Biosocial
Sciences and Graduate
School of Public Health

College of Pharmacy

#0
00%

Total 1

U"
H
O

 

The list of the professors from each of the Colleges
was used to select the sample. A table of random digits
(Glass and Stanley, 1970) was used to select the sample from
within each of the lists.

Instrumentation
Value Orientation Instrument

The instrument used to measure the value orientations
among university professors was the Value Orientation‘
Instrument developed by Oliver (1964) (see Appendix D).

This instrument is similar to the one developed by Kluchohm
and Strodtbeck (1961), but after being pre-tested many value
items were modified to improve validity and reliability
within the Puerto Rican context. The instrument has four

value orientation areas and three alternatives or value

73

directions for each area. The areas and directions are:

Areas Directions

 

1. Time Orientations ' a. Past
b. Present
c. Future

2. Man-nature Orientations a. Subjugated to
b. Harmony with
c. Mastery of
3. Activity Orientations a. Being
b. Being in becoming
0. Doing
4. Relational Orientations a. Lineal

b. Collateral
c. Individual
The instrument consists of 48 value statements-twelve
for each area divided into three value orientations, with
four statements for each value direction (see Appendix D).
The Q-methodology was used to sort the answers of the
instruments. The Q-methodology is defined as:
A technique for dealing with objects or statements. It
is a method of ranking attitudes or judgments and is
particularly effective when the number of items to be
ranked is large. The procedure is known as Q-sort in
which cards or slips bearing the statements or the
items are arranged in a series of numbered piles...The
respondent is asked to place a specific number of items
on each pile usually on the basis of an approximately
normal or symetrical distribution (Best 1971, p. 11).
The professors evaluated the 48 value statements and
sorted them into eleven piles ranging from those with which
they agree least, to those with which they agree most.

Each professor was asked to read through each card in

the deck. As they read a card, they decided how they felt

74

about its statement. They began sorting the cards into
three piles: those they agreed with most were placed on the
extreme right; those for which they had little opinion were
placed in the middle, and the ones with which they disagreed

most were placed at the extreme left side.

For example:

First Sort
Pile 1 Pile 2 Pile 3
(most disagreed) (had little feeling for) (agreed most)

From this first sort they divided the cards into eleven
piles following the Q distribution indicated by the 11 blue
cards provided for that purpose. These blue cards showed
how the opinion cards should be sorted. For example, from
the "disagreed pile” they took the two opinion cards that
had statements with which they disagreed most and put them
on the top of the rank 1 blue card. From the agreed pile
they took the two opinion cards with the statements they
agreed with most and put them on top of the rank 11 blue
card. They continued in the same way until all the value
statement cards were sorted and distributed according to the
scale represented by the blue cards.

When they finished they had 2 cards on pile l, 3 cards

(n1 pile 2, 4 cards on pile 3, 6 cards on pile 4, 6 cards on

75

pile 5, 6 cards on pile 6, 6 cards on pile 7, 6 cards on
pile 8, 4 cards on pile 9, 3 cards on pile 10, and 2 cards
on pile 11.

For this instrument the value statements should have

the following distribution of Q scores.

Q Distribution

Frequency 2 3 4 6 6 6 6 6 4 3 2
Pile 1 2 3 4 5 6 7 8 9 10 11
Agree least Agree most

This procedure reSulted in raw scores for: 1) value
area, 2) direction, and 3) dominant value orientation. The
same scoring procedures used by Oliver (1964) was used in
this thesis.

The scoring procedures were based on weights assigned
to value directions ranging from -1 for those favoring
traditional orientations to +1 for those favoring
progressive orientations. By multiplying the sort
distribution scores by the assigned weight to each
direction, the researcher was able to produce the
scores on the total value orientation for each
experiental subject (p. 84).

The procedures used by Oliver (p. 85) to produce the

'value scores are presented in Table 6.

76

Table 6

Value Scores Procedures

 

 

 

 

 

 

Q-Sort Total Value
Time Weight Distribution Orientation Score
A. Past T*3 -1
B. Present T2 0
C. Future T1 +1

 

 

Total Time Orientation Score Trio

*T a Time

 

 

The procedure produces a set of scores for each value
area, for each level and for the total value orientation of
the respondents. The value scores were a compilation of a
weighting scheme ranging for -1 to +1, and the location of
the Q-value statements on the scale. By this combination a
score on value orientations was produced for each professor
participating as a subject in this study.

To illustrate the scoring procedures, Oliver (85-86)
used a hypothetical case as an example. The time
orientation direction was used in his example (Changes were
done to adapt his example to this study). Here, professors
‘were asked to respond to statements oriented toward three

different ways of perceiving the world:

77

1. Favor the old ways of living and against social
change (T3).

2. Favor the old ways of living, but accepting change
as something inevitable (T2).

3. Take a stand highly favoring change as a social
necessity (T1).

To illustrate, assume that two professors are asked to
respond to set of value statements. They are asked to sort
each value statement, according to their level of agreement
with it. One of the professors places all 4 value
statements denoting a forward view, at the extreme right of
the Q-scale. He also places all the items with a
traditional view of the world at the extreme left. He will

get a maximum score of +42.

Example: Agrees Most Agrees Least
2 x 11 x 22 2 x 1 = 2
2 x 10 = 29 2 x 2 = 4
42 6

Another professor places the traditional items at the
extreme right and the forward items at the extreme left. He
will also get a score of 42, but indicating a different
direction in his orientation to time (42 x -l s
-42). He would categorized as past oriented area. In the
.hypothetical case, for example, the maximum score for the
future-minded professor will be +36 and that for the
'traditional professor will be -36. These examples are laid

out in Tables 7 and 8.

78

Table 7

Past Oriented

 

 

 

 

 

Q-Sort Orientation
Time Weight x Distribution Score
Past -1 x 42 -42
Future -1 x 6 6
Total Time Orientation Score - 6
Table 8
Future Oriented
Q-Sort Orientation
Time Weight x Distribution Score
Past -1 x 6 -6
Future 1 x 42 42
Total Time Orientation Score 36

 

If a professor is oriented to the present and, for
example, has placed the present cards in the extreme
right, the future cards at the middle, and the past ones at
the extreme left, he will get a total time orientation score

ref 16, as presented in Table 9.

79

Table 9

Present Oriented

 

 

Q-Sort
Time Weight Distribution Orientation Score
Past -1 6 -6
Present 0 42 0
Future 1 22 22
Total Time Orientation Score _—I6_

 

By the same procedure, scores on value levels and
dominant value orientations were produced for each
respondent, and the means and standard deviations were
calculated.

The value orientation hypothetical indices constructed
by Oliver (p. 87) for this instrument are presented in Table

10.

80

Table 10

Value Orientation Indices

Time Score Range
t3---Past
t2---Present........Value Directions. ............ 06 - 42
t10--Area Score......Value Area.. ............. -36 to +36
Relational
r3--Lineal
r2--Collateral.......Value Directions.. ........ ..06 - 42

r1--Individually

TRO--Area Score ....... Value Area ......... .....-36 to +36
Man-Nature

n3---Subjugated to Nature

n2---Harmony with Nature ..... Directions ......... 06 - 42

n1---Mastery over Nature

TMNO---Area Score ....... Value Area ............ -36 to +36
Activity

a3---Being

a2---Being in becoming ....... Directions .......... 06 - 42

A1—--Doing

TAO---Area Score .......... Value Area .......... -36 to +36

Total for Levels
Level3---Traditional
Leve12---Intermediate..Value Levels ........... 049 - 145
Leve11——-Progressive

Total Value Orientations Score........-094 to +094

81

Use of Instructional Mediaguestionnaire

 

A questionnaire was developed to obtain descriptive
data about the sample and the perception of frequency of use
of instructional media in the classroom by the subjects (see
Appendix E).

The questionnaire listed the following thirteen media
items:

1. flat picture

2. sound motion films
3. models

4. slides

5. filmstrips

6. opaque projection
7. overhead projection
8. tape recorder

9. educational television (video tapes)
10. diagrams

11. graphs

12. specimens

13. computers

The professors indicated on a scale of 0 to 15 how many
times they used each of the media items in a semester.

The researcher determined the range of each scale by
interviewing some of the professors prior to the final
design of the instrument.

For scoring the questionnaire, three categories of
media were identified. These categories were those media
considered to be: common, very common, and less common.
These categories did not appear in the questionnaire, only
the researcher knew into which category each medium fell.

The categories were determined using as a frame of reference

82

the availability and time each medium has been in use in the
system under study. Scores were computed for each of the
categories by calculating and multiplying the score by 100.
The scoring procedure is similar to the one used by Tor
Kelson (1965).

The media items that were included in each category are
in Table 11.

Table 11

Media Item in Each Category

 

 

Category I Category II Category 111
Very Common . Common Less Common
Flat picture Sound motion film Educational TV
Models Slides Video tape
Filmstrip Overhead projector Computers
Opaque projector Tape recorder

Diagrams

Graphs

Specimens

 

Validation of the Instruments

The Value Orientation Instrument is similar to the one
developed by Kluckhohn and Strodtbeck (1961).. This
instrument was pre-tested in Puero Rico in 1964 by Oliver.
As a result of Oliver's pre-test many value items were
modified to improve validity and reliability within the
Puerto Rican context.

The Value Orientation Instrument is considered a

noncognitive measure test. For this kind of test an

83

internal consistency reliability estimate should be used
(Lehmann and Mehrens, 1978). The split-half method was used
to compute the reliability for the instrument. This method
is considered a measure of internal consistency. The
internal consistency estimates give information regarding
the homogeneity of the content.

The formula of the split-half reliability method used
in this study was:

rxx = 2 r 1/2 1/2
1 + r 1/2 1/2

 

Where

r xx = estimated reliability of the whole test

r 1/2 1/2 = reliability of the half test

The estimated reliability of the Value Orientation
Instrument was .92.

For the Use of Instructional Media Questionnaire a
reliability estimate was computed for the questions that
asked about the frequency in which the professor had used
the instructional media during the academic semester.

To measure the reliability of this question a test-
retest estimate was used. This estimate is a measure of
stability. This estimate

...obtained by administering a test to a group of

individuals, readministering the same test to the same

individuals at a later date, and correlating the two

sets of scores.

With this type of reliability estimate we can determine
how confidently we can generalize from the score a

84

person receives at one time to what he would receive if

the test had been given at a different time (Lehmann

and Mehrens, pp. 94-95).

To compute this reliability, twelve professors were
randomly selected. The questionnaires were administered to
them with an interval of two weeks between the first and

second re-administration of the questionnaire. The test-

retest estimate of reliability was .95.

Data Collection Procedures

Resources Required

 

One of the most important resources needed in this
research was time. Time was a crucial resource because each
of the instruments were hand delivered. The value
orientation instrument was administered individually by the

researcher to each of the professors.

Time Line

 

The distribution and collection of the instrument took
around three months. Each of the professors in the sample
had to be personally contacted and an appointment was made
with each that agreed to participate in the study.

The appointment took place in the professors' office.
There the Value Orientation and the Use of Instructional
Media instruments were administered individually to each of
the professors. This activity took to each professor one
hour.

The tabulation and codification of the data took three

85

weeks. The data entry and computer analysis took one month.

Plan for Analyzing Data

Statistical treatment of data

 

Simple correlation was used as the primary analytical
tool in testing the hypotheses. In simple correlation,
”researchers are often concerned with the way two variables
relate to each other for a given group of persons" (Glass
and Standley, 1970, p. 109). The statistic used was the
Pearson-moment Correlation Coefficient. This correlation is
used when two sets of data are being related (Terrace and
Parker, 1974).

To perform the Pearson-moment Correlation Coefficient
two sets of variables were used. The value orientations
scores were used as the independent variable mediating the
frequency of use of instructional media in the classrooms of
university professors (dependent variable). The variables
used for each hypothesis tested are presented in the

following section.

Decision rules and data analysis procedures

 

To perform the correlational analysis the scores for
value orientations and frequency of instructional media use
were used.

A two tailed-test was performed to test the hypotheses

at a .05 level of significance. Hypotheses not significant

86

at .05 alpha would be rejected.

However the correlation directions expected for the

hypotheses were the following:

1.

It was expected to find a positive relationship
between future, mastery over nature, doing,
individual and total time, man-nature, activity
and relational value orientation directions scores
and the frequency of media use scores.

it was expected to find a negative relationship
between past, subordinated to nature, being and
lineal value orientation directions scores and the
frequency of media use scores.

it was expected to find a positive correlation
between modern and total value orientation scores
and the frequency of media use scores.

it was expected to find a negative correlation
between traditional scores and frequency of media
use.

No expectation was made between the transitional
dominant value orientation and the directions
related with this orientation--present,
collateral, harmony with nature, being in
becoming--and the frequency of media use.

The two-tailed test was performed because the expected

directions of the correlations might be wrong. The exact

directions of the correlations cannot be predicted, they can

only be expected to be in a particular direction.

The following data analysis procedures were used to

test the hypotheses:

For Hypotheses 1

Statistical Procedures: Pearson-moment correlation

coefficient. STAT Pro program
was used to perform the
statistical analysis.

87

Data used : Time direction scores
correlated with mean scores of
each category.

For Hypothesis 2

Statistical Procedures: Pearson-moment correlation
coefficient. STAT Pro program
was used to perform the
statistical analysis.

Data used

Man-nature direction scores
correlated with mean scores of
each media category.

For Hypothesis 3

Statistical Procedures: Pearson-moment correlation
coefficient. STAT Pro program
was used to perform the
statistical analysis.

Data used

Activity direction scores
correlated with mean scores of
each media category.

For Hypothesis 4

Statistical Procedures: Pearson-moment correlation
coefficient. STAT Pro program
was used to perform the
statistical analysis.

Data used

Relational direction scores
correlated with mean scores of
each media category.

For Hypothesis 5

Statistical Procedures: Pearson-moment correlation
coefficient. STAT Pro program
was used to perform the
statistical analysis.

Value Orientation level scores
(total score of the
questionnaire) correlated with
mean score of each media
category.

Data used

88

Summary

This chapter overviwed the hypotheses and methodology
of the study. The Medical Sciences campus professors of the
University of Puerto Rico were used as the population from
which the sample was drawn. A total of 125 subjects were
selected through a stratified random sampling procedure
from the Medical Sciences Campus faculty. These professors
answered two questionnaires: the Value Orientation
Instrument, and the Use of Instructional Media
Questionnaire.

The Value Orientation Instrument presented four value
orientations to the prdfessors. The two instruments were
administered individually to each of the professors. The
scores obtained from the Value Orientations and the
Use of Instructional Media Questionnaires were submitted to
Pearson product-moment correlation to test the relationship

between the two.

CHAPTER IV

Results

Introduction

It was postulated in this research that value
orientations of university professors are related to the
frequency of instructional media used by them in the
classroom. To corroborate this postulate five hypotheses
were developed. The Pearson Manent Correlation was used to
test the hypotheses. To obtain the data for testing the
hypotheses, two instruments were used: value Orientation

Instrument and the Use of Media Questionnaire.

Description of the sample that answered the questionnaires.

The return rate of the questionnaire was 72 percent
(see Table 12). In other words, 90 professors of the 125
randomly selected were able to participate in the study.
Each of the 125 professors were contacted to make an
appointment for the administration of the questionnaires.
This appointment was needed because the value Orientation
Instrument had to be personally administered. The
administration of the instrument took to each of the 90
professors around 55 to 60 minutes.

The lowest rate of participation came from the College

of Medicine (59.4 percent). The majority of the faculty of

89

90

this college are physicians and because of the nature of

their work and tight schedules were not able to participate

in the study.

Table 12
Return Rate
College of Medicine 79 47 59.4
College of Dentistry 16 12 75
School of Health and Related
Professions 17 17 100

Faculty of Biosocial Sciences
and Graduate School of

Public Health 9 8 89
College of Pharmacy 4 4 100
Totals _ 125 90 72%

Some of the personal characteristics of the

professors that participated were as follows:

1.

Educational level and academic rank. Seventy four
percent of the faculty members hold doctoral
degree and 26 percent hold master's degrees.
Three percent of the females and 7 percent of the
males have the rank level of full professor. The
majority of the faculty interviewed were associate
professor or assistant professors, forty and
thirty seven percent respectively. The
distribution according to rank and sex is
presented in Table 13.

Age and years of experience. The distribution by

age and years of experience are presented in

91

tables 14 and 15. The majority of the professors
(23%) interviewed were in the age group of 41 to
45 years. Nineteen percent of the professors were
in the age group of 31 to 35 years. In terms of
years of experience 24.3 percent of the professors
have 0 to 5 years of teaching experience.

Followed by the group of 11-15 and 16-20 years of
teaching experience with 23.3 and 20 percent of
the professors respectively.

3. Instructional Media. Half of the professors
interviewed have taken a course or some other
formal training in audio-visual instruction while
58 percent of them have produced audiovisual
materials to be used in their courses.

The medium that was used more often by the professors
were slides (see Table 16). Eighty six percent of the
professors used them at least once in the semester. This
medium was followedby the overhead projector (77%), diagrams
(67%), graphics (50%) and flat pictures and Tv (49% each). ‘
The least used media items were filmstrip (14%) and 1
computers (12%). Some of the professors expressed
informally that the low availabilty of microcomputers for
teaching in the classroom (not for research) and their lack
of time have contributed to the low rate of use of this

method.

92

Table 13

DistrihitimAcoordingtoRankatflSexofFamlty
'IhatParticipatedinfiieStudy

 

 

 

 

 

Rank Female % ZMale % Total Percent
Raw # Raw # Subjects of Sample

Professor 3 3% 6 7% 9 10%

Associate

Professor 18 20 18 20 36 40

Assistant

Professor 15 17 18 30 33 37

Instructor 8 9 4 4 12 13

Total 44 49% 46 51% 90 100%

Table 14

DistribrtimbyAgeoffiueQBstiamireRespam'rts

Age Frequency Percent
20-25 1 1
26-30 5 5
31-35 17 19
36-40 15 17
41-45 21 23
46-50 8 9
51-55 14 16
56-60 6 7
No ariswer 3 3

Total 90 1CD%

93

Table 15

Distribution of Questionnaire Respondents
By Years of Experience

 

Years Frequency Percentage
0-5 22 24.3%
6-10 15 17.0

11-15 21 23.3

16-20 18 20.0

21-25 3 3.3

26-30 4 4.4

31-35 3 3.3

No answer 4 4.4

Total 90 100.0%

Table 16

Professors That Have used Each of the Fbllowing Media
at Least Once in the Semester

Total of Professor Percentage

Flat pictures 44 49
Moving pictures 41 45
Models 36 40
Slides 77 86
Filmstrips 13 14
Opaque Projectors 27 30
Overhead Projectors 69 77
Tape Recorders 23 25
Educational TV or

Video Casettes 44 49
Graphics 50 56
Diagrams 60 67
Specimens 25 28

computers 11 12.2

94

Results

The Value Orientation Instrument provided scores for
four value areas and each of the directions of these areas.
Also scores were provided for the traditional, transitional,
and modern daninant value orientations, plus a total score
for the whole instrument. The higher the score in each of
the directions the more oriented toward that direction an
individual was. The higher the total score in a value area
the more modern oriented the individual was in that
particular area. The higher the total score of the whole
instrument the more modern oriented the individual was .

The media items included in the Use of Instructional
Media Questionnaire were divided into three categories:
those media considered to be very common, cannon, and less
conlnon.

To test each of the hypotheses, several correlations
were performed. For example, to test the time orientations,
each direction of this orientation was correlated with each
category of media:

--past direction scores were correlated with very

canon, cannon, and less comon media scores.

--present direction scores were correlated with very

cannon, cannon, and less coumon media scores.

--future direction scores were correlated with very

cannon, cannon, and less cannon media score.

95

--time orientation area scores were correlated with
very mm, cannon, and less cannon media scores.
The same procedure was followed with each of the areas.
For a better understanding of the results, Table 17
lists the directions of the value area that are related with

each dominant value orientation.

Table.r7

Donkunn:vahxaoriemnnions

Traditnnufl. Tremnudcnal lithrn
Chientathnrs Past Present FUture
time
Instrunure sobrrnnedlto HannrnrwiUn tunnery<mmnr
nahntn haunt) tenure
anxivity Ewing Iking.inl¥xxning (ting
relaturufl. lineal (rfllateral Indivhiufl.

The hypotheses tested were non-directional. .A two-
tailed test at .05 level of significance was used to test
the hypotheses. Nevertheless it was expected to find a
positive correlation between those value orientations
related with modern orientations and the categories of media
use and a negative correlation with the value orientations
related with the traditional orientations. The results for
each of the hypotheses are presented in Table 18. The

narrative description of the results is presented below:

96

Hypothesis 1

 

Variations in time orientation directions are

significantly related to university professors'

perceptions of their instructional media utilization in

the classroom.

The past, present, and future directions and the
total time area value orientation were not significantly
related to the very common, common, and less common media
categories. Nevertheless some of the directions of the
correlations were in the expected direction. For example,
past orientation was negatively related to very common and
less common media use categories, while the future
orientation was positively correlated to very common and
less common media categories. The present orientation is a
characteristic of the transitional value orientation. This
value direction, even though not significantly related,
correlated negatively with very common and less common.media
categories. Therefore, the hypotheses was not supported by
the data of this study.

Hypothesis 2

 

Variations in man-nature orientation directions are
related to the university professors' perceptions of
their instructional media utilization in the classroom.
The subjugated to, harmony with, and mastery over man-
nature orientation directions and the total man-nature value

orientation area were not significantly related to the

97

adoption of media in the classroom by university professors.

The three media categories correlated negatively with
the harmony with nature orientation, while positively
correlated with the master and total nature orientation.

The subjugated.man-nature orientation was negatively
correlated to very common.media category while positively
‘correlated to common and less common media categories.
These last two correlations were in an unexpected direction,
but insignificant. Therefore, the hypothesis was not
supported by the data of the study.

Hypothesis 3

Variations in activity orientation directions are

significantly related to the university professors'

perception of their instructional media utilization in
the classroom.

The being in becoming direction, which is a
characteristic of the transitional value orientation, was
significantly related to the very common.media category.
The direction of the correlation was negative. The other
two media categories were insignificantly negative related
with the being in becoming direction.

The being, doing activity orientation directions and
the total activity value orientation areas were not
significantly related to the adoption of media in the
classroom by university professors.

The directions of the correlation of the doing

orientation and total activity orientation area were

98

positive for the three media categories. Therefore, the
hypothesis was partially supported, since the being in
becoming direction.was significantly negatively correlated
to the very common media category. The other directions

were not significantly related to media use categories.

Hypothesis 4

 

Variations in relational orientation directions are
significantly related to the university professors'
perception of their instructional media utilization in
the classroom by university professors.

The collateral direction, which is a characteristic of
the transitional orientation, was significantly related
to the less common media category. This correlation was
negative. The collateral direction was insignificantly
related to the very common and common media categories.

The lineal and individual relational directions and the
total relational value orientation were not significantly
related to the adoption of media in the classroom.

Most of the directions of the correlations of the
relational value orientation were unexpected. For example,
the lineal orientation, which is a characteristic of the
traditional value orientation was positively related with
the three media categories while the individual orientation
which is a characteristic of the modern orientation, was
negatively related to the common and less common media

categories. The total relational value orientation area

99

was negatively related to the three media categories .
Therefore, this hypothesis was partially supported by the
data of the study since the collateral direction was

significantly related to the less conlnon media category.

Hypothesis 5

 

Variations in dominant value orientations are
significantly related to the university professors'
perception of their instructional media utilization in
the classroom by university professors.

The transitional value orientation was statistically
significantly related to the very comm and less comm
media categories. These correlations were negative. The
transitional value orientation was not significantly related
with the cannon media category. This correlation were
also negative. The three media category correlations were
negative, implying that the higher the score in the
transitional orientation the lower the score of the three
media categories.

The traditional and modern dominant value orientations
and total dominant value orientation scores were not
significantly related to the adoption of media in the
classroom. Therefore, this hypothesis was partially
supported by the data of the study since the transitional
value orientation was significantly related to the very

cannon and less cannon media categories. The other dominant

and total value orientations were not significantly related

100

Table 18

Table of Correlations

Media Use Categories

 

value Orientations very common. common Less Common
Time orientations
past -.0132 .0165 -.0953
present -.1275 .0747 -.0586
future .0672 -.1078 .0798
total time orientation .0572 -.0908 .0716
Nature-nature
orientations
subjugated -.0810 .0230 .0491
Harmony -.l645 -.0116 -.0250
Master .0084 .0194 .0949
Total nature .0517 -.0017 .0284
Activity orientations
being .0845 -.1836* .0047
being in becoming -.2361** -.1395 -.1188
doing .1924* .0762 .0156
total activity .0804 .1722 .0063
Relational orientations
lineal .1821 .1623 .1697
collateral .0900 .0161 -.2785**
individual .0188 -.0352 -.0497
total relational
orientation -.0758 -.1222 -.1317
value orientation
directions
traditional .0574 .0432 .1720
transitional -.3201*** -.1412 -.2792**
modern .1366 -.0194 .0587
total orientation .0487 -.0266 .0045
***significant at .01 probability level .2830
** significant at .05 probability level .2170

* significant at .10 probability level .1830

101

to the use of media.

Additional Findings

The original intent of the study's design was to relate
value orientation variables to media use categories--very
common, common, and less common. Nevertheless, after
studying the frequency and histogram (see Appendix G) of the
total frequency scores, it was decided to calculate the
correlations between these scores and the value orientation
variables. The histogram of the total frequency of media
use had a better distribution.of the scores. It was thought
that this fact could have an effect on the correlations
between the variables.

The results of these correlations were as follows (see
Table 19):

l) The time orientation directions and total time
orientation area scores were not significantly related to
the total frequency media score.

2) The menrnature orientation directions and balance
man-nature value orientation area were not significantly
related to the total frequency media score.

3) The being in becoming and doing activity directions
were significantly related to the total frequency media
score. The being in becoming was negatively correlated
while the doing was positively correlated. The being
direction and total activity orientation were not

102

Table 19

correlations Between Total Frequency Media USe
Score and The Value Orientations Scores

value Orientations Total Frequency Media Use
Time
1. Past -.0132
2. Present -.0619
3. Future -.0192
4. Total area .0133
Nature
1. Subjugated -.0287
2. Harmony ‘ -.1201
3. Master .0545
4. Total area .0491
Activity
1. Being -.0337
2. Being in Becoming -.2640**
3. Doing .2106**
4. Total area .1684
Relational
1. Lineal .2054**
2. Collateral .0209
3. Individual -.0526
4. Total -.1457
Dominant value Orientation
Traditional .0784
Transitional -.3357***
Moder .1086
Total instrument .0357

***Significant at .01 probability level .2830
** Significant at .05 probability level .2170
* Significant at .10 probability level .1830

103

significantly related.

4) The lineal direction of the relational orientation
was significantly related to the total media frequency
score. This relation was positive. The collateral and
individual directions and the balance relational
orientations were not significantly related.

5) The transitional dominant value orientation was
significantly negatively related to the total frequency
score. The traditional, modern and balance dominant value
orientations were not significantly related to the total

frequency media score.

Summary
Five hypotheses were tested. Four negative value
orientation correlations were significantly related.with
media use categories. These were the relationships between
1. Being in becoming and the very common.media
category.
2. Collateral direction and less common media
category.
3. Transitional orientation and very common media
category.
4. Transitional orientation and less common media
category.
Four value orientation correlations were significantly

related to the total frequency of media use. These were

 

104

the following relationships:

1.

The being in becoming was negatively related to
total frequency of media use.

the doing direction was positively related to the
total frequency of media use.

the lineal direction was positively related to
total frequency of media use.

the transitional dominant value orientation was
negatively correlated to total frequency of
media use.

CHAPTERV

SlWARY, mNCLUSIONS, AND RECQ'IMENDATIONS

Introduction

It has been the purpose of this study to test if value
orientations of university professors are related to the
frequency of media use. The frequency of media use was used
as a measure of adoption.of media in the classroom by
university professors.

Rogers has postulated that those individuals with a
modern.orientation will accept innovations and adapt new
ideas more rapidly than those individuals with traditional
orientations. Some studies have been conducted in the
agricultural field to test Rogers' postulate. Bose (1962)
observed that the people with tradition oriented folk type
values were more resistant to change than people with urban
oriented values. Beal and Sibley (1967) and Moulik and
Lakhande (1969) found that cosmopolite people were more
innovative. Aurora and Deb (1973) indicated "that different
levels of adoption.of agricultural technology are the
results of different levels of value orientations which
oscillate between traditionality and.modernity" (p. 10).

They concluded that the more modern the value orientation of

105

106

the people is, greater is the adoption of agricultural
technology.

Studies in the area of value orientations has been
mainly reported in the discipline of sociology and
anthropology. No research.was found in the area of
education. The finding of one area may or may not be
transferable to the other areas. Moallemian (1984) stated

...many generalizations have been set forth by rural

sociologists who focused upon human interaction

patterns within agriculture. Agricultural incentive
and outcomes seem to differ from educational incentives
and outcomes. It is not unreasonable to believe these
differences may confound the transferability of

generalization from one discipline to another (p. 162).

using as a frame of reference the value orientation
studies in the area of sociology and anthropology, this
research was designed to investigate whether value

orientations of university professors were related to their

adoption of media.

Summary of the Study

Some reluctance to adopt instructional media in the
classroom has been observed among university professors in
the Puerto Rican context. Researches conducted in this area
emphasized mainly the relationship between personal
characteristics and administrative deterrents that influence
the adoption of instructional media by the professors.
Little research have been done to investigate the professors

internal factors that may inhibit the use of media in the

107

classroom.

Considering value orientations as an internal factor
this study attempted to find out the relationship between
value orientation and the frequency of media use in the
classroom.by university professors. Frequency of media use
was used as a measure of adoption behavior of university
professors.

To measure this postulate five hypotheses were
fermulated using as a frame of reference Kluckhohmfis and
Strodbeck's (1961) model of value orientations--time, man-
nature, activity, and relational orientations.

To test the research hypotheses, data was gathered from
90 professors of the Medical Sciences campus of the
university of Puerto Rico. Two questionnaires were used to
collect data from.the professors. These were the value
Orientation Instrument developed by Oliver (1964), following
the Kluckhohm.and Strodbeck (1961) model, and the use of
Media Questionnaire. These questionnaires were personally
administered to the faculty members that participated in the
study.

The primary statistical tool for testing the hypotheses
was the Pearson product-moment correlation. A two tailed-
test was performed to test the hypotheses at .05 level of
significance.

The results of the study are summarized in Table 20.

The results will be compared with the finding of studies

 

108

conducted in the sociological-anthropological field.

Time Orientation

No significant difference was found between time
orientation dimensions and the frequency of media use. Some
correlations were in the expected directions. Past
orientation correlates negatively with.very'common and less
common.media categories, while future dimension.was
positively correlated with these media categories. Singh
and Sahel (1974) found a significant positive correlation
between individuals living in highly mechanized villages and
their scores in futurism. while Chattopdhyay (1967) found a
significant correlation between conservatism (past
orientation) and adoption quotient.

Man-Nature Orientation

No significant difference was found between men-nature
orientations and the frequency of media use. Nevertheless
being modern oriented in the nature orientation area was
positively related to very common and less common media
categories. In the sociological-anthropological field
significant positive correlations have been found between
scientism and adoption of recommended practices (Bose 1962,
Sarkar and Sen 1970, Supe and Kolte 1971, Singh and Sohal
1974). Ramsey (1954) found a significant positive
correlation between cognitive adoption and belief in

109

Mel)

Womvmodmmao

 

 

 

Freqnery of recite the
Nadia Categries
Very cnmrn (11mm less (11mm
(Iimtadm
Sigiifi- Type of Siglifi- Type of Sigifi- Type of
care (lxrelatlcn cane Clueletim cam Corre-
laticn

A. Tine

Oriertatlm
1. past ro regauve to paitive no negative
2. gran: ro negative to pstive to negative
3. future to positive to regative no positive
4. foal to pnitdve m mythic m pmitive
B. Nabne

Odemztim
l. abjtmted to negative to pnitlve no pcsitive
2. replay m legative to regime to wave
3. misty to pmitive to [reitive to positive
4. total to :rsitive ro regatlve ro prsittw
C. Activity

Orisrtattm
1. beixg ro pmitlve m ragtime no pcsitive
2. beirg in

beccmirg yes {Initiate m mgadve ro regauve
3. chirp m paitdve to muse to pmitive
4. total to pmitlve m pettive m punitive
D. National

(Iisrtatlm
1. lineal to punitive to pasiidve to punitive
2. unilateral m prsitive m patties yes regative
3. irdividnl to [reitive m ragtime to negative
4. total m wave to remtive ro regative
E. Valle

(lie-imam
1. traditional to punitive I'D msittve to positive
2. trasiiim yes negative to legative ye negative
3. norhm m positive m regative to positive
4. total to pmitive m mgalive m pmitive

 

110

science. Chattopadhyay and Pareek (1967) fom'ld a negative
significant correlation between fatalism and adoption

quotient .

Activity Orientation

A significant negative correlation was found between
being in becaning and very cannon media category. Being in
becoming dimension is a characteristic of the transitional
value orientation. This dimension was also negatively
correlated with conrnon and less cannon media categories.
These indicate that the higher the score in the being in
becoming activity orientation the lower the score in the
three media categories. The doing dimension and total
activity orientation scores were positively correlated with
the three media categories. Supe and Kolte (1971) found a
positive correlation between mental activity and adoption
behavior. They explained that

a large nunber of farmers who judged sumess in terms

of planning adoption, improve farm practice. Those

farmers who thought hard work as the only method of

solving problems were less prone to adopt (p. 14).

Singh and Sohal (1974) found that activism was a value

found anmg subjects of highly mechanized villages.

Relational Orientation
The collateral direction of the relational orientation
area was significantly negatively related to less connlon

media category. Indicating that the higher the score in the

111

collateral direction, the lower was the score in the less
common media category.

Some contradictory findings were found in the
relational value orientation. For example the lineal
direction, which is a characteristic of the traditional
orientation, correlated positively with the three media
categories. While the individual direction, which is a
characteristic of modern orientation, was negatively
correlated with common and less common media categories.

In other studies related with this value orientation
area, the findings have been inconclusive. Ramsey (1959)
hypothesized a negative relation between individualism and
adoption behavior. He found a non-significant positive
correlation. Boson (1956) found that non-adopters were
individualistic. While Singh and Sohal (1974) found that
members of a highly mechanized villages were more
individualistic than those from a low mechanized village.
Supe and Kolte (1971) and Ramsey (1959) suggested that
findings in the value orientation of individualism need more

careful scrutiny in future research.

Value Orientation

The transitional value orientation was found
significantly negatively related to very common and less
common media categories. This means that the higher the

score in the transitional orientation the less media the

112

professor used. The other correlations were found not
significant.

Sarkar and Sen (1970) found that modernism was
significantly positively related to adoption and Ramsey
(1959) and Bose (1962) found that traditionalism was

significantly negatively related to adoption practices.

Total Frequency Media Score

Three traditional directions were negatively correlated
to the total frequency score. These directions were the
past, subjugated and being value orientations. Three modern
directions were positively correlated.to the total media
frequency score. These directions were: future, master and
doing value orientations. The doing direction was found
significant at the .05 level of significance. The present,
harmony and being in becoming directions, which are
characteristic of the transitional orientation, were
negatively related to the total frequency media score. The
being in becoming direction was significantly related at
the .05 level of significance:

The relation found between the relational orientation
area and the total frequency media score was similar to the
ones found with the media categories. The lineal direction,
which is a characteristic of the traditional orientation,
was significantly negative related to the total media score,
while the individual direction and the total relational

113

orientation scores negatively correlated with the total
media score. These findings tend to indicate that the more
traditional oriented professors were in the relational
orienation the more frequently they reported using media.

The transitional orientation was significantly
negatively related at the .01 level of significance with the
total media score. This indicates that the higher the score
in the transitional value orientation the lower the total

media score.

Conclusions and Recommendations

Following are the conclusions and recommendations for
each of the hypotheses of the research.

Hypothesis 1: variations in time orientation.are

significantly related to the university professors'

perceptions of their instructional media utilization in
the classroom.

conclusion: Professors' time value orientations do not
affect adoption or use of media.

Recommendations for further research: Conduct a study
where adopters and rejectors of media can be identified.
Search for differences among these two groups in terms of
their time orientation. It may be that time orientation--
past, present, and future--could be related to the covert
behavior that identifies adopters and rejecters than to the

overt behavior of using instructional media.

114

rpothesis 2: Variations in man-nature orientations are
significantly related to the university professors'
perceptions of their instructional media utilization.

 

 

Cmclusion: Professors ' man-nature orientations do not

 

affect the adoption or use of media.

Recannendations for further research: The man-nature

 

orientation relate to the attitude towards nature
designations (Oliver l964)--either fatalistic or scientific.
Future research could be conducted, using only high-
technology media as a dependent variable to determine
whether there is a relationship between scientism and high
users of high-technology media, and fatalism and low users
of high-technology media . Perhaps those individuals who
have a scientific outlook prefer to use or adopt more
sophisticated and complex media.

Hypothesis 3: Variations in activity orientations are

significantly related to the university professors '

perception of their instructional media utilization in
the classroom.

 

Conclusion: The professors' being in beoaning activity

 

directions negatively affects the adoption of very cannon
media, while it does not affect the adoption or use of
cannon or less cannon media categories. The other activity
orientation directions do not affect the adoption or use of
media in the classroom by the university professors.

Recannendation for further research: A thorough study

115

could be conducted in this orientation. There might be the
possibility that the doing direction--which is characterized
by achievement of goals and accomplishment of task and by
theviewofworkasameantoanend, notasanendin
itself --could be related to multipractice adoption behavior.
The research could study the relations between multi-
practice adoption behavior and activity value orientation.

To measure the multipractice adoption behavior an
adoption quotient could be developed using as an example the
Chattopadhyay model (1966) of multipractice adoption
quotient measure.

Hypothesis 4: Variation in relational orientations are

significantly related to university professors'

perception of their instructional media utilization in
the classroan.

Conclusion: The professors collateral relational
orientation direction negatively affects the adoption or use
of less conlnon media, but does not affect the adoption or
use of very cannon or cannon media. The other relational
orientations do not affect the adoption of media.
Nevertheless as stated previously the lineal direction had
a positive correlation with the three media categories.

When taking into consideration the total frequency of media,
a significant positive correlation was found with the lineal

orientation.

116

Recommendation for Further Research: The directions of
the correlations found in the relational orientation were
similar to the finding of other investigations performed in
this area (Fosen 1956). Researchers (Ramsey 1954; Supe and
Kolte 1971) have indicated that this area needs to be
investigated.more thoroughly. A study could be constructed
to identify media and non-media oriented professors and then
investigate the difference in the relational oreintations
between the two groups. It may be that media oriented
professors are more group goal oriented (lineal and
collateral) than nonemedia oriented professors.

Hypothesis 5: variation in dominant value orientations

are significantly related to university professors'

perception of their instructional media utilization in
the classroom.

Cbnclusion: The professors' transitional dominant
value orientation negatively affects the adoption of very
common and less common media use. The other dominant value
orientations--traditional, modern--do not affect the
adoption of media.

Recommendation for Further Research: Develop an
instrument in which the value items reflect characteristics
of the educators in their educational settings. One of the
reasons why higher correlations are not found between value
orientations and the adoption behavior may be that the value

items are not related to the adoption practice (Ramsey

117

1954). The developed instrument could be used to study the
relationship between educators' value orientatio --
traditional, transitional, modern and media adoption
behavior.

Conclusions for the total frequency media score.

When taking in consideration all the types of media of
the study, instead of using media categories, the following
conclusions could be drawn from the analysis of the data.

1) Professors' doing activity orientation direction

positively affects the adoption or use of media.

2) Professors' being in becoming activity orientation
direction negatively affects the adoption or use
of media.

3) Professors' lineal relational orientation
direction positively affects the adoption or use
of media.

4) Professors transitional dominant value orientation
negatively affects the adoption or use of media.

A more definite or clear picture was obtained of the
directions of the correlations when taking into
consideration the total frequency media scores (see Table
21). Four of them were significant, three in the expected
direction and one--the lineal direction--in the unexpected
direction. This indicates a tendency toward the relationship

between value orientations and the use of instructional

118

Table 21

Relationship Between Value Orientations
and Total Frequency of Media Use

Total media score

signi fi- type of
canoe correlation
Value orientation
A. Time orientation
1 . Past no negative
2 . Present no negative
3 . Future no positive
4 . Total no positive
B. Nature Orientation
1 . Subj ugated no negative
2 . Harmony no negative
3 . Master no positive
4 . Total no positive
C. Activity orientation
1 . Being no negative
2 . Being in becoming yes negative
3 . Doing yes positive
4 . Total no positive
D . Relation orientation
1 . Lineal yes positive
2 . Collateral no positive
3 . Individual no negative
4 . Total no negative
E . Dominant Value Orientations
1 . Traditional no positive
2 . Transitional yes negative
3 . Modern no positive
4 . Total no positive

119

media since the modern oriented directions--future, master
over nature, and doing--were positively related to media
use, while the traditional directions--past, subjugated to

nature, and being--were negatively related to media use.

General Recommendations for Further Research

1. Hard data on media use should be collected, instead
of using professors' perceptions. ‘Usually professors have
their own media materials, which.mekes it difficult to rely
on the data that could be collected through Media and/or
Educational Technology Centers. One way to cope with this
problem is to perform an ethnographic research where the
professors will be observed in their classroom. A checklist
could be used to record the times the professor has used
media. Another way to collect hard data is through study of
the lesson plans of professors.

2. A study could be conducted using physician and
non-physician professors to compare the media use patterns
among the two groups.

3. Ramsey (1954) distinguished between two kinds of
adoption: behavioral adoption that involves the actual use
of the innovation, and the cognitive adoption that is
related with obtaining knowledge and critical evaluation of
the innovation in terms of individual situations (mental
evaluation of the innovation). He found that ”value

orientations were more important as factors in change when

120

the cognitive processes were included, than when only
behavioral change was considered” (p. 46). Further research
could be conducted in this area to measure the possible
relationship between cognitive adoption of educational
innovations and value orientation of the professors.

4. A study could be conducted where the researcher
could identify different educational organizational
environments: one being high technology-oriented.(modern)
and another being low technology oriented (conservative).
The researcher could measure if there exists a relationship
between the value orientation of the individuals in the
institutions, and the kind of institution they work for.
The purpose of this type of investigation could be to study
if the personnel of high technological educational
institutions are more modern value oriented than those from

low technological educational institutions.

General comment

The study draws limited evidence in terms of the
relation between value orientations and the professors'
perceptions of their frequency of media use in the
classroom. However it cannot be concluded that value
orientations are not related to the adoption of
instructional media.

The large majority of the correlations were not
statistically significant. This could be explained by the

121

fact that the majority of the media used by the professors
did not require major changes in teacher behavior and
teaching styles, since the professors used the instructional
media as an aid or supplementary to the teaching process.

It seems in this way that the adoption of the media do not
interfere with the value orientations of the professors.
Pena (1985) stated that:

...it seems to me that instead of opening the road to

innovation, educational technology has many times

served to hide the traditional educational model which
it sought to change, under the guise of new concepts.

Teachers use a new language in the belief that their

thinking has changed, but in practice everything

remains the same. New concepts are only a disguise for

old.methods (p. 28).

If this statement is true, then use of instructional media
in the classroom will not measure adoption behavior since
the professors that use them do not conceive media as a
major change in their teaching styles and will not
interfere with their traditional, transitional or modern
value orientations. What the teacher will do is to adapt
the media to his/her modern or traditional approaches and
teaching methods.

Probably in programs where the great majority of the
activities of the teaching process depends on the media, the
relationship between value orientation and adoption of media
could be stronger. The dependent variable, instead of being
media as aides or supplementary to the teaching process,

could be self-contained instructional media. Also if one

 

122

instructional media innovation or program could be used as
the dependent variable the results may be found significant.

Ramsey (1954) has stated that one of the reasons why
higher relations are not found between value orientations
and adoption practices, is because the value items used in
the studies are not directed to the adoption of practices.
He postulates that "Higher relationship may be found when
each question measuring a value centers around the adoption
or evaluation.of practices" (p. 47).

Following this line of thinking the value orientation
instrument in the field of education could measure values
related to the educators' functions. These value
orientations could be related with adoption behavior of the
educators.

Another reason for not finding a higher relationship
between value orientations and the use of instructional
media may be because the majority of the instructional
media used in this study did not require major behavioral or
teaching changes. Other independent variables or factors
may be more closely related to the decision of using or not
using media in the classroom than the value orientations
variables. Some of these independent variables related to
the use of media could be: attitude toward media, lack of
audiovisual training, type of administration of audiovisual

programs, availability of instructional media, type of

 

123

physical facilities, lack of professors' time, and
insufficient academic budget.

Summary

This chapter presented a brief description of the
study, its design, data analysis method and the conclusions
and recommendations for further research.

The assumption underlying this study was that value
orientation variables are related to the use of
instructional media in the classroom by university
professors. To test this assumption, five hypotheses were
developed. The Pearson product-moment correlation was used
to test the relationship between.value orientations and the
use of media. The majority of the correlations were not
significant. Further research is needed to scrutinize the
relationship between value orientation and the adoption of

media in the classroom.

APPENDIX A

Medical Sciences Campus Organizational Chart

124

 

 

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APPENDIX B

Medical Sciences Campus Map

125

 

 

 

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APPENDIX C

Office of the Dean of Academic Affairs
Organizational Charts

Organizational Chart:

126

:Appendix C1

Office of the
Dean of Academic Affairs

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Chancellor
. . _. """"" |
Dean :
-----’--’--.‘” i
Associate I
Dean ’ :
l
I .
I
Administrative _ I 'Coordinators CIPE
Assistants | Committees
V __ _ l 1
Academic Division of
Educational
Computation
Development
1 Audiovisual
Library Communication Registrar

 

--Division

127
Appendix C2

Organizational Chart of the Division of
AudioviSual Communications

 

Dean of
Academic Affairs

 

 

 

Director of
AV Division

 

 

 

Administra-
tive

,Jssliqn_

 

 

 

 

 

 

 

 

 

 

 

 

TeleVision Graphic Maintenancé Photo-
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Appendix C3

Organizational Chart of the Library of the
Medical Sciences Campus

 

 

Dean of Academic

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  

 

 

 

Affairs
Library
Director
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- Publication . ,Resources References
Services
cquisitionrt Catalog Reserve. Special L
- . , cans
Collection . _
Puerto Rican Dr. B.K. I History of
' Collection Ashford ..Medicine

 

 

 

 

 

128

      

 

 

 

APPENDIX D

Value Orientation Instrument

 

 

I.

t3

t2

t1

129

QjSORT ON VALUE ORIENTATION INSTRUMENT

TIME ORIENTATION

 

(Past)

(Pres.)

(Fut.)

1.

2.

3.

Children should be taught the traditions
of the past (the ways of the old
people). I believe that the old ways
are the best, and that it is when
children do not follow them that things

go wrong.
Espanol

A los ninos se les debe ensenar 1as
costumbres del pasado con mucho cuidado.
Las viejas costumbres son siempre
mejores y cuando los nines no siguen
estas costumbres viejas, ienen
dificultades.

Children should be taught some of the
old traditions (ways of the old people),
but it is wrong to insist that they
stick to these ways. I believe that it
is necessary for children always to
learn about and take on whatever of the
new ways will best help them get along
in the world of today.

Espanol

A los ninos se les debe ensenar las
oostumbres del pasado, pero no se debe
insistir en que se sigan estas
costumbres a1 pie de la letra. Los
ninos necesitan aprender y aceptar
muchas cosas nuevas para vivir mejor hey
die.

In raising children I do not believe
they should be taught much about past
traditions. I believe that the world
goes along best when children are taught
the things that will make them want to
find out for themselves new and better
ways of doing things to replace the old.

 

tla

t2

t3

t2

(Fut.)

(Pres.)

(Past)

(Pres.)

4.

5.

6.

7.

Espanol

En la crianza de nines yo no creo se la
deba dar mucha ateneion a las costumbres
viejas. La vida es major para todos
cuande nuestros hijos aprenden a querer
buscar per si mismes nuevos y mejores
modes de hacer las cosas.

I really expect my children to have more
than I have had if they work hard and
plan right. There are always good
chances for people who try.

Espanol

Realmente yo creo que mis hijos tendran
mas de lo que yo he tenide, eso es, si
trabajan duro y hacen sus planes con
cuidade. Siempre existen buenas
oportunidades para los que trabajan
duro

I don't know whether my children.will be
better off, worse, or just the same.
Things always go up and down even if one
works hard, so we canit really tell.

Em;

Ye ne as si mis hijos viviran.mejor 0
pear, o lo misme, que yo he vivide. La
vida tiene sus alzas y sus bajas, aun
cuande la gente trabaja duro.

I expect my children to have just about
the same as I had or bring things back

as they once were. It is there job to

work hard and find ways to keep things

going as they have been in the past.

Espanel

Ye espero que mis hijos vivan mas o
menos come yo he vivide, y que hagan
volver la vida come era antes. Es 1a
responsabilidad de los hijos mantener la
maner de vivir del pasade.

The past is gone and the future is much
too uncertain to count on. So I believe

 

 

T3

t1b

t3b

(Past)

(Fut.)

(Past)

8.

9.

10.

131

it is best to give most attention to
what is happening now in the present.

Espanol

Es pasado ya ha pasado y el future es
muy incierto para darle mucha atencion.
Per eso ye creo lo mas conveniente es
poner mi atencien en las cosas del
presents.

Ithinkthatthewaysofthepast
(traditional ways) are right and best,
and as changes come things usually get
worse.

Espanel

Yo creo que las cosas del pasado son
mucho meJores y que les cambios per lo
regular traen problemas.

I believe that it is almost always the
ways of the future--the ways which are
still to come--which will be best, and
even though there are sometimes small

setbacks, changes bring improveuents.

Espanel

Yo creo que lo que venga en el future
tiene que ser, casi siempre, mejor. Les
cambios siempre traen mejoras aunque uno
ne vea las mejoras imediatamente.

I maverypleasedwiththechanges
occurring here and everywhere because
the new ways are usual 1y better than the
old ones. I like to see everything--
even religious ceremonies- -moving ahead.

m

Yo me siente muy contente con los
cambios que estan ocurriendo aqui y
donde quiera, preque las nuevas
costumbres y medics de vida son mej ores
que los viejos y a mi me gusta seguir lo
nuevo en todos los aspectos (cosas), aun
en las ceremonies religiosas.

 

t3b

t2b

II.

1:3

r2

(Past)

(Pres.)

11.

12.

132

I am very unhappy because of the changes
that are occuring here and everywhere.

I think that our ways of living should
be kept exactly the same in every way--
as they were in the past.

m

Yo estoy muy disgustade con los cambios
que estan ocurriende aqui y donde
quiera. Ye creo que las viejas
costumbres y tradiciones se deben
conservar tal y come eran en el pasado.

I feel that the old ways of living are
better but we just can't hang onto them.
It makes life easier to accept some
changes as they come along.

2E2].-

Ye creo que las costumbres y tradiciones
del pasado son.mejores, pero recenezco
que hey en die es dificil e imposible
guardarlas exactamente a come eran
antes. La vida se hace mas facil cuande
se aceptan los cambios que vienen con el

tiempo.

RELATIONAL ORIENTATION

 

(Lineal) 13.

(0011.)

14.

When we need a solution for a problem in
our community it is best to depend on
our community leaders to decide what is
to be done.

m

Chande en nuetra cemunidad surge un
problems y necesitames solucionarlo, lo
mejor es depender de los lideres de la
comunidad para que sean ellos los que
decidan lo que debe hacerse.

When we need a solution for a problem in
our community, it is best to call a
meeting of the people affected and
discuss the problem until almost
everyone agrees what is to be done. We
prefer to reach our decision

 

 

 

r1

r1

r2

(1nd.)

(Ind.)

(0011.)

15.

16.

17.

133

unanimously.

Espenel

cuande en nuestra cemunidad surge un
problems y necesitames buscarle
selucion, lo mejer es llamar a una
reunion de las personas afectadas por el
misme, discutir el problems y llegar a
una decision aceptada per todos sobre lo
que debe hacerse.

When we need a solution for a problem in
our community, the best way is for the
problem to be discussed in a community
meeting and to decide the matter by
vote. we accept the majority decision
even though there are still a great many
people who disagree and object to the
action.

. 2&9}.

Cuende en nuestra cemunidad surge un
problems y necesitames buscarle
selucion, lo mejor es llamar a una
reunion y decidir la accion.e tomar
mediente votecion. Le decision de la

mayoria es eceptade aunque elgunes se
opongan a la accion e tomar.

In deciding how to vote in an election,
I prefer to make my own decision
independently and without regard for the
opinion of other family members or
relatives.

32%

cuande tango que decidir come voter en
una eleccion, yo prefiero tomar mi
propia decision independiente de las
opiniones que puedan tener otros
miembros de la familia.

In deciding how to vote in an election,
my family discusses the matter until

almost everyone agrees on the party or
candidate that the family prefers.

 

 

 

r3

r3

r1

r2

(Lineal) 18.

(Lineal) 19.

(1nd.)

(0011.)

20.

21.

134

Esggggl

Para decidir come voter en las
elecciones, lo mejor es reunir la
familia y discutir e1 asunto haste que
todos estemes de acuerde sobre el
partide 0 candidate por el que debemos
voter.

In deciding how to vote in an election,
the way my family votes is decided by
the eldest member of the family.

m

Pare decidir come voter en las
elecciones, lo mejor es que see el jefe
de nuestra familia quien tome la
decision sobre come todos debemos voter.

If my brothers and sisters and I inherit
a property, it is best for the oldest
brother to take charge of, or manage the
PTOPGItY-

m

Si mis hermanes y’yo heredamos una
propiedad.1o mas conveniente es que see

el hermane mayor quien se encargue de
edministrer la misma.

If my brothers and sisters and I inherit
a property, it is best that each of us
take his or her own share and do what he
or she wants with it.

2&1

Si mis hermanes y yo heredamos una
propiedad lo mas conveniente es que
dividamos y cada uno tome su parte de la
herencie.

If my brothers and sisters and I inherit
a property, it is best to manage the

property together or decide among
ourselves who is best to take charge of

things.

 

 

r1

r2

1‘3

III.

n1

(1nd.)

(0011.)

22.

23.

(Lineal) 24.

135

m

Si mis hermanes y'yo heredamos una
propiedad lo mas conveniente es
edministrer la misma entre todos o que
el mas capacitede sea quien la
administre.

I prefer to work on my own, to be my own
boss.

M

Yo prefiero trabajer por mi cuenta, ser
mi propia jefe.

I prefer to work in groups in.which
everyone works together and has the same
rights and obligations.

m

Ye prefiero trabajer en grupos en que
cede une tenge los mismes derechoe y los
mismos deberes.

I prefer to work in groups in which a
leader or boss makes the important
decisions.

Em

Ye prefiero trebajer en grupos dende un
lider e jefe haga las decisiones
importentes.

MAN NATURE ORIENTATION

(Over)

25.

It seems to me that modern scientific
discoveries such as antibiotics or
preventive vaccines (i.e. polio)
constitutes an effective way of
increasing life span of man. By using
modern scientific discoveries the
average life span of human beings can be
lengthened.

n2

n3

(With)

(Sub)

(Sub)

26.

27.

28.

136

Espfll

Para mi 108 descubrimientos de la
ciencie moderna, tales come
entibioticos, vacunas preventivas
(ejemplo 1a del polio) constituyen une
de los medics mas efectivos para alargar
la vida del hombre. A traves de la
ciencie el promedio de vida del hombre
se elergera.

I believe that there is a plan to life
which works to keep all living things
moving together, and if man will learn
to live his whole life according to this
plan, he will live longer than other
men.

22%

Yo creo que hay un plan pare mantener e1
equilibrio 0 balance entre la netureleza
y el hombre. Si el hombre viva en paz
con la netureleza su vida sera mas large
y'feliz.

I really do not believe that there is
much human beings themselves can do to
make the lives of men and women longer.
It is my belief that every person has a
set time to live, and when that time
comes, it just comes.

822%

Yo no creo que hay nada que el hombre
pueda hacer para alargar la vida de los
seres humanes. Credo que cede persona
tiene cierte tiempo pare vivir y cuande
le llega su turne, le llego y se acabo.

I think that all the activities in.which
human beings engage are subjugated to
the natural and supernatural forces that
affect life. Man is always subjugated
to the fate of nature.

b.5-

 

 

n1

n2

n3

(Over)

(With)

(Sub)

29.

30.

31.

137

M}.

Yo credo que todas las actividades en
las que participa el hombre estan
sujetes a1 poder de la netureleza. El
hombre siempre esta sujete a las leyes
de la netureleza.

I think that today human beings have the
means and power to master the natural
and supernatural forces that affect
life. Men will be the masters of
nature.

M

Ye creo que hey die el hombre tiene los
medics y el poder para controler y
dominer las fuerzes natureles que
efecten la vida. El hombre moderno es
el emo de la netureleza.

Ithinkthethmnenbeingsneednetbe
subj ugated to natural and supernatural
forces that effect their lives, but
neither should they ignore them. It is
better to live in harmony with nature
than to be subjugated to it or to
attempt to master it.

22%

Yo creo que los seres humanes no deben
scmeterse a las fuerzas natureles, pero
tempoco deben desafierlas. Es muche
major vivir en ermcnia con elles que
someterse a elles o treter de
dominerlas.

I believe that men can't be blamed for
his failures. There are so many things
thatcananddehappen, andmancando
almost nothing to prevent such failures .
wehavetolearntetakethebadwith

thegood.

n2

n1

n3b

(With)

(Over)

(Sub)

32.

33.

34.

138

822%

Yo no creo que debe culparse el hemre
per sus frecascs. Hay tentas cosas que
ocurren o puedan ocurrir y que el hombre
no pueda evitar. Lo major es apreder a
aceptar las cosas buenas y las males.

I believe man can be responsible for his
own failures, but natural and
supernatural forces also play an
important role. To live in harmony with
nature is the right thing to de.

M

Ye creo que el hombre en parte es
responsable per sus frecasce, pero creo
tembien que las fuerzas naturales juegan
un papal impertente. be major es vivir
en pez y ermcnie con la netureleza.

iMan was created by God, but it is his
own effort that determines his own
destiny. God helps those who help
themselves.

2E2}.

Ye creo que Dies creo el hombre, pero es
el hombre quien determine an propio
destine. Bien dice el refren, "ayudate

que Dies te ayudere."

IMen can never control the rain, winds,
and other natural conditions and
probably never will. There have always
been good and bed years and if one is
wise, he will take it as it comes and do
the best he can.

M

El hombre nunca pedre controlar la
lluvie, los vientos y otres condiciones
o fuerzes de la netureleza. Siempre hay
anos buenes y males y si une es liste
tome las cosas come vienen y hace lo'mas

que puede.

n1

n2

IV.

a3

a1

(Over)

(With)

35.

36.

139

It is man's job to find ways to overcome
weather and other conditions, just as he
has overcome so many things. Some day
men will succeed in mastering droughts
and floods.

91%

El hombre debe encontrer los medics de
controlar las condiciones del tiempo a1
igual que se ha impuesto a otres cosas.
Algun die el hombre podre dominer las
sequies y las inundacicnes.

The best thing to do is to live in
harmony with the forces that control the
rain, winds, and other natural
conditions. To live in harmony with
nature is the best way to avoid

problems.

. m

Leimejor es vivir en.ermonia con las
fuerzes que centrolen la lluvie, el
viente y otres condiciones. Vivir en
pez con la netureleza es lo mejor pare
eviter problemas.

ACTIVITY ORIENTATION

 

(Being)

(Doing)

37.

38.

1'
i

I work as hard as the average, but I
prefer to use my leisure time visiting
with people, going on trips, or just

talking with whoever is around.

\_

23M.

Yo trabajo tan fuerte come el hombre
promedio, pero prefiero user mi tiempo
libre visitande mis familiares, amigos o
paseande.

I like best of all to use my leisure
time doing extra things in my house,
business or farm. I am very happy when
I am busy and getting a lot of things
done. Time is money and to waste my
time is to waste my money.

 

a2 (B3e. in Bee.)

33

31

(Being)

(Doing)

39.

40.

41.

140

m

Ante tode prefiero user mi tiempo libre
haciende cosas extra en mi casa, negocio
o fince. Me siente feliz cuande estoy
ocupade y termine muches de las cosas
que tenge pendientes. El tiempo es
dinero, y perder mi tiempo es botar
dinero.

I work a little more than the average in
doing some extra things in my home, farm
or business. However, occasionally I
like to enjoy visiting with people, to
go on trips, or just to talk with some
of my neighbors.

M

For lo regular yo trabejo un poce mas
que el promedio heciendo cosas extras en
mi casa, fince o negocio. Sin embargo,
de vez en cuande me guste gozar la vida
visitende mis amigos, peseande o
conversande con.mis amigos.

What I care about most is to be left
alone to think and act in ways that best
suit the way I really am. If I don't
always get much done but can enjoy life
as I go along, that is the best way.

ml

Le que mas me importa es que me dejen
solo pare pensar y actuar en la forme
que mas se ejuste a mi menera de ser.
La vida es corta y hay que gozarla
aunque no se obtengan muches legros.

What I care about most is accomplishing
things...getting things done just as
well or better than other people do
them. I like to see results and think
they are worth.working for.

32

31

(32

(Be. in Bec.)
42.

(Doing) 43.

(Be. in Sec.)
44.

141

ESEQQQI

Lo que mas me importa es lograr mis
mates y hacer las cosas tan bien 0 major
que las otres personas. Me gusts ver
los resultados de mis esfuerzos y creo
vale la pena luchar per lo que une
quiere.

Sometimes I like to be left alone to
think and act in the ways that best suit
how I really am and sometimes I like to
accomplish things as well as other
people. What I like best is to do
beth--de many of the things that I have
to do, but have time left to enjoy life..

M

A veces prefiero ester sole para pensar
y hacer lo que quiera. Sin embargo a
veces prefiero trabejar fuerte pare
lograr mis proposites. Aunque trabajo
fuerte, me gusta tener mis rates libres
para gozar de la vida.

What I care most about is to teach.my
sens, when they are young, to work hard.
To learn how to work hard for the
accomplishment of their goals is the
best insurance for a successful life.

ESE-“£1;

Le que mas me interesa es ensenar a mis
hijos, desde pequenes a trabejar fuerte
per lo que desean. Trabajar fuerte per
lo que se desee es el major seguro para
el exite en la vida.

In raising my children.what I care most
about is to bring them up in a way that
they learn.to work for what they want,
but at the same time to enjoy life. To
teach them to balance their play and
work time is the best way to raise them.

as

31

33

(Being)

(Doing)

(Being)

45.

46.

47.

142

gm

Para mis hijos lo que mas me interesa es
ensenarles a trabejar fuerte per lo que
dasean, pare a la vez que aprendan a
disfrutar o gozar la vida. Les enseno a
mantener un balance entre e1 juego y el
trabajo.

In raising my children, what I care most
about is to provide them all the
happiness that I can. Children are
children and while they are young they
have to play and enjoy life, because
later life will be hard for them.

m

En la crianza de mis hijos lo que mas me
importa es darles toda la felicidad que
yo pueda. Les nines son nines y
mientras estan en su ninez elles tienen
que gozar la vida porque cuande seen
grandee la vida sera muy fuerte para
ellos.

In my leisure time what I like best is
toreadaboutnewthingsandtcdesome
kind of productive work.

£32211

En mi tiempo libre lo que mas me gusta
es leer sobre cosas nuevas y hacer
alguna clase de trabajo productive.

In my leisure time what I like most is
to talk with my friends or to have some
kind of fun. Life is so short that we
have to enjoy it.

33281131

En mi tiempo libre lo que mas me gusts
es charlar con mis amigos e pasar un
buen rate en cosas que no se relacionen
con mi trabajo. La vida es muy corta y
tenemos que gozarla.

82

(Be. in Bec.)
48.

143

In my leisure time what I like best is
to use some of my time learning or
trying out new things and part of it
having fun.with my friends.

Esggggl

En mi tiempo libre lo que mas me gusta
as user parte del misme haciende algun
trabajo que me beneficie y parte del
misme gozande la vida--por ejemplo,
dande chiste con mis amigos o vecines.

 

APPENDIX E

Use of Instructional Media Questionnaire

144

CUESTIONARIO USO DE LOS MEDIOS INSTRUCCIONALES

Este cuestionario ha sido disenado para proveer informaciOn en torno a la frecuencia

en el uso de los medios instruccionales en el salén de clase. La Facultad del Recinto de
Ciencias Médicas de la Universidad de Puerto Rico ha sido escogida para participar en
este estudio. La informacibn obtenida en el estudio sera confidencial. Muchas gracias
por su cooperacion.

b

00 \I 0‘ U1
0 e e a

10.

Instructor Conferenciante Otro

Por favor conteste las siguientes preguntas:

Nivel educative alcanzado

Doctorado Maestria Bachillerato Otro

 

(Favor espeéificar)

Rango Académico

Catedratico Catedratico Asociado Catedratico Auxiliar

 

(Favor especificar)

Facultad a la cual pertenece

 

Total de ahos de experiencia ensefiando incluyendo nivel elemental_y secundario.

 

£Cuantos cursos ha enseflado usted durante este semestre académico?

 

Edad

 

Sexo

 

lHa tomado usted entrenamiento o curso en educacibn audiovisual?
$1 No

éHa desarrollado alguna produccion audiovisual?
Si su contestacion es afirmativa, favor especificar.

 

 

éHa tomado usted algun entrenamiento o curso sobre la instruccibn asistida por
computadora?

$1 No

145

11. A continuacion encontrara una lista de material y/o equipo audiovisual. Indique
cuantas veces ha usado cada uno de ellos durante este semestre académico dibujando
un circulo alrededor del numero seleccionado en la escala.

Liminas 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 o mas

Peliculas 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 o mas
de movimiento

Modelos 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 o mas
Vistas fijas 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 o mas
(diapositivas)

Filminas 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 o mas

Proyector 0 1 - 2 3 4 5 6 7 8 9 10 11 12 13 14 15 o mas
Opaco

Proyector 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 o mas

vertical
(transparecencias)

Grabadora 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 o mas
Televisién 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 o mas
Educative

(videograbadoras)

Graficas 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 o mas
'Diagramas 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 -o mas

Especimenes 012 3 4 5 6 7‘8 9101112131415 omas

Computadoras 0 1 2 3 4 5 6 7 8 9 10 '11 12 13 14 15 o més
(Microcomputadora)

12. Indique cuan frecuentemente usted ha usado la computadora y/o microcomputadora para
algun propésito personal (Ejemplo: investigacién, simulacién, etc. Circule el
nfimero en la escala que este de acuerdo con su mejor criteria.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 0 mas

146

FREQUENCY OF MEDIA USE QUESTIONNAIRE

This questionnaire is designed to provide information
about the frequency of use of instructional media in the

Classroom .

The faculty of Medical Science campus of the

University of Puerto Rico is being contacted in order to
assist with this study. The information obtained from the
study will be kept strictly confidential.

Please answer the following questions:

1.

Highest degree level earned

Doctoral

Masters

Bachelors

Other Please specify

 

 

 

 

 

 

Faculty Rank.

Professor Instructor
Associate Lecturer
Assistant Other

 

Please Specify

School Associated With

 

Total number of years of teaching including any
elementary or secondary experience.

 

How many courses have you taught during this
academic semester?

 

Age
Sex

Have you ever taken training or courses in
audiovisual education?

Yes No

 

147

If your answer is affirmative,

Have you done any audiovisual production?

please specify.

 

 

 

 

NO

Have you ever taken a course in computer assisting

Included here is a list of audio-visual materials

How many times would you say
you used them during this academic semester?
Please circle the number in the scale that agrees

6

6
6
6
6
6

as
'q
(p
(e
5
l:
15
C3

O‘O‘GGG

7

7
7
7
7
7

7
7
7
7

7

8

8
8
8
8
8

mmoocpm

lO.
instruction?
Yes
11.

and/or equipment.

with your best judgment.
fLmzpunnras () l 2 23‘4 5
snurhmxm:IEUms 0 1.12:3 4 5
nedfls (31122 3 4 5
stubs () 1‘2 3 4 5
ftmatdms () l 2 £314 5
cxaqrapmuedden O 1 22:3 4 5
casheripmuec-
ttr1turnqmnb
exnas) l 2 ‘4 5
taxunxentr 1 22:3 4 5
edrztknalTV
underca§efims) O l 2213 4 5
gnxhs () l 2 £314 5
dugmms ()11 2 3 4 5
sutures ()11 2 3 4 5
commons O 1.22 3 4 5

12.

000000

9
9
9
9
9

555555

5
1:
13
1:;

5555
5555

10

5555513
555555
5555

11

5555
55555

12

13
13

14
14
14
14
14
14

14

14

14
14
14
14
14

5 555555

5555

15

(1' acre

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crnnre

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crnore

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crnrxe

crnrxe

crnure

crnure

(1' "I16

Indicate how frequently you have used computers

during this semester for personal purpose (for
Please circle the number

example for research).

in the scale that agrees with your best judgment:
14 15 crmona

O 1 1213 4 5 (5'7 8 9 JD 11 12

13

APPENDIX F

Consent Forms

 

143

THE RELATIONSHIP BERWEEN VALUE ORIENTATIONS
AND THE PERCEPTION OF MEDIA UTILIZATION IN
THE CLASSROOM BY UNIVERSITY PROFESSORS

CONSENT FORM

The study in which I have been asked to participate: has the
purpose to investigate the relationship berween value orientations
and the use of instructional media in the classroom by university
professors.

In this study I will answer two questionnaires. In the Value
Orientation Instrument I will rank order some opinion cards. In
the Use of Instructional Media Questionnaire I will indicate the
frequency I have used the media during this academic semester, also
I will rank the factors that inhibit the professor in using the
instructional media in the classroom.

I understand that the participation in this study is on a
voluntary basis and that I may withdraw from it at any time.

I understand that I will not receive any payment for my participation
in the investigation.

My identity will be kept strictly confidential and my name
will not be used in any publication or references on the matter._

I understand that in the event of physical or mental hnjury
reSulting from this research study, no financial compensation is
available, but I will receive medical treatment free of charge at the
University Hospital or at any other hospital designated by the Chancellor .
of the Medical Science Campus of The University of Puerto Rico.

 

 

 

Professor's signature Date

149

LA RELACION ENTRE LA ORIENTACION DE VALORES Y LA PERCEP-
CION DE LA UTILIZACION DE LOS MEDIOS INSTRUCCIONALES EH
I EL SALON DE CLASE POR PROFESORES UNIVERSITARIOS

I

El estudio en el cUaI se me ha pedido que participe tiene come

prepésito investigar la relacién entre la orientacién de valores y

 

el uso de los medics instruccienales en el salén de clase por pro-
fesores universitatios. -
En este estudio contestaré dos cuestionarios. En el instrumentc

de Orientacion de Valores, categorizaré unas tarjetas de opiniones.

 

En ei cuestionario del Use de los Medics lnstruccionales indicaré Ia

frecuencia con que he usado los medics durante este semestre académico

y ademés categorizaré Ios factores que inhiben al profesor ha user
_iJos medics instruccienales en el salén de clase.

Entiendo que mi participacién en este estudio es voluntaria y
que podré retirarme del misme an cualquier memento. Entiendo que no
recibiré remuneracién por participar en la investigacién.

Mi identidad se mantendré en estricta confidencialidad y no se
usaré en ninguna publicacién o referencia sobre el particular. Entiende
que puedo hacer libremente preguntas cencarnientes a este estudio.

Entiendo que en case de que yo sufra algfin dano fisico 0 mental
por haber participado come voluntario en este estudio, no recibiré com-
pensacién econ6mica, pero si tratamiento médico sin costo alguno en el
Hospital Universitaric o'en cualquier otro hospital que designe el Rector

del Recinto de Ciencias Médicas de la Universidad de Puerto Rico.

 

 

 

firma del profesor I ' Fecha

APPENDIX G

Frequencies and Histograms

vci

214

COUM

l
1

i

2
Z

NOIQP‘UN‘JUIlJU-‘Uim-PUT-b(I‘O‘b-‘U'

150

venv conno~.neoIA scone

FREQ PCT

\nF‘Hruwudh-Nr-nsw-dr-¢nuo
Or‘HBIPr‘HIUFHUF‘mr‘¢DUN

MIOPGINT

16
63
116

CUM.

PCT

VALUE FREQ PCT PCT
228 1 1 43
242 1 1 .44
257 4 4 49
235‘ 1 1 so
300 2 2 52
314 1 1 .53
342 1 1 54
357 4 4 59
371 2. 2 31
400 2 2 53
423 5 5 59
442 z 2 71
457 1 1 72
471 1‘ 1 73
435 1 1 74
500 3 3 78

VALUE .

 

 

 

 

 

 

 

IOOOIO’OoooIoeee‘eeooIeee-‘ooout...0.0000.

O

 

 

4 3
HISTOGRAM easiusncv

12

514'

571
660
~628
64
714
726
757
738
73
$28
857

957'

C71

«prefix1447517

FRE

I
I.

.ur-Nr-Hudr-Nrdrwuromod'

CUM
Q pCT.PCT

wroNrown-r-Nodrwar-NvJ
'0
....

.40 OCCURRENCES

7
15

eeee‘eeeol

20

151

 

 

 

 

 

 

 

 

 

 

 

 

 

c COMMON_flEDIA scoae
- cuH CUH - . ‘cua
VALUS' FREQ PCT PCT VALUE FREQ PCT PCT VALUE FREQ pcr pcr
-'o 1 1 1 375 9 1o 35 . 700 1 1 72
25 5 5 7 400 2 2 35 725- 2' 2’ 74
so 1 1 a 425 3 3 41 750 13 15 34
100 1 1 9 450 2 2 43 sec 2 2 91
125 ,1 1 10 475 3 3 47 325 2 2 91
.153 2 2 12 500 5 7 53 550 1 ~1 94
175 4 4 17 525 1 1 54 900 1 1 95
250 1 1 15 553 1 1 55 . 925. 1 1 47
275 1 1 19 -' 575 2 2 53 950 2 2 97
303 1 1 20 530 4 4 52 975 1 1 155
325 2 2 22 525 4 4 57
355 3 3 25 575 4 4 71
counr - HIDPOINT one SYMBOL EQUALS APPROXIMATELY .40 occuaasncs
b 18 'ggiézii ‘.1
1 55 »g«
2 112 52574
.4 1 59 2745—4533
a 235 . , ‘r
2 253 -m .
1 sec
5 347
11 394
5 441
9. 463
2 535
5 582
4 529
4 575
3 723
13' 770
4 517
1 254
2 911
3 952
_ .00IOOOO.OOOOIOOOO‘OOOOIOOOO‘COCOICOOOEOOOOE
o 4 a 12 15 2.
' HISTDGRAM ercusncv
MEAN 502.500 sro’oav 252.905 azutwuv .555
MAXIMUM 975.030

VALio cases 90 _MISSIMG cases 5

152

Lc LESS cannon H5015 scone

cum cum ' cum
VALUE FREQ pcr Pcr VALUE FREQ ocr pcr VALUE F232 pcr our
0 42 47 47 225 1 1 80 730 1 1 92
so a 9 55 25c, 5 5 85 750 5 5 92
10c s 5 51 425 3 3 59 350 2 2 123

150 a 9 7a 450 1 1 9o

zoo e . 9 79 53o 1 1 91
COUMT azopoxur one svnsoL squ.Ls APPROXIMATELY 1.02 occuzaan'

 

 

¢

NOJHOOHGOHSUOOUIOOGUIGN

.
a . «.0 C c o -0 1 I .. o- ' . ...
.' ...... . u -' d 7., .‘g' ' .. .‘3-.._J . .
. . .. .
. . .

 

835 ‘
12”“...I....¢....I....O-....I....0....I....¢....I
G 13 20 3O 43 55
HISTSGRAM FREQUENCY

MEAN 150.833 STD DEV 229.234 nIWIfiUi .2?)
MAXIMUM 350.000 -

v.11: CASES 9o ' «155145 CASES 0

 

153

72 TOTAL MEDIA sccae

. CUH CU". C133".
_ VALUE FREQ PCT PCT VALUE FREQ PCT PCT V4LUE FREQ PCT PCT

37 506
3 515
40 523
42 533
44 ‘ 545
47 '“ 553
43 575
51 ‘ 579
52 615
523'
56 646
59 653
53 559
61 715
63 753
68 792
71 35

1 253
3 261
4 269
b 276
7 337
9 323
11 338
13 546
14 353
369
17 375
19 ‘ 354
21 415
22 423
23 430
24 461
27 469
36. 47c
32 434

215
223
230
238

...;

.p

o
N‘ANHHHNNHHHNNNHP‘HNH
{NumeHNNwHHNNNer-NH

H

1»
NHlfl-Plur-HIHHNr‘WHNNiuNH-P
Nr-ukwrdr-wI-Nwwo-‘NNNNH-r

U!

4‘
HHNHHNHHHHr-‘NHNHHU
HH~HHNHHHHHNH~H~u

on
4)

COUNT MIDPUINT ONE SYUSOL EQUALS APPROXIMATELY .29 OCCURREHC

 

 

26

 

 

 

 

 

 

 

'3: 3"” ~. -' v
.rf'p’ii-S. {3.12; "13‘ r u
’56 .5”; "-‘;':-""r -'.- -' .-' ~
.‘ '2‘“ u ~31“:- .-" hr: " .
- fi. -- Q, ,l ... o 1 . ... .
1°5 31‘2554542mu455;5t«4.a*»‘441 5-4 |
145 Misanuan‘ ‘
. 5.” ”5421*
155 rwnfiwuwwuwrj . ....0 -2
.r;-~.'.'.'..-."'.“.’. ;' ...... , :i “:1". ‘fr vii-«L—
:..e.;....".. o '. . ... .' '.. o... .... “‘3':
226 1. :0... r: ...-:4. ’ .c .- .":2;.’._.'.-"~!..4‘. ,1;z;.';$;..','1..:" \i." o“... p.- ‘ .2 J '03:;;:10 r?“ 1“!- . I'_
... ...-'0 -:..e.". .' ."’ r. .g h. . - . . . .... ... .
ZED .0 ,4 b- x ". I..'~o' ~‘ 11"”ffh-u4 .... ‘. gr! : "":'.'1"J‘:‘.:“l. I" . . $.14“ ;'r:‘0 ;‘ ‘0.
- '~.‘ .'..I . o . ' "" '.| ‘ . . '1‘. . . '
aOe .. .
3 r ‘ .J:
‘7'; "
325 2
.0
b
-'J

 

425 , , .
455 ...1._.,g.;, ‘_-3L-:.'..:‘.>":-

J'
"0"." .' '5 .- . -- -. . ..-
. r t... ._ .. '3'15‘4 «aim-2"} $42 car‘r-l’r-z’.‘ .° w "~“fi‘1:-.-5?.1-:-’-'6.‘-" .1
506 e .. }'E._I':I:."' ”2.1;.“ 4.3.. 1'3-» $r£t214 Sf]! 1“,” ,
° . .'|‘.‘V."’.."". :L‘. ' ." ' n- -. .
59° kioxre. -"" -.fA.,.. .r }:;‘.t‘31.;?';J-'3‘. .§;;§f. .'

625 ..~ _3I;".'I':.'.° ..= ",7.

665 3:35.53395‘515..L:

 

...

HHFJHJ‘NPJUIUIU-5‘0‘1n-i‘OOUINNUU’

 

 

 

 

 

 

 

IWLOOOQIooOOPeoooIo00-90-001...o‘eoooIoooo’ooooI

o 2 ' 5 '3 1C
' HISTOGRAM FREQUENCY

MEAN 359.611 STD DEV . . 195.669 MINIMUM 15.000
MAXIMUM 836.000 ‘ ° '

VALID CASES . 9o MISSING cases a

 

APPENDIX H

Letters

154

23 de octubre de 1985

Dr. Ram6n Claudio ’
Decano de Asuntos Academicos
Recinto de Ciencias Médicas

Estimado Dr. Claudio:

Soy una estudiante del nivel doctoral de la Universidad
del Estado de Michigan. Mi area de especializaci6n es Desa-
errollo de Sistemas Educativos. En estos momentos estoy en la
etapa final del doctorado 1a cual conlleva la realizac16n de
una investigaci6n. '

E1 tema que voy a investigar es la relaci6n entre la
orientaci6n de valores y el uso de los medics instruccionales
en el sal6n de clase por profesores universitarios. Me gustar1a
poder llevar a cabo este estudio en el Recinto de Ciencias
Médicas de la Universidad de Puerto R1co, ya que es uno de los
recintos del sistema universitario donde mas avances en el campo
de la tecnologia educativa se han realizado.

Quisiera concertar una cita con usted para cambiar impre-
siones sobre el tema y estudiar la posibilidad de poder realizar
e1 estudio en el Recinto de Ciencias Médicas.

Le estoy incluyendo un resumen de la propuesta de tesis.

Atentamente3

W

thia Lucena
08 F. Marchena
Fairview
Rio Piedras, P.R. 00926

Tel. 75542853

155

English Translation

October 23, 1985

Dr. Ramon Claudio

Dean of Academic Affairs
Medical Science Campus
Rio Piedras, P.R.

Dear Dr. Claudio:

I am a doctoral student from Michigan State University.
My major area is Edumatimal Systeus Development. At this
moment, I am in the final stage of my doctorate which
consists of the realization of an investigation.

The topic I will be investigating is the Relationship
between the Value Orientations and the Use of Media by
University Professors. I would like to do this study in the
Medical Sciences Campus of the University of Puerto Rico.
Since this is one of the campus of the University system
were more advances in the field of Educational Technology
have been taking place.

I would like to make an appointment with you to explain
to you the study and ask your permission to do the study in
the Medical Science Campus.

I am enclosing a summary of the thesis proposal.

Sincerely,

Cynthia Lucena

156

UNIVERSIDAD DE PUERTO RICO, RECINTO DE CIENCIAS MEDICAS
UNIVERSITY OF PUERTO RICO, MEDICAL SCIENCES CAMPUS

 

Decano dc Asa-ton Académicos
Office of the Dean for Academic Affairs

28 de enero de 1986

Sra. Cynthia Lucena
Fray Marchena #708
Fairview

Rio Piedras, PR 00926

Estimada seflora Lucena:
Le hemos autorizado para hacer e1 estudio sobre la

Reiacibn Entre 1a OrientaciOn de Valores y e] Uso de 105
Medias lnstruccionales en e1 sa16n de c1ases por Profesores

universitarios.
Cordiaimente,
Eddie A ila Semidey
Decano Auxiliar para
Desarroiio Académico
/moo
EASll 013

Al'l'DO. “7 CORIEO GENEIAL SAN JUAN. PUEB'I'O RICO .936 - TEL. (30) 79-2525
G.P.O. BOX $67. SAN JUAN. PUERTO RICO W936 - PHONE (809) 758-2525

157

English Translation

January 28, 1986

Mrs. Cynthia Lucena
708 Fray Marchena St.
Fairview

Rio Piedras, PR 00126

Dear Mrs. Lucena:

We have authorized you to do in the study of the Relation
Between Value Orientations and the Use of Instructional
Media in the Classroom by University Professors.

Cordial 1y,

Eddi Aguilu Semidey
Auxiliar Dean for
Academic Develoment

158

Dr. Enrique Vélez Garcia
Presidente

Comite de Derechos Humanos (IRB)
Recinto de Ciencias Médicas

Rio Piedras, P. R. 00936

Estimado Dr. Vélez Garcia:

Soy una estudiante del nivel doctoral de la Universidad
Estatal de Michigan. Mi area de especializaci6n es Desarrollo ‘
de Sistemas Educativos. En estos momentos estoy en la etapa
final del doctorado 1a cual conlleva la realizaci6n de una '
investigaci6n.

El tema que estoy investigando es la relaci6n entre la
orientaci6n de valores y el uso de los medios instruccionales
en el sa16n de clase por profesores universitarios. Solicité
se me permitiese hacer ésta investigaci6n en el Recinto de
Ciencias Médicas, permiso que me fue otorgado.

Estoy sometiendo al Comité de Recursos Humanos los docu-
mentos requeridos para solicitar autorizaci6n para realizar
e1 estudio con los profesores del Recinto. Los documentos que
incluyo adjunto son los siguientes: propuesta de tesis, resu-
men de propuesta, cuestionarios, hojas de consentimiento, copia
de carta a1 Dr. Ram6n Claudio y copia de carta dirigida a la
facultad del Recinto.

Muchas gracias por la cooperaci6n que pueda brindarme al
respecto.

  

08 Fray Marchena
Fair View
Rio Piedras, P. R. 00926

i_,==_________[

 

 

 

President
Conmittee for the Protection of Human Rights
Medical Sciences Campus

 

Dear Dr. V6162:

I am a doctoral student at Michigan State university.
My major field is Educational Systems Development. At this
moment, I am in the last stage of the doctoral program which i
is the realization of an investigation. a

159
English Translation
Dr. Enrique Velez Garcia

The topic I am investigating is the Relationship
Between Value Orientatins and the Use of Instructional Media
in the Classroom by University Professors. I asked
permission to do the investigation in the Medical Sciences
Campus. The permission was granted.

I am suhnitting to the Oomnittee of the Protection of
Human Rights required documents for requesting permission
for the realization of the study with the professors of the
campus. The documents that I am enclosing are the
following: thesis proposal, sumnary of proposal,
questionnaires, consent forms, copy of the letter sent to
Dr. Ramon Claudio and letter sent to the faculty of the

campus .

Thank you very much for the cooperation that you could
give me.

Cordially,

Cynthia Lucena

umvensnv or PUERTO RICO, MEDICAL SCIENCES CAMPUS ' _ 773.; G.P.O. BOX 5067 SAN JUAN, PUERTO RICO 00936-TE L. 753-5353

 

OFFICE OF THE CHANCELLOR

COMMITTEE FOR THE PROTECTION OF HUMAN RIGHTSIIRB)

T0 : Cynthia Lucena
Principal Investigator
ege of Education

aan State University
'0<L/V\;

   
   
 

 

FROM
‘i‘Vazquez‘Calzada, Ph.D.
ing President
stitutional Review Board
Medical Sciences Campus
DATE : April 20, 1986
SUBJECT : The Relationship between Value Orientations

and the Perception of Media Utilization in
the Classroom by University Professors

This is in reference to the above mentioned protocol, submitted
by you to the Institutional Review Board (IRB) of the Medical Sciences
Campus. This protocol was revised at the meeting held on April 17,
1986.

It is a pleasure to inform you that this protocol was approved.

iav/

.160

 

INIVERSIDAD DE PUERTO RICO, RECINTO DE CIENCIAS MEDICAS G.P.O. BOX 5067 SAN JUAN, PUERTO RICO 00936-TEL. 758-2525

 

DECANATO DE ASUNTOS ACADEMICOS

Memos autorizado a la estudiante graduada Cynthia Lucena, a realizar un
estudio sobre el uso de los medios instruccionales en el saldn de clases. Los
resultados de este estaran disponibles a todos los Decanatos. Entendemos que
el estudio sera de gran utilidad para orientar las acciones del Decanato de
Asuntos Académicos, y poder servir mejor a la comunidad académica.

Usted ha sido seleccionada, por medio de un muestreo aleatorio de la
facultad del Recinto, para participar en el estudio. La seflora Lucena se
pondra en contacto con usted para solicitar su cooperacidn y coordinar una
fecha de la reuniOn para administrar los instrumentos. Confio que pueda usted
participar. Estimamos que la contestacidn de los dos instrumentos le tomara
alrededor de 45 minutos.

Le damos las gracias anticipadas por la cooperacidn que usted pueda
darnos para lograr el éxito de este estudio.

Cordialmente,

Amalia Martinez Pica, M.D., F.A.C.C.
Decana de Asuntos Académicos

161

 

162

English translation of letter sent to the
professors selected in the sample

we have authorized the graduate student Cynthia Lucena
to realize a study about the use of instructional media in
the classroom. The results of the study will be of great
utility to all the Deanships. we understand that the study
will be of a great utility for the orientation of the
actions of the Deanship of Academic Affairs, in order to
serve better the academic community.

Ybu have been selected by means of a random.sample
procedures of the faculty of the Campus, to participate in
the study. Mrs. Lucena will get in contact with you to ask
for your cooperation and coordinate a date were the
instruments will be administered. 1 hope you will be able
to participate. we estimate that the answering to the
instruments will take you around 45 minutes.

Giving you anticipating thanks for the cooperation you
could give for the success of the study.

Cordially,

Amalia Martinez Pico, M.D.
FACC
Dean of Academic Affairs

 

 

163

July 23, 1986

Dr. Amalia Martinez Pico
Dean of Academic Affairs
Medical Science Campus
university of Puerto Rico

Dear Dr. Martinez Pico:

Last month I finished collecting the data for the
investigation that I am realizing in the Medical Sciences
Campus. The data analysis could be done in a micro-computer
statistical package. The Office of Educational Development
have indicated that they have the statistical package I will
be needing. '

I would like to ask for your permission to use one of
the micro-computers for the analysis of the data of the
study.

Thank you for the cooperation you could give me.

Sincerely,

Cynthia Lucena

UNIVERSIDAD DE PUERTO RICO
RECINTO DE CIENCIAS MEDICAS

DECANATO DE ASUNTOS ACADEMICOS

APARTADO 5067 CORREO GENERAL. SAN JUAN, PUERTO RICO 00936 WTELEFONO 758-2525 EXT. 1717

 

29 de julio de 1986.

Sra. Cynthia Lucena
c/d Divisién de

Desarrollo Educativo
Decanato de Asuntos Académicos
Recinto de Ciencias Médicas

Estimada sefiora Lucena:

Saludos.

Acuso recibo de su carta del 23 de julio de 1986, en la que
solicita usted autorizacién para utilizar un programa
estadistico de correlaciones para analizar los datos de su
estudio en una micrordenadora de la oficina de Desarollo
Educativo.

He dado instrucciones a la profesora Amelia Q. Seijo, Directora
del Centro IAC, para que le preste la ayuda requerida.

lExito en su investigacién!

  
 
  

Cordialment

Amalia-firth?
Decana

AMP/NP/np

164

165

July 29, 1986

Mrs. Cynthia Lucena

c/o Educational Development Division
Deanship of Academic Affairs

Medical Sciences Campus

Dear . Mrs . Lucena:

Salute

Acknowledgement of receipt of your letter of July 23,
1986, in the one you are requesting authorization for the
utilization of a statistic program for the analysis of the

data of your study in a micro-computer of the Office of
Educational Developnent .

I have given instructions to Professor Amelia Q. Seijo,-
Director of the Center IAC, to give you the requested help.

Success in your investigation!
Cordially,

Amalia Martinez Pico, M.D., FAG:

 

 

166

April 20, l987

TO WHOM IT MAY CONCERN

I hereby certify that Mrs. Cynthia Lucena has my
permission to quote me from my doctoral dissertation
in her doctoral thesis, on the condition that acknow-

ledgement is made .

 

Summit Hills,
Rio Piedras, P. R.

The quotes were made from the dissertation: The Role

 

of Valuegand Channel Orientation in the Diffusion of

New_ldeas and Practices: A Puerto Rican Dairy Farmer

amena-

 

167

September 1, 1986

TO WHOM IT MAY CONCERN '

I hereby certify that Mrs. Cynthia Lucena has my permission to use
in her Doctoral Dissertation the value instrument used by this
author in his Doctoral Thesis.She also has the authorization to
modify any part of the instrument to improve its confiability and

validity.

Cordially,
\/J I
, , guv/
}.. I? -‘_.2_—-'- '-‘e""-'?_9a

' Asoman e 672, Summit Hills
Rio Piedras, Puerto Rico
Tel. 792-6724

The value instrument was used in the Dissertation - The Role of Values
and Channel Orientations in the Diffusion of New Ideas and Practices-

A Puerto Rican Dairy Farmers Study.

BIBLIOGRAPHY

BIBLIOGRAPHY

Arora, D. R. and Deb, P. C. (1973). Green revolution and
value orientation in rural Punjab. Society and
culture, 4(1), 103-110.

 

Bakri, T. H. (1983). Factors influencing the use of
instructional media by middle school teachers in two
school districts in Saudi Arabia. Dissertation
Abstract International, 55, 361A-362A.

 

 

Becker. (1964). value In H. Gold and w. I. Kolb, ed. A
dictionary of the social science. New York: The Free
Press, 743-745.

 

Best, J. w. (1971). ReSearch in education. New Jersey:
Prentice Hall.

 

Bose, S. P. (1972). Peasant values and innovations in
India. Journal of Sociology, 62(5), 552-560.

 

Chattopadhyay, S. N. and Pareek, U. (1965). Farmers value
orientation scale. Manes, lg(l), 6-34.

. (1967). Prediction of multipractice
adoption behavior from some psychological variables.
Rural Sociology, §g(3), 324-333.

 

 

. (1966). Adoption quotient: A.measurement
of multipractice adoption behaviour. The Journal of
Applied Behavioral Science, g(1), 95-107.

 

 

 

Curtis, Tench and others. (1979). Instructional resources
for vocational technical education, teachers' attitude
resources availability and resources utilization.
Pennsylvania State University, (ERIC Document
Reproduction Service No. ED 041-141).

Dutteweiler, P. C. (1983). Barriers to optimum use of

educational technology. Educational Technology,

168

169

El-Hmaisat H. A. (1985). Barriers and facilitators
encountered in the use of instructional media by
Jordanian general secondary level teachers in public
schools of Amman. (Doctoral dissertation,

Michigan State university) Dissertation Abstract.

 

Evans, R. I. & Leppmann, P. K. (1965). The university
faculty and innovation theory and research case history
(television) implications: A social phychological
analysis in depth (ERIC. Document).

 

 

 

. (1968). Resistance to innovation in higher
education: A social psychological exploration focused
on television and the establishment. San Francisco:
Jossey-Bass.

 

 

 

 

Fosen, R. H. (1956). Cited in Ramsey (1959), Values and
the adoption.of practices. Rural Sociology, 25(March),
35-47.

 

Fraley, L. E. & Vargas, E. A. (1975). Academic tradition
and instructional technology. Journal of Higher
Education, ‘g§(1), 1-15.

 

 

Glass, G. V. 5 Stanley, J. C. (1970). Statistical methods
in education and psychology. New Jersey: Prentice
Hall.

 

 

Grant, A. D. (1969). A study of the personality
characteristics of the acceptor and rejector of the
newer educational media among secondary teachers of
Wisconsin. Doctoral dissertation, the university of
Wisconsin (ERIC Reproduction Service Document No. 044-
899.).

Habile, A. (October 1985). Personal communication. Office
of Research Cbnsultation.

Hall, G. (1974). The concern-based adoption model: A
developmental conceptualization of the adoption process
within educational institutions. Texas University
Research and Development Center for Teacher Education
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