,,. ~~.:ofT'.‘:—V..... .VW—‘f-T'.._rw "' . "’ - - . . . . . . . - . . . .rguzl‘ngzp'u‘J...,....f....,.,.,.....u.!.,....‘....,...,5,.,.,,37,,.,,‘ “5M3???” . q ihiik' “v1.;>‘._a A COMPARATIVE STUDY OF SELECTED ELEMENTARY SCHOOL T‘EACHERS' AND ADMINISTRATORS' ATTITUDES' TOWARD. INSTRUCTIONAL TELEVISION PROGRAMS AND RELATED PROBLEMS I ” Thesis for the Degree. of Ed. D. MICHIGAN STATE UNIVERSITY Edward R. Gork 1961 ' I III; III“ I I! III I III; I I This is to certify that the thesis entitled A Comparative Study Of Selected Elementary School Teachers' And Administrators' Attitudes Toward Instructional Television Programs And Related Problems presented by Edward R. Gork has been accepted towards fulfillment of the requirements for Ed.D. in Education degree W»; Major professor Date May 3. 1961 0-169 ABSTRACT A COMPARATIVE STUDY OF SELECTED ELEMENTARY SCHOOL TEACBRS' AND ADHINISTRATORS' ATTITUDES TOWARD INSTRUCTIONAL TELEVISION PROGRAMS AND RELATED PROBLEMS by Edward R. Gork The purpose or this investigation was to make a compar- ison study oi“ attitudes and anticipated and realized problems or selected classroom teachers receiving in-school instruc- tional television (12”) lessons, and to identify, analyze and evaluate existent problems in elementary school instructional television programs. The respondent population of the study consisted of #3 school administrators and 189 classroom teachers-~grades 3 through 6--representing 11;. different school districts within a Ito-mile radius of Educational Television Station WEBB-N's (at Michigan State University) transmitting tower at Onondaga, Michigan. All or the respondents were employed in public urban or consolidated schools; none was from a one-room school. Data were secured through the utilization of the nor- mative-survey method, supported by personal interviews. Two separate sets of questionnaires were distributed to the re- spondents--in September, 1959 and June, 1960. Ii'he following is a summary of the major findings: 1. Prior to their reception of instructional television programs, teachers indicated very favorable attitudes toward Edward R. Gork TV instruction. 2. After nine months of experience with ITV, the teachers' attitudes--although still favorable--were somewhat reduced from their original high degree of favorableness, for their expectations were patently not fully realized in certain areas, and perhaps tended to be over-optimistic. 3. Years of teaching experience did not significantly affect teachers' attitudes toward IN; specifically, teachers with more than five years' and those with less than five years' experience as teachers manifested about equally favorable atti- tudes toward ITV. 1;. Administrators-An this study, mostly elementary school principals-~were inclined to hold more favorable atti- tudes toward ITV than did teachers. 5. The inability of pupils to ask questions directly of the IV instructor was considered a minor or no problem by over 75 per cent of the respondents. 6. Approximately 87 per cent of the respondents indi- cated that participation in ITV would leave the classroom teachers' prestige undisturbed; that is, some classroom teach- ers' fears that ITV instructors would supplant them in pres- tige and regard by the pupils were unfounded. 7. The majority of the teachers signified that the 11'? teachers' techniques and ideas were very helpful to them in making their own class presentations. Edward R. Gork 8. A relatively heavy percentage (81.5) of the re- spondents indicated that participation in IT? did enhance the learning situation in the classroom, over and above what was usually accomplished without 11V. 9. Following their IT? experience, nearly 90 per cent ‘ of the respondents expressed the view that they favor the ex- pansion of ITV in the nation's schools (Very favorably, 16.8 per cent; Favorably, with reservations, 72.9 per cent). 10. However, in response to the question if they would like to continue the use of Il‘V in their own classrooms, only 66.8 per cent checked an affirmative answer, while 18.5 per cent expressed a neutral position. 11. The two ”greatest problems' vexing the respondents in relation) to ITV participation were: 1) The necessity of additional time'and effort required of the classroom teacher, and 2) the inflexibility of the curriculum created through the necessity of the IT? participants to follow courses of study selected by staffs other than the local one. A COMPARATIVE STUDY OF SELECTED ELEMENTARY SCHOOL TEACHERS' AND ADMINISTRATORS' ATTITUDES TOWARD INSTRUCTIONAL TELEVISION PROGRAMS AND RELATED PROBLEMS By \ 1'”, 7b 0, Edward R. Gork A THESIS . Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION Department of Administrative and Educational Services 1961 ~-? 4;?” .3 in ///é’f/;./ ACKNOWLEDGMENTS Grateful acknowledgment is tendered to the writer's doctoral committee, Chairman Fred J. Vescolani and Profes- sors Clyde M. Campbell, Duane L. Gibson and Carl H. Gross, for inestimable assistance and guidance over the span during which this study was in progress. The writer is also indebted to many colleagues, and particularly to the respondents without whose generous cooperation the study would have been impossible. Finally, an immeasurably vast debt of gratitude is owed to Frances Gork, the writer's wife, for her steadfast faith and constant help throughout this undertaking. ii TABLE OF CONTENTS ACKNOWLEDGMENTS . . . . . . . LIST OF Chapter I. II. III. IV. TA BLES O O O O O O O 0 BACKGROUND OF THE PROBLEM . . Introduction . . Michigan State University's Cl Importance of and Need for the Statement of the Problem. . Hypotheses . . . Limitations of the Study . Organization of the Study . REVIEW OF SELECTED LITERATURE Introduction . . . . . Review of Selected Literature Review of Selected Literature ME METHODOLOGY e e e e ' e Selecting an Approach . Preparation of the First Questionnaire Dividing the Respondents . Method of Analyzing the Data Preparation of the Second Ques Preparation of the Structured Interview Outli assroom 1O Study . Through 1956. Post-1956 . O C O O O tionnaire . PRESENTATION AND ANALYSIS OF DATA . . . . The Respondent Pepulation . Total Tabulation Results . Attitude Changes Toward ITV An Interpretive Excursus . Analysis of Individual Questions Analysis of Open-End Questions SUMMARY, CONCLUSIONS AND RECOMMENDATIONS . . iii goOeee Page ii Chapter Page Summary . . . . . . . . . . I. . . 11h Conclusions . . . . . . . . . . . 121 Recommendations . . . . . . . . . . 121 BIBLIOGRAPHY . . . . . . . . . . . .' . . . 12h APPENDIXES . . . . . . . . . . . . . . . 126 A . . . . . . . . . . . . . . . . . 126 B . . . . . . . . . . . . . . . . . 131 C . . . .‘ . . . . . . . . . . . . . 135 D . . . . . . . . . . . . . . . . . 138 iv LIST OF TABLES Table Page 1. Total Frequency Replies of Teachers and Administra- tors . . . . . . . . . . . . . . . . . . . . . . 62 2. Total Frequency Replies of Teachers . . . . . . . . 71 3. Comparison of Teachers' Attitude Change from First to Second Questionnaire . . . . . . . . . . . . 82 A. Comparison of Attitudes of Different Groups Toward ITV 0 O O O O O O O O O O O O O O O O O O O C O 83 5. Comparison of Changes on Attitude Questions from First to Second Questionnaire . . . . . . . . . 9h 6. Frequency Responses to Open-End Questions . . . . . 108 CHAPTER I BACKGROUND OF THE PROBLEM Introduction. Since 1950--when the first educational institution-owned and operated television station (Iowa State College's WOI-TV)1 flashed onto the American scene--there has been a prodigious volume of writing, discussion and specula- tion upon the significance of television for organized, for- mal education. Today, interest in ITV (in-school instruction- al television) has reached an unprecedented peak. Since 1950, the number of educational television stations in operation has burgeoned from one to forty-seven that are currently tele- casting regularly. 0f the forty-seven stations, thirty-four operate on VHF channels (that is, very high frequency and open to anyone possessing a TV set) and thirteen beam their pro- grams over UHF channels (ultra high frequency, which requires a special attachment on the TV set for reception). There are still remaining 220 reserved educational channels that are at present not being used; but of these, twelve have already been assigned to educational institutions and will commence operat- ing within the next few months.2 1William.K. Cummings, This Is Educational Television (Ann Arbor: Edwards Brothers, nc., , p. . 2Educational Television FactsheetI May, 1960 (Washing- ton, D.C.: Joint Council of Educational Television, 1960), p. 3. 2 These television stations are telecasting a tremendous variety of educational programs into hundreds of classrooms, for the benefit of thousands of students--to say nothing of the many more thousands of people in their homes--all over the country. However, as with many pioneering projects, there has been no set of established purposes or procedures that could be followed; hence, the heterogeneous profusion of pro- grams launched and Operating at the present time. No wholly unchallenged and valid evidence has been ad- vanced that television instruction in education is unequivo- cally beneficial. And, indeed, no one has made a claim of that scope. But it has a munificent number of extremely enthu~ siastic advocates on the one hand, offset by a considerable number of articulate and vocal non-sympathizers on the other. ITV's status, its effectiveness as a teaching tool, its ulti- mate worth for education still remain today unresolved cer- tainties. Most studies that have dealt with TV instruction pro- grams have concerned themselves chiefly with measuring achieve- ment results of TV pupils and comparing them with the achieve- ments of non-TV pupils, i.e., conventionally-taught pupils. The compared results,by the way, have proved to be statisti- cally insignificant in the majority of studies reported thus far.1 At the same time, apparently no systemtic attempt on ——— lTeaching by Televisionl A Report from the Ford Found- ation and the Fund for the Advancement of Education (New York: Office of Reports, 1959). p. Sh. 3 a relatively extensive scale has been made to determine the attitudes and reactions of classroom teachers toward ITV pro- grams; reference here being made, of course, to those teachers who were receiving or had received ITV telecasts. Attitudes of classroom teachers, school administrators and pupils may be shifting significantly toward instructional television, toward school, toward each other and toward sub- jects taught via telecasts. The direction of shifts in atti- tudes indubitably will prove consequential to the future utili- zation of ITV as a means of classroom instruction, will prove consequential to the degree and to Egg television will be used in the classroom by public school teachers. Both educators and the public alike should profit by being cognizant of the tack the attitudes take. MICHIGAN STATE UNIVERSITY‘S "CLASSROOM 10" On March 15, 1959 Michigan State University's Educa- tional Television Station HMSB-TV began telecasting over VHF Channel 10 from studies located on the campus at East Lansing, Michigan. This same channel is being shared by a commercial station, WILX-TV, which maintains studies at Jackson, Battle Creek and Lansing. The two television organizations are come pletely independent with separate administrations, staffs, equipment and programs. Their only relationship consists of sharing the same TV tower and transmitter that were construct- ed by Michigan State University, and which the University rents on a part-time basis to the commercial station. A Under this unique shared-time arrangement, WMSB-TV tele- casts 38% hours of educational programming weekly, which is well in excess of the minimum requirements established by the Federal Communications Commission for what it considers full- time television operation. From Mondays through Saturdays, the telecasting schedule runs from 9:30 a.m. to 2:00 p.m. Even- ings, the station beams programs from 6:00 to 7:30 p.m., and on Sundays the hours run from noon to u:oo p.m. The transmitter for Channel 10 is located at Onondaga, Michigan--approximately half-way between Jackson and Lansing. It is estimated that Channel 10 coverage encompasses an area within a sixty-five mile radius of the transmitter, and a po- tential television audience of 1,782,000 lies within this area. In cooperation with the Lansing Public Schools, HMSB- TV has been conducting what it calls project "Classroom 10," a regularly scheduled program that telecasts school-oriented programs over Channel 10 daily, i.e., each weekday including Saturday, from 10:00 to 10:30 a.m. and 2:00 to 2:30 p.m. 0n Saturdays, however, only the morning programs are telecast. Initially, pupils in about eighty-five Lansing classrooms and several suburban Lansing schools--as well as pupils in Jack- son, Hillsdale, St. Johns and others--had been participating in these televised programs which are beamed directly into the classrooms. Soon, more than 100 classrooms within the sixty- ‘five mile radius were receiving school-oriented programs in art, music, Spanish, science, social studies in the elemen- S tary schools. High school chemistry was taught at 10:00 a.m. on Saturdays during the first year of the program.1 Upon request, WMSB-TV distributed carefully-prepared lesson guides to receiving classroom teachers. These guides contained pertinent information for the classroom.teacher rel- evant to preparing his pupils for the reception of the ITV les- sons. Suggestions were also included for more effective util- ization of the program within the classroom. "Classroom 10" was telecast from its inception, March 15, 1959, until the end of the school year-~June, 12, 1959, a period of approximately three months. With some modifications in course content, the telecasts were continued throughout the entire 1959-60 school year, and are being continued in the current year, 1960-61. IMPORTANCE OF AND NEED FOR THE STUDY Almost without exception, every study dealing with in- structional television emphasizes the urgent need for further study in this field-~in every area. Siepmann says, "There is nothing that we know now about educational television that we do not need to know more amply, with greater assurance and in reference to more varied, specific situations."2 __ 1”MSU's Classroom 10," Michigan Educational Journal, May 1, 1959, p. M6. 2Charles A. Siepmann, TV and Our School Crisis (New York: Dodd, Mead a Company, 1958), p. 11m. 6 A published report of a seminar on implications for instruc- tional television held in Washington, D.C. January 31, through February 3, 1959 again asserts the need for research: In a field as new as educational television, nearly everything needs further research and experimentation. The potential of educational television seems to depend equally on advances in what we know about how learning takes place-~the province of psychologists, educators, and other social scientists-~and on energetic experi- mentation and middle-ground (operations) research py the people concerned specifically with television. The two vouchers just cited typify the earnest pleas put forth by investigators who had previously participated in studies involving television instruction. Even a cursory examination of the literature in ITV reveals that it is studded with such phrases as, "a paucity of literature exists,” "need for fur- ther study," "relative absence of evidence,” "replication is imperative for substantiation," and the like. However, aside from these cogently established general needs for further study in educational television, other more specifie, immediate and compelling motives served as an impe- tus for the undertaking of this particular study. Following the public announcement in the fall of 1958 that WMSB-TV would commence telecasting school-oriented pro-6 grams in the central Michigan area, the Public Schools of Jack- son, Michigan opted for an experimental participation in the program. Accordingly, preliminary plans were drafted to this 1Finette P. Foshay, Interaction in Learning: Implica- tions for Television (Washington, D.C.: National Education AssocIatIon, I959). p. 59. 7 end. Seven 21" TV sets were acquired and placed in selected elementary schools, one set to each school. Due to a combina- tion of unfortunate circumstances, WMSB-TV did not begin tele- casting until late in the school year, March 15, 19S9--too late for extensive teaching of pupils, but long enough to provide classroom teachers an excellent view of what ITV would be like. Prior to the commencement of the reception of the tele- casts from Channel 10, classroom teachers began expressing var- iant apprehensions concerning instructional television. As principal of one of the elementary schools that was chosen for participation in the experiment, this investigator was in ”on the ground floor," as it were, in becoming privy to the anx- ieties of the classroom teachers. Discussions with teachers from other elementary schools that were to participate in the televised programs provided additional evidence that deeply- felt apprehensions existed among them. This investigator was understandably impelled to try to alleviate the misgivings, mingled with apprehensions, of the teachers; in consequence, he turned to the literature for whatever aid was available. Surprisingly, "a paucity of literature" was extant re- porting the receiving teachers' opinions, attitudes and reac- tions toward instructional television. "Surprisingly," be- cause it follows from an accepted basic democratic principle that any changes, modifications, revisions or additions to school curricula should be duly planned and implemented with the full cooperation of classroom teachers. And yet, an ex- amination of the literature disclosed that, not infrequently, 8 the instructional television programs were more or less imposed from higher echelons down to the lower. Presumably, there were instances when intructional television programs were not the result of a spontaneous "grass roots" movement or approach-- synthesizing the planning and thinking of teachers, administra- tion members, pupils and parents-—but an administrative injunc- tion, undeniably a well-intentioned and benevolent one, of course.1 Administrators, harried by teacher and classroom short- ages, were sometimes hurriedly grasping for ways and means to close these gaping hiatuses. Patently, instructional televi- sion appeared to many administrators as an urgently-needed ed- ucational tool, materializing in the nick of time. Retrospec- tive analysis would seem to indicate that the administrators were just too harassed and hurried to take the time for pro- per teacher consultation. It should be noted, however, that happily these "impositions" were not the general rule. It has been solidly established that if optimum coop- eration is to be attained among administrators, teachers, pu- pils and parents (and staff members of educational television stations), the classroom teachers' ziggg and attitudes must be equated as generously as those of any other group. Because, in fine, ne'matter what conclusive and definitive proof is 1Harold E. Wigren, "ETV: The Story Up to Now," Nation- al Association of Educational Broadcasters Journal (May, 19E9). p. T. 9 produced that ITV is an efficacious teaching tool--and thus do- sirable and necessary--if teachers' opinions and attitudes tend to resist or ignore these proofs, then its effectiveness may never be given an equitable opportunity to realize its full po- tential. Remmers clearly makes this point when he says:1 The realization is rapidly growing that attitudes, the way individuals and groups feel about various as- pects of their world, are probably more determinative of behavior than mere cognitive understanding of this world. The coupled factors of (1) wishing to help classroom teachers allay anxieties related to ITV participation and (2) the dearth of studies on classroom.teachers' opinions and at- titudes toward ITV served to underscore the need for this par- ticular study. STATEMENT OF THE PROBLEM In light of the preceding statements, it can be con- cluded that unwantedvgaps exist in data pertinent to the use of ianchool television instruction.2 Realistically, it must be recognized that not every one of these gaps can be occluded in time to help school administrators pass serene and defini— tive judgments regarding the adoption of ITV program partici- pation. Unquestionably, progress has been and is being made to fill the more yawning gaps.\/Classromm teachers' opinions 1HL.H. Remmers, Introduction to 0 inion and Attitude ZMeasurement (New York: Harper Brothers, 19355. p. 1?. ZChapter II provides additional data to enhance this 'View. 10 and attitudes toward ITV programs is one of these. PURPOSES The signal purposes of this study then were: (1) to make a comparison study of anticipated and realized problems of selected classroom teachers receiving instructional tele- vision lessons, and (2) to identify, analyze and evaluate ex- istent problems in elementary school ITV programs in the Chan- nel 10 area. HYPOTHESES To set a matrix for this study, the following basic hypotheses were posited: 1. Classroom teachers who are inexperienced in ITV are apprehensive regarding it, and as a consequence, hold unfavorable attitudes to- ward ITV. 2. A year's (or more) experience with ITV by classroom teachers will significantly dim- inish their apprehensions relevant to it. 3. Teachers with greater experience (as class- room teachers) will manifest a more favor- able attitude toward ITV than teachers with less experience. A. Administrators hold more favorable attitudes toward ITV than do classroom teachers. Assumptions. It was assumed that classroom teachers' apprehensions concerning instructional television programs would be expressed by their negative attitudes toward these programs. If this assumption were proved true, then signifi- cantly more negative responses would be indicated by teachers 11 pro-ITV participation than post-ITV participation. LIMITATIONS OF THE STUDY’ This study restricted itself to the elementary school teachers and administrators whohad participated, or were about to participate in ITV programs beamed from WMSB-TV, Michigan State University's Channel 10 educational station. Elemen- tary school teachers of grades three through_six and elemen- tary school principals were the respondents to the two data- gathering questionnaires that were distributed in September, 1959 and June, 1960. Seven members of this group participated also in personal/interviews during the month of November, 1960. The only exceptions to the elementary level demarcation were eight administrators whose jurisdiction extended into second- ary schools. Curriculum directors, superintendents and coor- dinators comprised this latter group. DEFINITION OF TERMS ITV--denotes "in-school instructional tele- vision," that is, educational programs that are essentially prepared for and received by schools on all levels of instruction. Receiving teachere-pertains to that teach- er who is situated in a regular class- room and participates in ITV programs. Pre-ITV--refers to that period of time be- fore ITV programs are received. Post-ITV--refers to that period of time after participation in ITV programs. 12 Receiver--refers to what is commonly known as a "TV set.” ITV teacher (or instructor)--refers to the teacher who prepares and presents care- fully-prepared lessons, before the TV cameras, that are telecast into the classrooms. ETV--Educationa1 Television, which differs from ITV in that ETV programs are not aimed primarily for school consumption, but are beamed to the general public. ORGANIZATION OF THE STUDY This study was divided into five chapters. Chapter I Chapter II Chapter III Chapter IV Chapter V Bibliography Appendix Introduction Deals with the general nature of the problem, Michigan State University's "Classroom 10," importance and need of the study, statement of the problem, limitations of the study, def- inition of terms, and an outline of the or- ganization of the study. Review of Selected Literature Includes a review of related literature up to 1957. and describes several ITV projects and related literature post-1957. Plan and Procedure of the Study Describes the design of the study and proce- dures of constructing the questionnaires and personal interview outline, distributing the questionnaires, and describes the method for analyzing the data. Presentation and Analysis of Data Describes the repondent population, presents the results of questionnaires and interviews, and analyzes the responses to the open-end questions on both questionnaires. Summary, Conclusions and Recommendations Presents the summary of the study, observations on selected aspects of the study, and recomr mendations. CHAPTER II REVIEW OF SELECTED LITERATURE Introduction. For the sake of research, pertinent prob- lems are-~of necessity--frequent1y segmented into fractions for more minute and precise examination. Too often a hapless corollary of fragmentation throws out of focus one's perspec- tive of the over-all problem related to a particular field of endeavor. And so it is in education. In-school instructional television is but a fragment of the over-all problem.of teachers who earnestly strive to im- prove the quality of instruction by experimenting with new pedagogical approaches, techniques and technological tools. Effective and feasible--in our pragmatic society, they must be pragmatic, of course--e1ements of these educational trials are retained and incorporated as standard procedures; others are tried, found wanting, and abandoned. Teachers underwent exper- imental throes when radio, filmstrips, films, yes, and even writing were first introduced as aids to the transmission of knowledge. It is written that when the early Egyptians were developing the art of writing, many of the venerable elders decried such new-fangled notions as writing. They claimed that such "crutches" for the memory would eventually result in its atrophying, and thus should be scrupulously avoided. In reviewing the following studies in the field of in- 13 1h structional television, it is realized that this is an explo- ration of but one of many facets reflecting educationis unend~ ing development. This review of instructional television studies--through l956--will be drawn primarily from.Kumata's Inventory.1 Sup- ported by a grant from.the Institute of Communications Re- search at the University of Illinois, he has compiled what is considered to be the most authoritative and comprehensive sumr mary of pioneer research endeavors in instructional television.2 The Inventory succinctly outlines the aims, attitudes, method- ology and results of ITV efforts up to the time of its publi- cation, December 1, 1956. To comb through the literature for data already inimitably'compiled (for many are now unavail- able) by Kumata would indeed be an attempt at an unnecessary expenditure of time, effort and replication. Kumata's compi- lation, therefore, will be utilized as he no doubt intended it should: as a springboard from which further ITV explorations can be launched, compared, analyzed and evaluated. The post-1956 review of literature will rely mainly on 1Hideya Kumata, An Inventor of Instructional Televi- sion Research.(Ann Arbor, HicEIgan: Educational Television and Radio Center, December 1, 1956), 115 pp. 2Edward W. Bundy, An Experimental Study of the Relative Effectiveness of Television Presentational Techni ues and Con- ventional Classroom.Procedures in Promoting Initial Com rehen- sion of Basic Verb Form Conce ts in.Elementar S anish EPuE- lIshed ficctoraI dissertation, University of iIchigan, 1959), p. 38. 15 a host of individual reports of pertinent studies and experi- ments that was available. REVIEW OF SELECTED LITERATURE THROUGH 1956 For categorization of findings, Kumata posed a list of sixteen questions and answered them.by reference to specific studies. The questions per se disclosed the problem.areas that demanded attention and study in the field of ITV. The sixteen questions follow:1 1. Do students learn by television? 2. How do students taught by TV compare with those taught by other media? a. TV vs. regular classroom lecture. b. TV vs. in-studio classroom. c. TV vs. audio only. d. TV kinescopes vs. film. 3. What is the effect on retention of material learned through television? h. What methods of teaching in television are the most effective? 5. Under what audience conditions does learning by television seem effective? 6. Who learns best by television?' 7. How important is intercommunication or feedback? -8. What kinds of subject matter are best taught by television? 9. How are instructors chosen for TV teaching? 10. What are the attitudes toward learning by televi- sion? 1Kumata, Inventory..., pp. h-BO. 16 11. What do we know about audience size? 12. What is the composition of the audience for tele- courses? 13. What is the amount of viewing by the audience of telecourses? 1h. What is the best way to publicize television courses? 15. What are the most liked features of telecourses? 16. What tips on presentations do we have? Kumata.marshaled an array of seventy-one abstracted studies for his responses to the posed questions. (It may be noteworthy that only eleven of the seventy-one related to al- ementary school television experiences.) These studies were augmented from another compilation of 173 titles of books, reports, articles, etc., which were included in his Inventory. Ostensibly, classroom teachers' opinions and attitudes regarding ITV were not deemed of vital importance at the time Kumata compiled his study, for none of the sixteen questions bears on this topic exclusively. Question 10, "What are the attitudes toward learning by television?" pertains only to students' views of the medium, In the relatively rare in- stances when teachers' reactions and opinions gggg cited, they appeared as incidental and secondary appendages to main bodies of studies. The entire Inventory carried but ggg ex- ception to this)’ It listed a report by the Baltimore Public 1Teacher Reactions to Tyand Radio Programs Presented 19 2-19 Baltimore, Md.: Baltimore Public Schools, no date), c e y Kumata, Inventory..., p. A-28. 17 Schools that dealt entirely with teachers' reactions to TV and radio programs. Even though none of the sixteen questions indicated a direct relevancy to the prime thesis of this study, a careful . analysis of them suggested that five were indirectly related and hence warranted a brief review. The five questions were: 1. Do students learn by television? 2. Who learns best by television? 3. How important is intercommunication or "feedback"? h. What are the attitudes toward learning by televi- sion? 5. What tips on TV presentation do we have? Do students learn by television? An examination of the first question appears superfluous; and yet, it has been included as a component part of several studies. Belson reported that following the exposure to two ten- minute programs in a BBC information series, his sample of 250 subjects (adults) showed that 70 per cent had a "sufficient grasp of the full major point," and that 80 per cent had a "sufficient grasp of at least a useful part of the full major point." In another study by Belson, he cites significantly more learning of French words and phrases by an experimental group of 100 than.by a control group of 120 mombers. The ex- perimental subjects (adults) were exposed to four TV broad- casts dealing with useful words and phrases in French and in- formation about travel in France.1 IKumata, Inventory..., p. h. 18 Rock, Duva and Murray conducted an experiment in which 3000 Army Reservists were given a series of eight one-hour telecasts regarding different phases of Army division opera- tions under combat conditions. Their findings were that fol- lowing the telecasts, all officers and enlisted men attained higher scores on test questions than they did before the tele- casts.1 In a study that Stanley conducted in the San Diego, Cal- ifornia Public Schools, he reported that second and sixth- graders achieved a substantial increase in scores on a true- or-false test subsequent to their exposure to one of a series of in-school instructional television programs. Results were somewhat confounded, however, because two of the items on the test were not covered or not covered adequately during the program, that is, for the second-graders; and the test for the sixth-graders was apparently poorly coordinated with the pro- grams In general, learning was achieved on the items present- ed most vividly on the telecasts.2 Ulrich, working with forty classes of eighth-graders in Chicago, reported that ITV students did significantly better than a non-TV group in tests administered immediately after presentations and in a retention test given thirty days later.3 IIbid., p. h 2Ibld., p. u 31bid., p. u l9 Snyder, evaluating a course telecast over Pittsburgh's WQED for high school credit, reported that out of 337 tests given in English, algebra and World History, 71 per cent of the tests received a passing grade, and 29 per cent failed. Stu- dents who passed received official credit toward a high school diploma. He adds that thirty-one inmates of a penal institu- tion participated in the courses with eighteen completing the work and taking the tests. or the inmates who took the exam- inations, 95 per cent passed them successfully.1 At the University of Illinois, Taunenbaum found that "dentists exposed to TV or kinescopes scored significantly higher on an information test than a control group of den- tists."2 Judging on the general basis of the studies just cited, it would seem a reasonable corollary that students g2 learn by television--a phenomenon as yet contravened by no one. Who learns best by television? Many of the pioneer research studies that were done in this area were performed by the military forces. Three of the four studies cited by Kumata involved trainees of the United States Army and Navy. Using hOO Army basic trainees at Camp Gordon, Georgia, Kanner, Runyon and Desiderato have presented the staunchest evidence supporting the superiority of TV instruction for low 11bid., p. u. 2Ibld., p. 5. 20 aptitude students. Splitting the trainees into high and low aptitude subgroups, the investigators found that: a. No difference could be found between tele- vision and regular instruction on high-ap- 'titude groups. A possible explanation by the authors is that since high-aptitude people scored near the ceiling of the tests, there was little room for differences. b. Among low-aptitude groups, seven of the 17 tests showed no significant differences in comparison of mean scores. For 10 of the 17 tests, significant differences appeared. .In each instance, television was superior to regular instruction. In 195h, Boone ran a study at the United States Naval Academy at Annapolis. Using approximately 8&0 midshipmen-- divided into experimental and control groups-~he discovered that the ”poorer" men (based on pre-exposure scores on a prog- nostic test) performed at a higher level by TV instruction than regular classroom instruction.2 At the University of Toronto, Williams divided 108 under- graduates into high, low and average students according to academic rank. All were exposed to the same material via lec- ture, TV, radio and reading. After testing, it was found that "the same rank order for effectiveness of media found regardless of ability--TV was best, followed by radio, then by reading and then by in-studio exposure." Williams notes, 1J.H. Kanner, R.P. Runyon, and O. Desiderato, Television in Army Training: Evaluation of Television in Army Basic Train- ing Washington, D.C.: Human Resources Research 0 fice, The George Washington University, November, 195a). Abstracted by Kumata, Inventory..., p. 71. 2Kumata, Inventory..., p. 15. 21 however, that the low-ability group exposed to TV achieved as well as the average-ability radio group. He reports, finally, that the greatest difference was revealed in the high-ability group in which the TV subgroup was much superior to the read— ing and radio groups.1 Comparing sixty-one TV students and lBh non-TV students of Army Signal Corps trainees, Fritz et al. found that no sig- nificant differences existed between the two groups. For pur- poses of comparison, the groups were divided by their high and low aptitude and information scores.2 How important is intercommunication or "feedback"? Apparently only a few studies had dealt with this question directly, at least through 1956. Experimenting with various types of arrangements for TV courses at the Pennsylvania State University, the investiga- tors found that no significant differences emerged in achieve- ment between those students who‘hag recourse to two-way com- munication and to those who did not.3 In a study performed at Purdue University on closed- circuit telecasts of regular college courses, it was found that the provision of a two-way communication system between the students and instructor proved highly unsatisfactory. 11bid., p. 15, 21b1d.. p. 15. 3Ibid., p. 15. 22 The report failed to mention, however, why the "Talk-back" arrangement was considered as being extremely inadequate.1 Harshbarger and Becker designed a study at the State University of Iowa for the purpose of gauging student discus- sion in TV and non-TV classes. Eighty-two subjects partici- pated in the experiment. They were split into three groups—- two TV and one non-TV--and intercommunication arranged so that all three groups could hear each others' comments. Results indicated that non-TV classes showed a greater preference for discussion than the TV classes. Based on the number of indi- vidual student participations, twice as many non—TV students took part in discussions compared to TV students.2 Reverting back to the Fritz et a1. study, it recommends that two-way communication for TV classes be furnished only when deemed absolutely necessary. The authors assert that when "feedback" 33 provided, irrelevant and jejune questions are too often the result.3 This contention is-given further credence by the Rock, Duva and Murray study which reported that placing microphones for direct communication with the TV instructor was considered unsatisfactory because a lot of tri- vial questions were asked by the subjects.“ Citing the Kanner, Runyon and Desiderato study again-- 11b1d., p. 15. 21bid., p. 16. 31bid., p. 16. h1b1d., p. 16. 23 which also analyzed the type of questions asked in regular classes-~it concluded that if the instructor planned and pre- pared his presentations with proper attention, the majority of students' questions would be unnecessary.1 Kelly and Concad of New Jersey State Teachers' College conducted an experiment that attempted to substitute for "feed- back" in in-school TV instruction. Eleven different techniques were utilized for simulating intercommunication in TV lessons that were telecast to thirteen fifth-grade classrooms over a five-month period. The techniques used were: 1. Mind reading. Evidently a method by which a teacher anticipates the kinds of questions and answers pupils may raise. 2. Intercession. A method by which an interviewer is used to take the place of the pupils. 3. Panel of peers. The presence of a group of pupils in the program. u. Real people. An effect, the authors state, which comes of realizing that the persons on the screen in a teaching situation are real as opposed to "fictional" persons on regular television programs. 5. Emergent personality. The regular appearance of a teacher to establish familiarity so that a feeling of intercommunication can arise. 6. Disembodied voice. The use of an off-camera voice to ask questions. 7. Heckling. The establishment of rapport with the teacher by having a heckler either on or off-camera goading the teacher. 8. Roving eye. The swinging of cameras to simulate llbld., p. 16. 2h a visitor visiting the teacher's room. 9. Teacher's lap. Close-up shots. 10. Interlude. Breaking the program up so that viewers have a chance to raise questions with their own classroom teacher before continuing with television instruction. 11. Hog fattening. Instilling a competitive spirit by having interludes of classroom work after viewing a group of peers perform on the screen. 1 The authors concluded that a teacher with experience could develop operational empathy with TV pupils, particular- ly young ones, and could anticipate the types of questions that youngsters would raise. They thought the "Intercession" technique least productive as a substitute for "feedback.” The "Panel of peers" method was effective if the members of the panel were unrehearsed and spontaneous.g»r' Although "feedback" to the TV instructor is absent from a live audience, Wallen feels that sufficient "feedback" is produced by the studio technicians. He claims that the re- sponses of these people provide enough cues to enable hum to teach effectively.3 What are the attitudes toward learnipg by television? As previously noted, this question deals essentially with 11bid., p. 16. 20.A. Kelly and L.H. Concad, Report on Classroom.Te1e— vision (Montclair, N.J.: New Jersey State Teachers' College, 1955). Abstracted by Kumata, Inventory..., p. 75. 3R.W. Wallen, "Teachin Psychology by Television," School & Societ , LXXV (1952?. Abstracted by Kumata, Inven- tory..., pp. IlI-llZ. 25 students' attitudes. Kumata observes that the studies bearing on this question should be ”interpreted with extreme caution. He points out that in the majority of cases, subjects were re- quested to compare TV courses with others they have taken. Moreover, the results of the immediate TV instruction experi- ence may have an effect culminating in higher ratings favor- ing ITV. And then, in many cases questions designed to elicit attitudes toward ITV were limited to one or two and included as a.minor item to the principal part of the study.2 Interestingly, of the thirteen studies summarized in the Inventory on this topic, only‘ppg deals with the elemen- tary school. In a study with ROTC students, Allen reported that ma- terial presented on TV was about as easy to learn as that re- ceived in normal classroom situations. More specifically, thirty-one out of fifty-three students felt the subject mat- ter was as easy on TV as in the classroom; eleven students indicated that TV learning was easy or very easy; conversely, another eleven reported learning by TV was difficult. Come paring interest of programs and presentations, forty-five of fifty-three indicated that TV lessons were about the same or 3 more interesting than related training programs. 1Kumata, Inventory..., p. 18. 2;b1d.. p. 18. 3;tld., p. 19. «1 . 26 Working with undergraduates at Pennsylvania State Uni- versity, Carpenter and Greenhill found: A majority of the students exposed to TV thought they were learning about the same or a little less through television. There were no significant dif- ferences in achievement test scores between TV and non-TV groups. When students who took general psy- chology ranked psychology with other courses in terms of contributions to their own educational ad- vancement and their liking of psychology, those who had received the standard lecture rate? psychology significantly higher than TV students. In another psychology course study, Evans reported that when students were asked if they would again enroll for a TV course, 70 per cent responded in the affirmative, 13 per cent No, and 16 per cent Undecided. Those who responded No or Undecided were asked why they did so. A precis of their comments typifies the more frequent reasons given:2 // (1) that TV instruction allows no questions by students; (2) that various technical difficulties in transmission, reception and production inter- fere with learning; and (3) that interruptions from other viewers or other sources interfered with learning. Citing another Rock, Duva and Murray study, Kumata re-“ ported that 80 per cent (of 3000 Army Reservists) of students who participated in a televised course thought the presenta- tions "interesting" or "very interesting." When asked to in- dicate a preference for TV or conventional instruction, 75 per 11bid., p. 19. 2R.I. Evans, "An Examination of Students' Attitudes Toward Television as a Medium.of Instruction in a Psychology Course,” Journal of A lied Ps cholo , XL (1956). Abstracted by Kumata, Inventory..., p. E9. 27 cent of the reservists preferred the former.1 A strikingly suggestive result was found by Parsons in a study conducted at the University of Michigan. From among three types of presentations--correspondence, TV and regular c1assroom--students were requested to indicate their prefer- ence. "A highly significant correlation was found between pre- ference and the mode of instruction to which subjects were ex- posed."2 In other words, TV students preferred TV, conven- tional classroom students preferred that type of presentations, and those who took correspondence courses preferred correspond- ence courses. A possible explanation for the high correlation may be due to factors ppppg than the felt effectiveness of the media judged. For example, a correspondence student may be enrolled in that course, not because he feels it is preferred and a more effective medium, but that circumstances preclude his attendance at a regular classroom course.3 Studies dealing with preferences of length of instruc- tional television programs tend to report that students pre- ferred time lengths to which they had been already accustomed. Allen found that Army Reservists preferred one-hour TV courses: h and, the courses which they had taken were one-hour long. 1Kumata, Inventory..., p. 19. 21bid., p. 19. 3Exp1anation advanced by this investigator. hKumata, Inventory..., p. 20. 28 At San Francisco City College, students had been exposed to thirty-minute courses and they indicated a preference for that .length. Furthermore, they preferred the day of the week and the same time slot for the telecasting of this course.1 In the only study cited that related to elementary schools, Gable found that Philadelphia school teachers indi- cated a preference for fifteen-minute sessions for primary pupils and thirty-minute periods for elementary and secondary students.2 What tips on TV,presentatist do we have? 0f the five studies abstracted by Kumata on this question, only two could be considered germane to this study. After conducting experiments with Army trainees, Fritz recommends that not more than twenty persons should share one TV receiver.3 As his study was done with adults, it would seem that probably more elementary school pupils than adult viewers could comfortably share one TV receiver. Gable reported that Philadelphia teachers preferred 21" television screens for in-school viewing; and that telecasts should be received in a classroom, not in an auditorium.“ —_ 11b1d., p. 20. 21bid., p. 20. 3Ibid., p. 27. h1b1d.. p. 27. 29 REVIEW OF SELECTED LITERATURE--POST-l956 0f the studies just reviewed, none has attained the comparatively venerable age of a decade, and yet they are held to be "ancient history” in the field of television education: for the literature that is published relevant to TV instruction has an incredible rate of becoming obsolescent. Moreover, the body of literature seems to multiply at a geometric rate with each succeeding year. This phenomenon, of course, merely re- flects the tremendous interest manifested in teaching and learning by the television medimm. This second section of the survey of related literature will address itself largely to studies and reports that were made in elementary education from.l957 to 1960, although a few earlier works will be touched upon. The Ford Foundation, through its Fund for the Advance— ment of Education, took an early lead in the possibilities of television in helping to meet salient educational needs, and especially the problem presented by the rapidly expanding school population and dire sh rtage of competent teachers. During the past five years, more than ten million dollars have been provided by the Fund and Foundation for more than fifty different experiments at the school and college level involv- . ing the use of television as a tool of instruction.1 Each 1John J. Scanlon, "The Expanding Role of Television in American Education,” The Journal of Educational Sociology, XXXII (Hay. 1959). p. . 30 of these experiments was designed in the earnest hope of dis- covering untried channels of exploration in which television might be used for enhancing the quality of education. Several of these experiments will now be reviewed with some detail. The Pittsburgp Experiment. In the fall of 1955. the Pittsburgh Public Schools--supported by a grant from the Ford Foundation--started an ITV project for the purpose of illumi- nating many unknown factors relating to television instruction. Television lessons were planned and beamed into many Pitts- burgh schools over station WQED, the first and oldest community educational television station of the twenty-two now operating. For the first time in the world and under careful observation of educators, a year-long television teaching project was under- taken by station WQED. In addition to the Pittsburgh schools, many surrounding counties, independent school districts and parochial schools participated wholeheartedly in.this pioneer- ing project.1 Many months of preparation and planning were done be- fore the first TV lesson was conducted in September, 1955. Teachers, administrators, PTA members and parents were involved in the planning stage. School officials invited the parents of fifth-grade children to a meeting outlining the TV project. Parents were given an option at this meeting to elect tele- lTeaching by Television (Pittsburgh, Pa.: Pittsburgh Educational Station'WQED, no date), p. 1. 31 vision teaching or conventional methods. They chose televi- sion.1 Three subjects were chosen for this initial undertaking of TV teaching: fifth-grade reading, arithmetic and French-- all on the same grade level and to the same children. These subjects were telecast five days each week for the entire year. In reading and arithmetic, the TV teacher from WQED taught for twenty-five minutes; the classroom teacher used five minutes before the start of the program for preparation, and ten minutes following the telecast for the follow-up. TV lessons in French lasted twenty minutes, with most classes choosing to lay aside time for drill work, which, incidentally, was not required.2 By the end of the school year, 521 lessons were tele- cast in the three subjects to a total of 5h? pupils who com- pleted the courses. Attrition eliminated about ninety pupils through transfers, illness and similar normal causes. Subsequent to the first few weeks of telecasting, many of the unknown factors pertaining to TV teaching began to clarify themselves. The children accepted TV teaching nor- mally and smoothly; they related themselves easily to the TV teacher, followed her directions, answered questions and called her by name. Each child seemed to feel that the teacher was 11h1d.. p. u. 2Ihld., p. 7. 32 addressing herself directly to him alone, and as a result, a great degree of intimacy was developed between the pupil and teacher. The children experienced this feeling first, with the TV teachers voicing concern for want of contact and "feed- back" from.a classroom of live pupils. {At the end of the year, however, the TV teachers indicated a.high degree of personal satisfaction they had attained with the unseen children who made up their classes.1 Early in the school year, it was concluded that the interest of the pupils was not derivable from the novelty of TV teaching; for interest was maintained, and perhaps may have increased, as the lessons progressed. Teachers reported no disciplinary problems while the TV lessons were received. On occasions when the teacher was not present in the class, the children would turn on the set and begin the lesson just as if the teacher were present.2 It was found that fathers and mothers were viewing the televised programs, watching how and what the children were being taught, and perhaps preparing to assist with homework. In conjunction with this practice, Dr. Earl A. Dimmick, superintendent of the Pittsburgh Public Schools, observed: The fact that these parents are following the education of their children more systematically than before is an interesting phenomenon, a sobering one, 11bid., p. 7. 2Ibld., p. 7. 33 and, in my judgment, one that is good for the schools and for the homes. Limitations of TV teaching too became evident following several weeks of telecasting. The design and arrangement of the classrooms were not suitable for TV teaching, for lighting, ventilation and seating frequently were incapable of being arranged for optimum reception of the lessons. Good reception did not obtain uniformly in every school. Charts, blackboards and similar visual aids appeared distinctly in some schools and indistinctly in others. The number of words that could be seen on the TV screen and still be visible from the back of the classroom did not exceed ten. The report does not comment on the pupils' inability to ask questions directly of the TV teachers. Perhaps it was not thought a problem.by the Pitts- burgh teachers; at least, during that first year of experi- mentation.2 In regard to achievement results at the end of the first year's experiment, Dr. Dimmick said: I am gratified with the results achieved...We had given standardized tests in May of 195k and 1955 to the same classes which later participated in the Demonstration. We then gave the tests to the classes in May, 1956. Thus the 3rd and hth grade growths were obtained under traditional teaching methods, while the 5th grade growth was obtained from.the Tele- visionBTeaching Demonstration. The results appear below: 11b1d., p. 8. 2lbld.. p. 9. 31b1d.. p. 11. 3h * Median Annual Growth in Reading Grade School A School B School C Third .9 1.2 1.0 Fourth 1.6 .9 1.1 Fifth 2.3 1.9 l.u Median Annual Growth in Arithmetic Grade School A School B School C Third 1.3 1.2 .6 Fourth .6 1.2 .8 Fifth 2.1 1.6 l.h *1.0 indicates normal growth in a year of time. The Pittsburgh experiment was repeated in the follow- ing year--1956-1957--and not one of the original twenty school districts withdrew. Another subject, social studies, was added that second year, and a more varied group of classrooms took part, apropos of the experimental nature of the project. A progressive school, a rural school and city schools with a more extensive mixture of pupils participated.1 Again in expanded form, the experiment continued in the third year with sixth grade reading, seventh grade Eng- lish, and ninth grade general science added. In 1958-59 sev- en courses, including Russian, were telecast. Within the reach of WQED's transmitting power, more than 30,000 students in 351 public schools and several thousand parochial school students took part in one or more of these courses.2 1Teachin b Television (New Ybrk: Ford Foundation, Office of Reports, 77 Madison Ave., May, 1959). P. 37. 21b1de, pe 37c 35 — The St. Louis Experiment. Again under a grant from The Fund for the Advancement of Education, the St. Louis, Missouri Public Schools launched an ITV program which began on February 8, 1956 and continued through June 6, 1956. This rather bold study was designed to test the hypothesis that it was possible to teach large groups of students effectively by the use of television alone. Subjects selected for study were ninth grade general science, ninth grade English composition and second grade spelling. A unique--at that time-~aspect of the experi- ment was that instruction was to be given to large groups of pupils (up to 150 in number) by means of television alone, without‘ppy supplementary teaching of the receiving groups.1 For the science and English courses, TV instruction'. continued for one semester only, thirty minutes per day, five days per week. Pupils who received spelling telecasts partic- ipated for two semesters, twenty minutes per day, five days a week. Two public high schools and three public elementary schools in St. Louis took part in the experiment. Control groups were set up for the purpose of measuring and compar- ing achievement results with that of the ITV groups. Stu- dents in television courses were required to take notes, re- fer to their texts and take short quizzes and examinations. In some instances, even home work assignments were required.2 1Earl G. Herminghaus, An Investigation of Television Teaching (St. Louis, Mo.: St. Louis Public Schools, February, spoz 2Ibld., p. S. 36 It was thought that an inherent weakness of television teaching was lack of pupil-teacher interaction. In order to at least partially compensate for this deemed imperfection, every effort was made to stimulate pupil involvement in the lessons. Too, "feedback" was provided by daily reports from the receiving teachers to the TV teachers. The reports were mailed immediately after the lessons and reached the TV teach- ers the following morning, before the subsequent lesson was telecast. Such items as test results, absentees, assigned work, student interest, clarity of assignments and the like . were covered by the daily reports.1 The TV teachers consid- ered this information decidedly valuable to them, and were particularly appreciative of the detailed comments that many of the classroom teachers added to the reports. In comparing the achievements of the control and ex- perimental groups, it was found that in English composition the television students, grouped in large classes, did as well as, and sometimes a little better, than the non-TV students; in the science courses, TV students did slightly better than conventional classes; and in the second grade spelling classes, achievement was equal between the groups tested on a second- grade level. It was noted, though, that the spelling control group made a significantly greater gain than the TV group on a test designed to measure spelling ability of pupils classi- 11b1d., p. 7. 37 fied‘pppyp the second-grade level. The explanation that was given for this difference: "Normal classroom.instruction re- sulted in greater learning of words above the level of grade placement of the group (second grade) than was true of the experimental group."1 Of course, future utilization of television for instruc- tional purposes could not be made on the basis of this one experiment, involving but three courses. Much experimentation in the use of TV for particular teaching tasks had to be done before its full potential is approached and finally realized. What was the reaction of St. Louis teachers, principals and students to this study? Subjective data were elicited from.letters and questionnaires that were submitted for eval- uation. As could be anticipated, teachers saw both advantages and shortcomings in ITV. Most frequent favorable comments were madein regard to the freedom and flexibility of the medi- um in its presentation of content. 0n the other hand, they thought that the most egregious disadvantage lay in the in- ability of TV to meet individual needs of students, and the unsatisfactory physical conditions immanent in the large-group nature of the classes. School principals, in general, con- “ curred with the observations of the teachers.2 As for the students, meet did not react favorably to 1Ib1d., p. 60. 21bid., p. at. 38 the TV lessons. Over half of them indicated that they would have learned more in a conventionally-conducted classroom (notwithstanding their gain in achievement equalling that of the control group). Many said that they felt the TV course was less interesting than being in a regular class, and that they missed taking part in class discussions and asking ques- tions directly of the teacher.1 The Philadelphia Experiment. The Philadelphia Public Schools have been engaged in instructional television for over a decade. ”The uninterrupted cooperation that the schools have received from the commercial stations WFIL and WFIL-TV for 16 and eleven years respectively is a record which is unique and ‘unmatched."2 During that period virtually every subject in the curriculum.had been telecast to the schools at one time or another, to every grade from kindergarten through twelfth grade. A good deal of the enrichment programs for the schools is pro- vided by radio. Schools received such programs by radio as, ”What's News” for grades h-6; "Radioland Express," dramatized stories for grades 1-3; "Miracle of America," presented his- tory and current affairs in dramatic form: and, "Three to Make Music," a music appreciation course.3 1Ibid., p. A6. 2Division of Radio-Television Education Annual Re ort (Philadelphia, Pa.: Philadelphia Public Schools, June, 1953- Augusts 1959), P0 1- 3Ib1d., p. 2. 39 Enrichment programs presented once a week and programs which present the major part of a course several times per week were beamed regularly from.two TV stations: WFIL-TV, a commercial station, and WHYY‘TV, the educational UHF station. In 1957, the Philadelphia Public Schools began partici- pating in a national experiment for teaching large classes by TV. This experiment was sponsored by the Fund for the Advance- ment of Education. Classes from 150 to 300 pupils were sched- uled in ineschool TV in nine schools during 1957-58, and in fifteen schools the following year. Both elementary and sec- ondary schools participated in the experiment. Elementary school courses included fifth-grade social studies and science, and four sixth-grade language arts courses.1 At the end of the second year of experimentation, i.e., 1959, in teaching large classes by TV, standardized tests and teachers' opinions indicated that:2 l. The majority of pupils learned as effectively by TV in large classes as in standard classes. Pupils' achievement improved significantly in TV classes in subjects included in the experi- ment during both years. 2. Learning and teaching improved as pupils became accustomed to the large class situation and teachers acquired competence, skills and con- fidence in large class technique. 3. TV will not supplant teachers. The classroom teacher is an integral and important part of 11b1d., p. u. 21bid., p. 7. A. no the plan. His or her skill, competence, en- thusiasm and ingenuity determine to a large degree the quality of learning as well as at- titude of pupils and parents toward'the large class. Time equivalent to eight and one-half full time teachers was saved this year. This was used for advanced work with gifted pupils, remedial work with slow pupils or extra supervision. These additional services were made possible by the experiment. There are indications that variations of the experiment pattern will be continued after the projects terminate. Principals of seven schools not in the experiment requested and were granted additional TV receivers to per- mit the scheduling of classes to receive the junior high school mathematics and science TV lessons next year, (i.e., 1959-60). The problem raised most frequently by teachers was that of providing for different levels of abilities within and among widely varying schools within one TV course. There was agreement that very slow pupils, who do not concentrate and who are restless and sometimes disturbed, should not be placed in large classes. Teachers' opinions differ on the achievement of slower and bright pupils in the TV classes. Discussion of the problem led to four suggested alternatives for further exploration: (a) An intensive study to discover tech- niques of maximum effectiveness to provide for individual differences in large classes. Several teachers in- dicated that more should and can be done to overcome the difficulties in this important aspect of the experi- ment. (b) The placing of pupils of all abilities except the very slow in the large class- es to receive the TV lessons, but in homogeneous ability groupings in standard-sized classes for the fol— low-up periods. (c) The scheduling of only average pu- pils in large TV classes; and plac- ing the bright and slower learners in separate, small classes made pos- sible by teacher time released. (d) A division of pupils in the large classes into two tracks on the ba- sis of ability--one more rapid than the other. This would require two TV courses of the same subject, one more advanced.than the other. The arrangement would be.consistent with the multiple track organization now in operation in some school systems. 7. The second year of the experiment re-emphasized the serious need for proper classroom space in which to conduct large classes. Learnings were satisfactory in auditoriums, but teachers and pupils said that greater effort was required to overcome the lack of desks and difficult acous- tical conditions. Where classes were moved from auditoriums to large classrooms during the second year, there was improvement in adjust- ment and attitudes. 8. There still is need for improved testing pro- cedures in large classes to evaluate pupil . achievement regularly, quickly, accurately and efficiently. 9. With forty-five minute periods in Philadelphia Schools, teachers prefer three TV lessons and two periods in regular-sized rooms per week in order to POPEit adoQuate time for follow-up, answering qpestions, testing, and laboratory experience. Some general observations that were compiled by Martha Gable, Director of Radio-Television Education of the Philadel- phia Public Schools, regarding in-school television programs are noteworthy:2 11bid., p. 8. . 21bid., p. 6. 1,2 Children remember with surprising accuracy the material presented on television. Children want to know more of the meanings, spell- ing and pronunciation of words they hear on the pro- grams, and the new words concerning television it- self. Librarians and teachers continue to report that many children are stimulated to seek out reading material on.subjects or stories presented. Supervisors and directors of special subjects are delighted with the rapidity with which new procedures and techniques become general practice through the television and radio demonstrations. In-service courses for teachers present tremendous possibilities for the improvement of instruction. Teachers report that, in general, children in grades one to three respond better to a lS-minute pro- gram. However, the opinion seems to be developing that the length of the program.should be determined by the difficulty of the material and concentration required to absorb it, and the general ability of the groups for which the telecasts are planned. Programs now are 15, 20, 25, and 30 minutes for varying reasons. Teachers of pupils who are homebound or in hospi- tals report that the programs serve not only as a rich source of information, but that the isolated child feels a bond with his classmates in school as he re- ceives the same lessons that they are receiving via television and radio. Teachers and principals who teach slow learners report that such pupils acquire through television some of the facts and skills which they cannot learn through reading and which they are not interested in acquiring through other avenues. The lack of color in television in no way limits the creative variations developed by children in classroom utilization of programs. Several schools have regular exhibitions of work produced by children as a result of the telecasts. The amount, variety, originality, color and quality are amazing. In a relatively recent article, Miss Gable--who now has amassed eleven consecutive years of invaluable experience 1+3 in lTV--sets down several strikingly pertinent declarations relative to in-school instructional television:1 The use of TV in education is not a cheaper form of education. When it is used to provide better and extra service, with superior teaching materials combined with the use of the most effective personnel, it is not less expensive. Any improvement of service in the past has cost money. The same is true of TV. The claim that it will save money in most school systems is misleading. Comparisons of TV teaching with traditional teaching ' frequently are made with assumptions of ideal conditions in the latter. Rather, the comparisons should be made with conditions as they exist in many schools through- out the country. It is important that teacher training institutions prepare teachers of the future to understand the tech- niques of utilization of this new medium, both for themselves and for the pupils they will teach. Perhaps one of the great contributions of TV is its making possible the sharing of talents of uncommon men to make common men uncommon. The preceding resume of three specific in-school tele- vision experiments typifies the kind of work that has been done in that field. Of course, this is but an infinitesimal portion of the experimentation that is in actual progress. In addition to the forty-seven educational television stations now on the air, about 700 closed-circuit stations are also operating all over the country. Colleges, universities, the United States Army and various industries are making use of the new medium of communication.2 1Martha A. Gable, "Some Benefits and Problems of School TV," National Association of Educational Broadcasters Journal (November, 19 9 , p. l . 2Scanlon, "The Expanding Role...," p. 389. uh Desiring to encourage even further experimentation in in-school television programming, The Fund initiated in 1957 The National Program in the Use of Television in the Public Schools, a nation-wide project embracing nearly h0,000 students in more than 200 elementary and secondary schools. Its main emphasis is testing large TV classes. The public school sys- tems of Atlanta; Dade County (Miami), Florida: Detroit; Jeffer- son County, Kentucky: Milwaukee; Norfolk; Oklahoma City: Phil- adelphia; and Wichita, as well as scores of other school sys- tems in Nebraska, North Carolina and Oklahoma participated in the first year of the project.1 An evaluating committee, headed by Herold C. Hunt, Eliot Professor of Education at the Harvard Graduate School of Education, was charged with the responsibility of apprais- ing the "Program's" first year of operation. Realizing that testing and statistical procedures varied widely among the various school systems, the evaluating committee based its results only on comparisons in the TV and control classes that had been equated on the basis of scholastic aptitude and pre- test, or in which differences between TV and non-TV classes had been taken into legitimate account. The results clearly showed that students who received part of their instruction over TV in large classes did as well as--and in many cases significantly better than--students 1Teaching by Television, Ford Foundation..., p. as. #5 who were taught by regular techniques in small classes.1 One hundred ten comparisons were made: sixty-eight favored the TV students and forty—two the non-TV students. There were thirty- eight cases where the difference in achievement was statisti- cally significant; twenty-nine of these were in favor of the TV classes, and nine favored the non-TV groups.2 The committee noted many other favorable results; for example: The use of TV as a medium.of instruction in many cases brought about a re-thinking of the curriculum.and course objectives. By bringing superior teaching to the attention of a great many classroom teachers, TV proved to be a valuable means of improving the in-service training of teachers. Much to the surprise of some observers, school li- brarians reported that the TV students--stimulated by provocative teaching--were making more extensive use of the library than other students. \//Severa1 school systems reported substantial savings in teaching positions and in classroom.space--with no sacrifice of quality. Dade County, for example, saved , the equivalent of twenty-seven teaching positions andv// twenty-nine classrooms. In other cities, the teacher time saved by the use of television in large classes made it possible to provide much more individualized instruction for slow learners and rapid learners. Tardiness and absences fell off sharply among stu- dents in TV classes. - Except in a few isolated cases, discipline was not a problem.in the large classes.3 ;Ilbid., p. Sh. 21bid., p. Sh. 3Ihid., p. 56. 116 It is understandable that many problems were encountered in the first year of experimentation by the "Program." The evaluating committee cited the following as the most insoluble as the Program entered its second year: Inadequate facilities for large classes. Audito- riums and cafeterias were found unsatisfactory. Finding, recruiting and training studio teachers. Training classroom.teachers in the techniques of large classes, particularly in the techniques of eliciting student participation. Students, too, need to learn the techniques of learning in a large-class situation. Much remains to be learned about the nature of student partici- pation and the various forms it can take. Integrating the telecast part of the lesson and the classroom follow-up into a unified, meaningful whole. Reorganizing the curriculum to take maximum ad- vantage of TV as a teaching tool. Adapting the new techniques of teaching by TV to the varying abilities of the students. Scheduling, with respect to the time of the day the lesson is telecast and also with respect to the duration of the telecast and its place in the class period. Finally, there is the never-ending problem of qual- ity. TV is neutral as a conveyer of ideas;§concepts and information. Quality of output can only be as good as the quality of the input. A mediocre teach- er on TV communicates her mediocrity to a much widir audience than a mediocre teacher in the classroom. Selected stgdies on teachers' attitudes. As stated earlier in this study, very few research problems have focused 11bid., p. 58. 1+7 exclusively on assessing classroom teachers' opinions, atti- tudes and reactions toward in—school instructional television. programs. Now three will be reviewed briefly. Kumata's Inventory listed one title regarding this aspect of ITV: Teacher Reaction to TV and Radio Programs Presented 1252-125}.1 Teachers of twenty-one Baltimore Pub- lic Schools were asked to react to thirteen programs, both in- school and public relations, that were conducted in that city. It was reported that the teachers' majority reactions were favorable to each of the thirteen programs included in this survey. ETV Station.KQED in San Francisco conducted a survey of 1,210 teachers to evaluate its first year of in-school TV instruction. The most significant aspect of the survey re- vealed that 95 per cent of the teachers contacted agreed_to continued ITV participation. And this position.was indicated despite widespread administrative apathy among the participat- ing school districts. Another interesting result showed that over 60 per cent of the teachers felt that the above-average students benefited most from TV instruction. Only a third of the teachers thought that the average students were the prime beneficiaries. The survey concluded that ITV's outstanding contributions to regular school programs were: "Furnishing otherwise unavailable illustrative materials, introducing new lKumata, Inventory..., p. A-28 u8 concepts and permitting the use of outstanding teachers before many classes at one time."1 During the 1958-1959 school year, the Cincinnati, Ohio Public Schools participated in an experiment on in-school in- structional television. Sixth-grade science, seventh—grade mathematics and ninth-grade biology courses were taught via television. At the end of the school year, two staff members of the schools, James N. Jacobs and Joan Bollenbacher, pre- pared and administered a nineteen-item questionnaire assaying the opinions and attitudes of the teachers who took part in the experiment. Twenty-eight questionnaires were sent to class- room teachers who had received the telecast programs. Twenty- six questionnaires were returned. Subsequent to an analysis of the returned questionnaires, the following conclusions were presented: Most teachers feel that instructional television is an asset to education, although reaction is evenly di- vided as to whether they would be willing to engage another class in television and whether they receive personal satisfaction in television classes that they do in regular classes. About half the teachers feel that a similar degree of comprehensiveness of instruction can be achieved in the conventional classroom as compared to the televi- sion instruction. Almost all the teachers felt that the quality of television instruction was high and that they obtained and were applying many good ideas regarding teaching methods. 1RCA Educational TV News (Camden, N.J.: Radio Corpora- tion of America, January, 1960), p. l. 1&9 Teachers are evenly divided as to whether they feel students are learning as much by television as they should, but they do not feel the articulation on the television lesson and the classroom portion of instruc- tion is a serious problem. They do believe that the effectiveness of television instruction depends upon the course being televised. In the teachers' judgment, pupils viewing television do not tend to be restless. Teachers find that subjects taught by television result in a teaching load equal to or greater than the normal load incurred in the conventional classroom. Most teachers do not believe that television in- struction will lead to a regimentation and curriculum rigidity. No teacher felt that instructional televi- sion would threaten his job.1 Arnold Perry, Dean of the School of Education at the University of North Carolina, recently completed a thirty- month visitation and observation trip. He visited and ob- served the reception of TV lessons in thirty-seven of the large classes in the National Program in the use of Television and twelve additional classes in Hagerstown and other cities in which ITV programs were conducted. One of his most cogent comments regarding this rich experience of observations was: "The most frequent argument used against teaching by TV is that it is 'one-way' communication, that students do not have an opportunity to ask questions and make comments as the lesson proceeds."2 1James N. Jacobs and Joan Bollenbacher, "Teacher and Pupil Opinions of Instructional Television," Bulletin of the National Association of SecondarygSchool Princ pa g, (March, I930), pp. 7I-75. 2Arnold Perry, "Teaching by Television in Today's Schools," The Educational Forum, XXIV (May, 1960), p. 392. 50 The television medium is a complex instrument. The studies just reviewed definitely show that many problems still remain unsolved in ITV. Only continued experimentation coupled with careful research and analysis will help dissolve many of the problems now inhibiting the effectiveness of some phases of instructional television teaching. A keener and greater awareness of teachers' attitudes toward ITV-~an awareness minutely reflected in the current literature-~should help shed more light upon these problems. CHAPTER III THE METHODOLOGY - Selecting an approach. Once the problem of the study was outlined, it was necessary to design a procedure by which it could best be attacked. One of the fundamental steps of the problem was to obtain the opinions and attitudes of as many ITVipsrticipating classroom teachers and school adminis- trators as possible within the Channel 10 area. To achieve this end, several possible techniques were carefully examined; and the normative-survey method ultimately chosen as being ideally fitted for the purposes of this investigation. Re- garding this method, Good, 23.21. point out: Values of normative-survey data...may aid in solving practical problems, it may be said that this kind of data will probably be more highly regarded by the ad- ministrator in helping him solve practical problems than are the principles and laws growing out of ex- perimentation in the laboratory. They add further that: ...Normative-survey method may reveal practices or conditions which are well above average, representing advanced thinking and administration; the method is also helpful because it tends to focus attention on needs that might otherwise remain unobserved...norma- tive method may call attention to current trends and permit people to evaluate and di ect these new tend- encies which are taking shape... lCarter V. Good, A.S. Barr and Douglas E. Scates, The Methodolo of Educational Research (New York: Appleton- Century-Crofts, Inc., 19KI), p. 291. 21bid., p. 292. 51 52 A second fundampntal step of the problem.was to make a comparison study of teachers' and administrators' attitudes over an extended period of time. For this purpose, the "panel" was chosen as being the most preferred. Zeisel defines a panel as a group of people from.whom data are obtained on two or more occasions over an extended period of time. He says: The panel is thus undoubtedly a superior tool when we study attitudes or behavior...It may be successfully used in investigating changing patterns of purchasing habits, radio listening, or political attitudes or any other social process. And it is undoubtedly a better tool of analysis than thi simple probing into memory in one single interview. One final point of Zeisel's is stressed: In most cases an observed change in a panel will be of higher statistical significance than a change of equal size observed in repeated cross-Sections that equal the panel in size and structure. One of the basic techniques utilizqd in the normative- survey method involves the use of the questionnaire. Because the potential subjects of this study were scattered over a relatively extensive area, the questionnaire seemed the most feasible mode of securing responses to certain queries perti- nent to the study. Generally, questions on questionnaires are of a factual nature, but may however, "...ask for opinions, and it (questionnaire) may be used to afford an insight into the attitudes of a group. In fact, there is no sharp dividing 1Hans Zeisel, Say It With Figpres (New York: Harper Brothers, l9h7): P. 213. 21bid., p. 215. 53 line between a questionnaire and a test, though they differ significantly in their common forms."1 For the intent of this study, it was necessary to pre- pare two questionnaires; a structured interview outline was also prepared for a few but intensive personal interviews. Preparation of the first Questionnaire. Discussions with classroom teachers, administrators and an examination of the literature had already provided the data that was to be included in the questionnaires. At the same time, it was realized that the phrasipg of questions would prove to be of vital importance, if the responses were to have any validity 3 whatever. Accordingly, Good, pplglpz and Payne were used as basic references for guidance in the wording of the questions. The first draft of the questionnaire was composed and submitted to members of the investigator's doctoral committee for evaluation. Several emendations and modifications were incorporated into a revised draft. The second draft was ap- proved for pro-testing with six classroom teachers and four school administrators who had had experience with in-school instructional television. Again, minor changes and suggestions were noted and incorporated into a third draft of the question- 1Good, Barr and Scates, The Methodology..., p. 325. 21bid., p. 337-3uu. 3Stanley L. Payne, The Art of Askipg Questions (New Jersey: Princeton University Press, 19 l , pp. -12 . SA _ naire, which, along with an introduction to the questionnaire, was approved by members of the doctoral committee for distri- bution. Two different introductions were prepared: one was addressed to those teachers and administrators who had already participated in ITV programs; and the second, to those who were about to take part in ITV for the‘first time. The ques- tions themselves, thirty-two on the first questionnaire, were precisely the same for each group on the initial distribution. (Appendix A) Approximately 325 questionnaires, each accompanied with a self-addressed and stamped envelope, were sent in the first week of September, 1959 directly to administrative heads of school systems encompassed by the Channel 10 area. 'However, the questionnaires were sent only to those systems that were known to have participated, or were about to participate for the first time in the ITV programs. Notwithstanding the in- troductions to the questionnaires, separate letters were also sent to these administrators reiterating the intent of the study and soliciting cooperation in the distribution of the questionnaires to the proper teachers and administrators. The questionnaires were sent directly to administrative heads because in a study on "questionnaires returned," See1 discovered that a greater proportion of returns was obtained when the original request was sent to an administrative head 1Harold w. See, "Send It To The President," Phi Delta Ka an, XXXVIII (January, 1957). p. 130. 55 of an organization, rather than directly to the person who had the desired information. Of the 325 questionnaires distributed, 265 or 81.5 per cent were returned. That so many educators responded was deeply gratifying; but no less than it would be expected of earnest and conscientious members who are on the whole anxious to be helpful and cooperative in the name of the teaching profession. Dividipg the respondents. In order that the data of the study could be submitted to a more comprehensive treatment and analysis, it was decided to divide the participants into several subgroups. The two main divisionsY/of course, were teachers and administrators. These were subdivided into "Ex- perienced with ITV" and "Non-experienced with ITV" groups. One additional subdivision.was made on the basis of over-all teaching experience: groups of five years or less in the teach- ing profession, and groups with.pyg£ five years of experience. Obviously, this grouping offered a considerably wider gamut of comparisons for the analysis of data. The various subgroups could be compared with each other, and each subgroup against the total data. Method of analyzipg the data. Two approaches were used in the treatment of the data. In the first, the responses have been dealt with through the frequency counts which were then converted into percentages. On the basis of these data it was possible to discern significant attitudes and opinions, and then later to compare them with data educed from the 56 second questionnaire. The second approach was designed more specifically to test Hypothesis 1, which stated that a year's experience with ITV would diminish classroom teachers' appre- hensions toward it. Key questions on the questionnaires were designed to indicate positive, negative or neutral attitudes toward ITV. The responses to the questions were weighted on a five-point scale rather than a three-point scale, for some questions provided for two intermediate degrees of attitude expression. (Appendix D) The last question on each questionnaire was a combina- tion "structured" and ”open-end" query. Its salient raison d'etre was to elicit or identify problems that were not cover- ed in the other questions; and, moreover, to provide an oppor- tunity for the respondents to react generally to ITV. Many of the responses to the last question were of the essay or "narrative" type. These responses were classified, tabulated, analyzed and incorporated into the over-all interpretation of the data. Preparation of the second questionnaire. The same procedure for the preparation of the second questionnaire was followed as for the first. Three questions were included in the first questionnaire but omitted on the second because they were no longer relevant; two new questions were added to the second questionnaire, making a total of thirty-one. With the exception of these changes, the questions remained indentical on both questionnaires. (Appendix B) 57 In the first week of June, 1960, 265 questionnaires with self-addressed and stamped envelopes were again distri- buted (through administrative heads) to those educators who had responded to the first. June 17, 1960 was set as a dead— line for responding to the questionnaires because most school systems in the Channel 10 area would have completed their school year on or before that date. Returned questionnaires totaled 257. Of these, 232 or 87.5 per cent were from teachers and administrators who had responded to the first questionnaire and had participated in the ITV program during the past year. Hence, this group com- prised the "panel" of this study. For the most part, attrition from.the original group of 265 respondents was the result of resignations, transfers to grade levels not participating in ITV, and in a few instances, dropping out of the ITV programs. ngparation of the structured interview outline. Sub- sequent to an initial analysis of the data from the two ques- tionnaires, a first draft of the structured interview outline that was to be utilized for personal interviews was drawn up and submitted to members of the doctoral committee for apprais- al. Changes and suggestions before and after pro-testing were incorporated and the final draft of the outline was composed and received the approval of the members of the doctoral com- mittee. (Appendix 0) Personal interviews. The personal interviews of five classroom teachers and two elementary school principals were 58 held during the month of November, 1960. Tape recordings were made of the interviews--which varied from forty to sixty mi- nutes in length--so that responses could be checked and tabu- lated with the necessary care and accuracy. It was felt, too, that tape recordings would greatly lessen any possible tend- ency for mis-interpretation of the responses, and thus enhance the vslidity of data analysis. CHAPTER IV PRESENTATION AND ANALYSIS OF DATA The respondent population. The population under study consisted of 232 elementary grade teachers-~grades three through six--and administrators representing 1h different school districts within a uO-mile radius of WMSB-TV's trans- mitting tower at Onondaga, Michigan. All of the respondents were employed in urban or consolidated schools; none was from a one-room school. Of the h3 administrators included in the population, 17 were males, and all but 7 (females) had earned the master's degree. The mean number of years in the teaching profession for this group was 23, ranging from a minimum of 7 years to a maximum of 39 Years. The 189 teachers included 11 males, 8 of whom had bachelor's degrees and 3 with master's. Eight of the female respondents failed to indicate the type of degrees they held or how long they had been teachers. Hence, of the 170 teach- ers responding to these specific questions, 125 possessed bachelor's and 35 master's degrees. Six teachers revealed they held no degrees, and u had earned life certificates. The teachers averaged 13.5 years in teaching, from a low of "no experience" to a high of kl years. For the entire group--teachers and administrators--the 59 60 mean number of years in teaching was 16.6. Not a directly relevant, but perhaps a noteworthy fact was that the group as a whole represented more than 3,hl3 years of teaching experi- ence. Presentation of data. It will be recalled that all data were secured from.two sets/of questionnaires (the first set distributed in the first week of Septemberf/l959 and the second set in the first week of June, 196O)Vand seven follow- up personal interviews that were conducted in the last week of November, 1960. I Since it was not the paramount intent of the study to make comparisons between divers school districts, the tabula- tions will represent the total differences of responses be- tween teachers and administrators, between teachers experi- enced and inexperienced with ITV, and between teachers with over five years experience as classroom teachers and those with five years and less as classroom teachers. The presentation and interpretation of data will be given in four sections: section 1 will deal with frequency counts computed to percentages of all teachers and administra- tors on every question included in both questionnaires with the exception of the open-end questions; section 2 will pre- sent and analyze the attitude changes toward ITV of teachers and administrators; section 3 will analyze what are considered to be the more significant items on the questionnaires; and section u will present and analyze the results of the open- end questions of both questionnaires. The data secured from 61 the personal interviews will be incorporated into the general presentation of the results and analysis wherever deemed appropriate. TOTAL TABULATION RESULTS Tables 1 and 2 present the total responses of teachers and administrators to all but the open-end questions on both questionnaires. The responses to each question are shown in frequency counts, which were in turn converted into percentages to provide a more distinct comparison ratio. On the basis of these data it was possible to discern significant changes in responses over the nine-month period--from September, 1959 to June, 1960--of participation in ITV by the respondents. ATTITUDE CHANGES TOWARD ITV The questions on the questionnaires designed to reflect attitudes toward ITV (they are preceded by a + sign in Table 1) were-scored on a five-point scale from one to five. For ex- ample, Question 5, "Do you think that the rate of content cov- erage by the TV instructor will prove to be a problem?" pro- vided for four possible answers: 1) big problem, 2) small problem, 3) no problem, and 4) don't know. For this particu- lar question the weighting was thus: Big problem 1 Small problem h No problem 5 Don't know 3 (Continued p.80 ) TABLE 1 TOTALJIRBQUIICY REPLIES OT'TIACHIRS AID.ADMIIISTRNTORS conne- eoe‘t; 9km sac "“011 see (1 ' 232“) Grand Totals lat Q** 2nd it: let Q** 2nd 3:: “I“ 999 2323'” 88‘“ “no ass Administrators (n - #3") 2nd or (s . 189*.) Teachers as” was: ass age HM!) 8288 inmax let l' Answer 1. no you think that classroomu, teachers who will receive ITV Ice programs need.epecial train- ing in order to be better able Don't know to handle‘TV instruction? Ov-Im “Ga sfim NEH as age \Ovfiffi ass as" see as 2183‘" ads 938:1 Hg” Nu-IH 5.38 “3% Don't know Yes No the special teacher (for ex- ample, the art teacher?) 2. no you think that ITV canuneet the same needs as are met by \Oo-ll-IN a~an gees °.‘"‘i‘?‘".’ 8K stat aces been MO has Rome 0000 §OOO MOOO O\\ONN GNQJ; HMRCD GUAM“? 8 “I.“ O 68 1 10 l Indifferent unfavorable Don't know reaction of’pupils will'be + 3. What do you think the initial Favorable towerd.TV? +h.whatdoyouth1nkthom1h' 9 20.9 7 16.3 39 16.8 72 31.0 30 15.9 65 3h.h ‘Increasinsly reaction will.be over a period. unfavorable of time? 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Utilizing this scoring scale, a neutral attitude would be indicated by a score of approximately sev- enty-five points. Hence, any score below seventy-five points was assumed to reflect a definitely unfavorable attitude to- ward ITV; a score‘gbggg seventy-five points was assumed to de- note a favorable attitude; and the higher the score, the more favorable was the_attitude, of course. (See Appendix D for weightings on individual questions.) Individual attitude scores on both questionnaires were computed and combined for each subgroup planned for evaluation and comparison. It will be noted that only those teachers who had had no previous experience in ITV-~i.e., Prior to Septem- ber, l959--wereselected for measuring attitude changes. This restriction was predicated upon the assumption that even those teachers who had had only two or three months of ITV experience had already been affected in varying and unmeasurable degrees toward instructional television, and as a consequence, would invalidate the variable of "inexperience." To ascertain if the attitude changes toward ITV between the subgroups represented real rather than chance differences, the t test for the significance of the differences between means was employed.1 Table 3 presents the results of this lQuinn HoNemar, Ps chological Statistics (New York: John Wiley and Sons, Inc., 19%35. p. 87. 81 comparison. As Table 3 reveals, each subgroup measured for attitude changes manifested a significant shift from favorable on the first questionnaire to less favorable on the second question- naire toward ITV. This consequence, however, should not be construed to mean that the attitude change was necessarily in the direction of gg-favorable. An examination of Table 1 dis- closed that in a number of instances the shift from the first questionnaire to the second was frequently from favorable to a neutral position such as "No effect" or ”Don't know.” Hence, though the change in attitude was in the direction of less favorable on the second questionnaire (after nine months of experience with ITV), it can be inferred that this may merely indicate a tempering of the over-expectations manifested by the respondents prior to their participation in the TV instruc- tional program. For, as the mean attitude scores in Table 3 reveal, none fell below eighty-nine, which is considerably above a neutral score of seventy-five, and still decidedly favorable. To enable a more varied comparison among the subgroups of respondents, further t tests were calculated. The results are presented in Table h. As can be seen by the table, no significant differences were found between the attitudes of teachers with over five years' general teaching experience and those with five years' and less on the first questionnaires. 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HNM—‘h—fifil‘QO‘Oi-I r-lI-I opaaccoaumosd ondmmmmdmmqmm ocoeom co amham no Beanoam no encampmam newcomeom .on momnoamom .om "Ahaco ono moons omoonmv ma Boonnnsao on» a“ nauhwoaa >9H 6H anon wche» :H Bedhead unopwoaw on» axon ad eon sch em ZOHBmmDU QZMIZWAO OB mmmzommmm.HOZMdemh O ”H.HMSH 109 sitate upon the part of the classroom teacher. This number rose from.29 on the first questionnaire to h2 on the second. However unpalatable the conclusion may be, it seems reasonable to assume that ITV--as it was conducted during the course of the study, anyway-~was certainly not a time-saver for many of the receiving teachers. In pursuing the factor of time-saving with the interviewees, they pointed out that whether addition- al time and work for the classroom teacher was necessary de- pended substantially upon: 1) the subjects received via ITV, and 2) the degree of conscientiousness immanent in the class- room teacher to perform at his highest level of effectiveness. As a case in point, teachers who received Spanish tele- casts were compelled to devote more time in preparation and drill with the pupils, for usually, although Spanish would be added to the curriculum, nothing would be eliminated. And if Spanish were to be taught effectively, at least fifteen min- utes of vocabulary drill was required each day. The drill periods per se accounted for seventy-five minutes per week, and the fifteen-minutes each Spanish telecasts, four times per week, consumed another sixty minutes. Obviously, if 135 min- utes are utilized for an additional subject appended to the existent curriculum, and the school day is not lengthened, the teacher must somehow pare or squeeze out 135 minutes from the other regularly taught subjects. Pressure upon a con- scientious teacher seems inevitable if he feels duty bound to continue to teach all other subjects, in addition to Spanish, as ably as he can. Most of the interviewees stated that such /" 110 pressure was extant. In science ITV classes, additional time was often nec- essary, the interviewwes observed, for the lessons demanded more research upon the part of the pupils and teachers than many had been accustomed to. In social studies, however, the re~ quired time did not deviate significantly from non-ITV classes, as the subject was a standard fixture of the curriculum and ‘the preparation time always had been utilized in the past. Despite the fact that often more time and effort were required of the receiving teachers who participated in ITV, the interviewees maintained that these demands were on the ‘whole interesting, stimulating and enriching to both teachers and pupils alike. A notable result in Table 6 concerns the response to the cost of ITV. Only 3 respondents on the first questionnaire iand u.on the second indicated that participation in instruc- 1xional television programs would cost too much. Eleven respond- ents, however, thought ITV would cost more than it is worth. (if the 232 respondents, then, only 15 perceived cost as the greatest problem in the reception of ITV telecasts on the Second questionnaire. Eighteen respondents on the first questionnaire and 359 on the second questionnaire identified curriculum rigidity-- 2“Sam 8, Table 6--as the greatest problem related to ITV. It is understandable that if the ITV lessons, courses of study EuI'dtextbooks are geared to one specific school system--the Larising Public Schools, in this instance-~flexibility would 111 be trammeled to some extent for those participants employing texts and courses of study other than those used by the Lan- sing Schools. But the degree of inflexibility and restriction pressed upon the receiving classroom teacher may often hinge upon his ingenuity to modify and adapt the ITV presentations to suit the needs of his particular class. Of course, modi- fication and adaptation may be attenuated to a point of dimin- ishing returns, after which the TV telecasts may become ineffec- tual. Ideally, it is presumed, the ITV instructors and the receiving classroom teachers would have recourse to the same texts and lesson plans--if' optimum teaching effectiveness were to predominate. "Scheduling" was identified as the greatest problem 19 times on the first set of questionnaires; this number was re- duced to 8 on the second set. But, as was pointed out in a preceding section, once the schedules were satisfactorily set up by the building principal, they ceased to be considered Problems. Supposedly, the receiving teachers adjusted to the schedules with relative ease, for they were rarely alluded t3C3 several weeks after the ITV programs had begun, the inter- viewees reported. The final item in Table 6, item 9, that received more than 10 responses, signifying that it was the "greatest prob- lem," pertained to "Too many ITV programs." Twelve respond- 911153 selected it as the greatest problem on the first question- naire. The respondents were nearly all sixth-grade teachers who had participated in ITV from March through the middle of 112 June, 1959. During this period, most of the telecasts from Classroom 10 were aimed at the fifth and sixth grade levels and received by those classes, hence the expressed concern of "Too many ITV programs." The following fall, however, ITV programs were balanced throughout grades three through six, and the plethora of programs on the fifth and sixth grade levels no longer existed. This is evidenced by the fact that only it respondents still identified "Too many ITV programs" as the greatest problem on the second set of questionnaires, 1.60, in June, 1960. Listed below are a few of the miscellaneous responses to the open-end question eliciting the identification of the greatest problem in ITV. Their frequency of occurrence was rarely more than one, thus precluding classification, of course. But they are listed for the purpose of providing a sample of the gamut of responses submitted. "As you see it now, the greatest problem in taking part in ITV programs in the class- room is": Children uninterested. Poor reception. Depends on subject taught. 30 minutes too long. Spanish--hard to follow for new subject. Attitude of the teacher. Evaluation of achievement. In precis, it would seem that the responses to the 113 open-end question fell somewhat short of identifying an egre- giously difficult problem in the field of ITV for these partic- ular participants. CHAPTER V SUMMARY, CONCLUSIONS AND RECOMMENDATIONS The basic predications upon which the study was launch— ed were set forth as: (l) to make a comparison study of an- ticipated and realized problems of selected classroom teachers receiving instructional television lessons, and (2) to iden- tify, analyze and evaluate existent problems in elementary school ITV programs in the Channel 10 area. The operational design of the investigation required the elicitation and com- Parison of the attitudes toward ITV of those classroom teachers and administrators who were participating in Classroom 10 tel- 6casts, and concomitantly, the identification of pertinent Problems of an instructional and administrative nature re- la‘l’md to ITV. Data were procured through the employment of two sets of questionnaires, supplemented by personal inter- views of chosen respondents. Treatment of the data consisted 01" a correlation technique, comparison of frequency counts and percentages technique, and the HoNemar test for the sig— nificance of before and after changes. SUMMARY An inspection of the hypotheses of the study will pro- vids the framework for the summarization of the essential I.3-ndings . 11h 115 Hypothesis 1 Classroom teachers who are inexperienced in ITV are apprehensive regarding it, and as a consequence, hold unfavorable attitudes toward ITV. Since the mean attitude scores of the teachers select- ed for this appraisal were 96.6--out of a possible score of 125, with a score of 75 assumed to register a neutral attitude-- the hypothesis was not supported (Table 3, p. 82). On the contrary, an inference may be drawn that the expectations and attitudes of the inexperienced-in-ITV teachers who partici- pated in the study were highly optimistic. Hypothesis 2 A year's (or more) experience with ITV by class- room teachers will significantly diminish their ap- prehensions relevant to it. It was assumed that apprehensions of classroom teach- er's would be expressed by their unfavorable attitudes toward ITV programs. This hypothesis was also unconfirmed, for the In‘Eban attitude scores of teachers subsequent to nine months of participation in ITV were lower, from 96.6 points to 90.6 Points, than they had been prior to any experience with ITV (Table 3, p. 82). Although the diminution in favorable to less favorable attitudes was significant at the one per cent 1evel after nine months' experience, the over-all attitude "as still considered favorable compared to a neutral score or 75 points . 116 H othesis Teachers with greater experience (as classroom teach- ers) will manifest a more favorable attitude toward ITV than teachers with less experience. An inspection of the data in Table l; (p. 83) shows that no significant difference was found between the attitudes of teachers with over five years' general teaching experience and those with five years' and less. Hence, the hypothesis was also found to be invalid. The number of years of general teaching experience was, ostensibly, inconsequential in color- ing the attitudes of teachers toward instructional television. Experience with ITV per se seemed to be the determining factor. Hnothesis g Administrators hold more favorable attitudes toward ITV than do classroom teachers. The study supported this hypothesis. Table h. shows that the difference between the mean scores of teachers and El<3~lliinistrators was significant at the two per cent level, with the administrators achieving the higher scores. Since the 1"Ben attitude scores of both groups exceeded 90 points, it can be acknowledged that teachers and administrators alike held I‘elatively favorable attitudes toward instructional television. Findings on specific Questions. Several pertinent qua stions reflecting frequently-mentioned problems in the literature will be summarized. 1'. ‘f’e 117 Question 17/18. Do you think that the inability of the pupils to ask questions directly of the ITV teach- er will prove to be a handicap? One of the more frequent arguments broached against teaching by television is that it is "one-way communication," that pupils do not have an opportunity to make comments or ask questions in the course of a lesson presentation. The ratio of responses to this question indicated that lack of direct and immediate feedback was 223 considered a major dis- advantage by the respondents, either before or after the ITV experience. The over-all totals on the second questionnaire were as follows: 75.8 per cent judged it as a minor handicap, or no handicap; 9.9 per cent did not know; and 111.2 per cent deemed it a great handicap (Table l, p. 65). Question 8. What effect do you think that ITV in the classroom will have on the prestige of the classroom teacher? The apprehension was often mentioned--by the inter- viewees and in the literature--that ITV would relegate the classroom teacher into a secondary role, to a sort of TV cus- t"(mien who merely placed, adjusted and turned on and off the I"’Geiver for the children. Evidence to support this fear fa12I.ed to materialize in the study. The responses to this Wastion were tabulated on the second questionnaire as fol- 1°VS= Increase it, 2i.3 per cent; No effect, 82.8 per cent; Decrease it, .9 per cent; Don't know, 12.1 per cent (Table l, p. 63) . dz) 118 Question 9. Do you think that the teaching techniques used by the ITV teacher will be helpful to you in mak- ing your own presentations? Responses: Yes, 56.5 per cent; No, 25.0 or cent; Don't know, 18.5 per cent (Table l, p. 63 . Proponents of ITV unfailingly mention that it is an excellent in-service training device, presenting a rich vari- ety of teaching methods and resources, which in turn, upgrade the effectiveness of the classroom teachers. The responses to this question would seem to support this contention to a substantial degree. Not unexpectedly, only 39.5 per cent of the administrators recorded a "Yes” to the question, while their "Don't know" response was 51.2 per cent, for only one administrator of the study actually taught in the classroom and thus would have first-hand experience upon which to base a judgment.‘ Question 29/27. Do you think that participation in ITV will make a contribution to the pupils' learning situation over and above what you are now doing in the classroom? Responses: Yes, 81.5 per cent; No, 8.2 per cent; No change, 35%)per cent; Don't know, 6.9 per cent (Table l, p. A relatively heavy percentage of the respondents feel that ITV pg; enhance the learning situation in the classroom. It seems impossible to divorce this response from the impli- cation that ITV does possess signally beneficial attributes and is a desirable medium in the classrooms of American schools, as the following question discloses. Question 30/28. As a professional educator, how do you feel toward expanding the use of ITV in American 119 schools? Responses: Very favorably, 16.8 per cent; Favorably, with reservations, 72.9 per cent; Unfavor- ably. 5.6 per cent; Neutral, .9 per cent; Don't know, 3.9 per cent (Table l, p. 69). Combining the "Very favorably” and "Favorably, with res- ervations" responses, it is clear that a highly significant percentage-~89.6-~of the respondents favor the expansion of ITV, at least on an experimental basis, throughout the nation's schools. Somewhat paradoxically, however, a smaller--but still substantial-~percentage of the respondents desired the expan- sion to occur in classrooms other than their own, as the en- suing question reveals . Question 31/29. How do you feel about the use of ITV in our classroom in the future? Responses: Prefer it, 66.8 per cent; Don't prefer it, 5.2 per cent; Neutral, 18.5 per cent; Don't know, 9.5 per cent (Table l, p. 69). This patent inconsistency may be motivated by several factors. The teachers realize the worth of ITV, but they would prefer to receive it in doses determined by themselves. If subjects are added via ITV to the curriculum, others should be compressed, modified or eliminated, else the teacher is under constant pressure in an endeavor to keep up with all the subJects. Finally, each classroom should have its own TV re- ceiVer, thus removing the inconvenience of trundling a set between two or three rooms. If the conditions just described "9P6 extant, the probability of having received even more I! PI‘efer it" responses would have been consequentially greater. 111—.4. 120 Summary of the "greatest problem" in ITV. The deepest concerns expressed-~in terms of frequency counts, Table 6, p. lO8--on the open-end question by the respondents were: The necessity of additional time and work upon the part of those classroom teachers partici- pating in ITV. The inflexibility of the ITV curriculum created through the necessity of the participants to follow courses of study selected by staffs other than the local ones. 1. The second problem listed above would be restricted chiefly only to those school systems outside the Lansing dis- trict, which at the present time selects the subjects that are telecast via Classroom 10. , An admissible supposition would be that once administra- tors become alert to the problems just reviewed, they would introduce immediate measures to alleviate them. If full-scale ITV participation is planned for adoption, a careful scrutiny Should first be made of the current curriculum. Should the subjects that were to be received through telecasts be addi- flggg to what is already being taught, some revision and prun- 1:13 of the regular courses would be expected; in fact, impera- tive. It would seem unreasonable to expect a teacher to in- cOrporate a new subject, e.g., Spanish, into the curriculum without first compressing or eliminating certain portions of the regularly-taught subjects. It would seem incumbent upon both the classroom teacher and his supervisor to initiate this necessary adjustment in the curriculum, else the pressures and frustrations of the teacher may mount in direct proportion .ijuflu 121 to his depth of professional conscientiousness. CONCLUSIONS In general, teachers held very favorable attitudes toward ITV prior to their participation in it. Subsequent to nine months' ITV experience, the teachers still indicated fa- vorable attitudes, but to a somewhat lesser degree than orig- inally. The administrators' attitudes were substantially inore favorable than the teachers' on both.occasions, i.e., ‘before and after ITV experiences. The study descried that teachers' expectations of ITV were not met in some areas. On ‘the other hand, many anticipated problems were never realized, «or were subsequently judged to be of a less serious nature than initially expected. ITV was considered to be an effective, useful and de sirable mode of teaching by the majority of the respondents <>I' the study. The teachers indicated that ITV was helpful 1111 providing ideas and demonstrating valuable teaching tech- nlfI-ques which could be and were utilized for their own presen- tations. RECOMMENDATIONS Based on the findings of the study, the following recommendations are set forth: 1. School districts planning participation in instruc- tional television programs should secure the involve- ment of administrators, teachers, pupils and parents, 122 and concomitantly, assure full reciprocation of ideas among the four groups so that all are completely in- formed at every stage of the planning period as to what the subsequent steps are to be. Periodical re- ports should also be provided for all concerned dur- ing the period of actual ITV participation on the progress of the experience. 2. The number of ITV programs viewed each day by each. child should be carefully determined and controlled, for excessive viewing of telecasts may create added burdens for teachers and pupils alike. 3. If a new subject is to be added to the curriculmm via ITV, then the curriculumhmust be modified (jointly, by teacher and supervisor) to the extent necessary to preclude overburdening and pressuring the teacher to maintain pre-ITV-length periods in all the subjects ordinarily covered by him. The teacher must have full assurance that curricular modifications will be ex- pected and approved officially. h. Workshops for the receiving and ITV teachers must be arranged before the commencement of telecasting, and during the reception period for optimum articula- tion between the two groups, and to derive the great- est benefits from the medium, 5. Scrupulous care must be exercised by the ITV stu- dio instructors to prevent the utilization of one par- ticular method of presentation; specifically, the lecture method should be generously diluted with a variety of other acceptable techniques, else the tacit implication that the lecture method is best will be conveyed. 6. Telecasts in the elementary schools should not ex- ceed 30 minutes in length, for children of this age level generally find it difficult to absorb and retain material if it is presented in longer blocks of time. Fifteen to 20 minute periods are preferable, depend- ing upon the subject matter. 7. A11 pupils, regardless of ability, of a particular classroom should be allowed to view the ITV programs telecast from Classroom 10; in other words, the pupils should not be segregated for ITV viewing. 8. The present time schedule employed by Classroom 10 for telecasting should be continued, for the ma- jority of the respondents of the study found it satisfactory. 123 Suggestions for further study. 1. A rigorous study would seem.warranted to determine if the currently employed evaluating techniques of pupil pro- gress and achievement in the elementary schools participating in ITV programs are adequate, or if the development of new techniques would be desirable and necessary. 2. A follow-up to this study--in two or three years-- to determine the attitudinal changes toward ITV by teachers, pupils, parents and administrators subsequent to further experience with the TV medium. 3. A survey of classroom teachers to ascertain what types of programs would be of most use to them. A. A study to determine how the efforts of ITV and classroom teachers could be better coordinated for optimum effectiveness . 5. A study to establish more specifically what the :financial needs would be--in terms of a practical yardstick, e.g., a per pupil basis-~to participate in ITV programs. BIBLIOGRAPHY' Bundy, Edward W. An Experimental Study of the Relative Effec- tiveness of Television Presentational Technigues and Conventional Classroom Procedures in Promoti Initial Comprehension of Basic Verb Form Concepts in Elementary S anish; Published Doctor's dissertation, University of Michigan, 1959. Cummings, William K. This Is Educational Television Ann Arbor: Edwards Brothers, Inc., 1955. JDivision of Radio-Television Education Annual Re ort. Philadel- phia, Pa.: PhiIadelphia Public Schools, June, 1958- August 1959. Educational Television Factsheet. Washington, D.C.: Joint Counc l of E ucational Television, Hay, 1960. Foshay, Finette P. Interaction in Learnig: Implications for Television. Washington, D.C.: National Education Associa- tion, 1959. Gable, Martha A. ”Some Benefits and Problems of School TV," National Association of Educational Broadcasters Journal November, 1959. Good, Carter V., Barr, A.S., and Scates, Douglas E. The Method- 010 of Educational Research. New York: Appleton-Cen- tury-Crofts, Inc., 19E1. Harminghaus, Earl G. An Investigation of Television Teaching. Sté Louis, Mo.: St. Louis Public Schools, February, 19 7. , Jacobs, James N., and Bollenbacher, Joan. "Teacher and Pupil Opinions of Instructional Television,” Bulletin of the National Association of Secondary School Principals, XLIV, March, 1965. Bhummata, Hideya. .An Inventory of Instructional Television Re- search. Ann Arbor: Educational Television and adio Center, December 1, 1956. Mellon”, Quinn. Ps cholo ical Statistics. New York: John Wiley and Sons, Inc., 1955. 12h 125 ”HSU's Clgssroom 10," Michigan Educational Journal, May 1, 19 9. Payne, Stanley L. The Art of Asking Qgestions. New Jersey: Princeton University Press, 19 1. .Perry, Arnold. "Teaching by Television in Today's Schools," The Educational Forum, XXIV, May, 1960. RCA Educational TV News, Camden, N.J.: Radio Corporation of America, January, 1960. Remmers, H.H. Introduction to O inion and Attitude Measurement. New York: Harper Brothers, 1951:. Scanlon, John J. I'The Expanding Role of Television in American Education," The Journal of Educational Sociolo XXIII, May, 1939 . See, Harold W. ”Send It To The President," Phi Delta Kappan, XXXVIII, January, 1957. Siegel, Sidney. Nonparametric Statistics for the Behavioral Sciences. New York: McGraw-Hill Book Company, Inc., 19 . Siepmann, Charles A. TV and Our School Crisis. New York: Dodd, Head 8: Company, 1958. Teachipg by Television; A Report from the Ford Foundation and 7 the Fund or the Advancement of Education. New York: Office of Reports, 1959. Teaching by Television. Pittsburgh, Pa.: Pittsburgh Educational Station WQED, no date. .Teaching by Television. New York: Ford Foundation Office of Reports, May, 1959. Leacher Reaction to TV and Radio Programs Presented 1252-5}. Baltimore, Md.: Baltimore Public Schools, no date. ' wigren, Harold E. "ETV: The Story Up to Now,” National Asso- ciation of Educational Broadcasters Journal, May, 1959. Zeisel, Hans. Say It With Figu_res, New York: Harper Brothers, 191:7. 126 APPENDIX A Dear Educational Co—worker: This questionnaire is addressed to those select few who have already participated in classroom instructional television (ITV) over Channel 10, WMSB-TV in the past. As you well know, we are becoming more and more involved--by choice and sometimes by force of circumstance--in a truly exciting and potentially powerful educational tool: in-school instructional television: We need to know what you think about ITV in the light of your experiences to date, so that the benefit of my thoughts and experiences can be fully drawn upon for future guidance. The direction ITV takes, the role it plays in the educational future will depend, in large measure, upon y_o_up personal reac- tions and responses. Consequently, we feel that you; opinions are of the utmost importance. For these reasons we earnestly hope that you will be willing to answer the following questions and return this questionnaire in the self-addressed envelope before September 21, 1959. Of course, your name will not be used in any way and a summary of the .final results will be sent to you. Please note that the 9u08tionnaire is to be returned directly to Channel 10, not to Your principal . Edward R. Gork, director of survey Charles Ruffing, Producer, Classroom 10, WMSB-TV PLEASE crmcx YOUR BEST answer: TO EVERY QUESTION! Name School ‘ School Address P0311-71on: Teacher Grade ; Principa1____; Supt._____; curriculum s“‘P9PVisor Other 1 Q or.» 127 Dear Educational Co-worker: This questionnaire is addressed to those select few who will be participating in classroom instructional television (ITV) over Channel 10, WMSB-TV for the first time. It is sent to you be- cause we are becoming more and more involved-~by choice and some- times by force of circumstance-~in a truly exciting and poten- tially powerful educational tool: in-school instructional tele- ' vision! We need to know what you think about ITV so that the benefit of your thinking can be fully drawn upon for future gniidance. The direction ITV takes, the role it plays in the educational future will depend, in large part, upon your personal reactions and responses. Therefore, we feel that your opinions are of the utmost importance whether you have participated in ITV or not. For these reasons we earnestly hope that you will be willing to answer the following questions and return this questionnaire in the self-addressed envelope before September, 21, 1959. Of Course, your name will not be used in any way and a summary of the final results will be sent to you. Please note that the questionnaire is to be returned directly to Channel 10, not to Your principal . Edward R. Gork, director of survey Charles Buffing, Producer, Classroom 10, WMSB-TV PLEASE CHECK YOUR BEST ANSWER TO EVERY QUESTION! School H Elma SCI1001 Addre ss ¥ P08:1.tion: Teacher Grade ; Principal ; Supt. ; Curricu- lum Supervi sor ; Other 128 Degrees: Bachelor's ; Master's 3Doctor's Years experience in teaching profession Have you participated in ITV before? No Yes(no. of mos.) ,1. Do you think that classroom.teachers who will receive ITV programs need special training in order to be better able to handle TV instruction? Yes No Don't know 2. Do you think that ITV can meet the same needs as are met by the special teacher (for example, the art teacher)? Yes No Don't know ,3, What do you think the pupils' initial reaction will be toward ITV? Favorable Unfavorable Indifferent Don't know /h. What do you think the pupils' reaction will be over a period of time? Increasingly favorable Increasingly unfavorable Unchanged Don't know 5. Do you think that the rate of content coverage by the TV instructor will prove to be a problem? Big problemL__Small problem___No problemL__Don't knowp__ ,a6. Do you think that the ITV teacher will have teaching aids and resources superior to that of the classroom.teacher? Always _Usually_Sometime s__Never___Don ' t know_____ 7. How do you think that the use of ITV will affect classroom discipline? Improve it No effect Worsen it Don't know .x8. What effect do you think that ITV in the classroom will have on the prestige of the classroom teacher? Increase it No effect Decrease it Don't know 9. Do you think that the teachgpg techniques used by the ITV teacher will be helpful to you in making your own presentations? Yes No Don't know 10. How would you intend to use ITV in your classroom? As a regular but supplementary resource As a main resource Only incidentally 11. What effect do you think that taking part in ITV will have on the problem of maintaining ability groups (for example, read- ing groups) at different levels of progress? Increase it___ Decrease it___Wo effect__;Don't know___ 12. Do you think that ITV programs would be better suited to pupils of one ability level? Yes___No___Don't know___ 129 13. Do you think that the necessity of preparing the entire classroom for an ITV program would reduce the effectiveness of your ability grouping? Yes No Don't know 1h. What is your reaction to the necessity of planning your regular classes around a rigid ITV time schedule? Difficult and undesirable___Difficu1t but desirable___Easy, no problemL__ Don't know___ ./15. In your opinion, how do you think the use of ITV in the class- room will affect the amount of learning by the: a. Bright pupils? More__yLess__pAbout the same__4Don't know___ b. Average pupils? More Less About the same Don't know___ c. Slower pupils? Morey::fessp::xbout the same_::Don't know___ 16. How do you think ITV in your classroom would affect the children's attitude toward school in general? Favorably No effect Unfavorably Don't know 17. Do you think that the inability of the pupils to ask ques- tions directly of the ITV teacher will prove to be a handicap? Great handicap___Minor handicap__yNo handicap___Don't know___ 18. What effect do you think taking part in ITV will have on your lesson preparation time for the subjects covered by TV? 'Increase it___Decrease it___flave no effect__yDon't know___ {,19. What effect do you think taking part in ITV would have on ' children's academic interests? For example: a. Reading? Increase them___Decrease themL__xo effect___ Don't know b. Social Studies? Increase themL__Decrease themy__No effect___Don't know___ c. Science? Increase them___Decrease them___No effect___ Don't know___ ,/ 20. What effect would you expect classroom ITV programs to have on work-study skills? For example: a. Listening? Increase___Decrease___No effect___Don't know___ b. Note-taking? Increase___Decrease__;No effect___ Don't know___ c. Organizing research data? Increase___Decrease___No effect '___Don't know___ 21. What effect do you think participating in ITV would have on the evaluatipg techniques for the subjects covered? Would need new tec ques___01d techniques adequate___Don't know___ 22. ‘What wmuld you say is the maximum.number of children who could comfortably watch an ITV program on one 21" receiver in the room? 15-20__;2O-25__;25-3o__; 3O-33_'_‘_; 35-uO_;uo-u5 ___;other 130 ~ 23. What was the reaction of teachers in your building when asked to participate in ITV? Eager to participate_ Reluctant to participate_ Indifferent_ Don't know— 2h. About how long would you say an ITV lesson should be for grades h-é? an 00 SC 0 e n 25. Do you think teachers in general would resent having their pupils taken over by the ITV instructor? Yes _No _Neutral_ Don't know— 26. In general, what do you think is the attitude of your pupils' parents toward ITV in your classroom? Favorable Unfavorable Neutral_ Don't know- 27. Were the parents of your pupils informed formally by the school administration that their children would be participating in an ITV program? Yes _No_ I don't know 28. If not formally, how many of your pupils' parents have been notified in some manner by a school representative that their children would be participating in ITV? A11_Nearly all_ About half_ Few None_ I don't know___ J29. Do you think that participation in ITV will make a contri- bution to the pupils' learning situation over and above what you are now doing in the classroom? Yes _No___No change___ Don't know___ 30. As a professional educator, how do you feel toward expand- ing the use of ITV in American schools? Very favorab1y_ Fav- orably, but with reservations _Unfavorably_ Neutral_ Don't know 31. How do you feel about the use of ITV in your classroom in the future? Prefer it Don't prefer it _Neutral_ Don't know_ 32. As you see it now, the greatest problem in taking part in ITV programs in the classroom would be: (Please check one only) _No problem —Require much additional time and work for classroom teacher. Would cause much time to be wasted. Would cost too much. Would cost more than it is worth. Other (Please specify)? 131 APPENDIX B Dear Educational Co-worker: We wish to extend a sincere professional and personal "Thank you" for your gratifying response last September to our question- naire dealing with in-school instructional television (ITV). You will recall that you checked a questionnaire regarding ITV programs that you had received, or were about to receive in your classroom.from.WMSB-TV, Channel 10. Now, after a year's experience with ITV, your original opin- ions may have been reinforced, left relatively undisturbed, mod- ified to a greater or lesser degree--23, they may have been changed completely. For this reason we are sending this follow- up questionnaire. You need not try to recall‘hg! you answered similar questions last fall. Just answer each as you Egg feel. You should feel free to check "Don't know" if you still are in doubt despite your experience. The direction ITV takes, the role it plays in the educational future will depend, in large measure, upon your personal reactions and responses. Consequently, we feel that your opinions are of the utmost importance. In view of these reasons, then, we trust that you will again be willing to check the following questionnaire and return it in the self-addressed envelope before June 1, 1960, please. Of course, your name will not be used in any way and a summary of the final results will be sent to you. The questionnaire, you will note, is to be returned directly to Channel 10, not to your principal. Edward R. Gork, director of survey Charles Buffing, Producer, Classroom 10 132 PLEASE CHECK YOUR BEST ANSWER TO EVERY QUESTION! Name School School Address 1. Do you think that classroom teachers who will receive ITV programs need special training in order to be better able to han- dle TV instruction? Yes No Don't know 2. Do you think that ITV can meet the same needs as are met by the special teacher? (for example, the art teacher?) Yes No Don't know 3. What was the initial reaction of pupils toward ITV? Favor- able Unfavorable Indifferent Don't know u. What was the pupils' reaction as the year progressed? In- creasingly favorable Increasingly unfavorable Unchanged 5. Did the rate of content covered by the TV instructor prove to be a problem? Big problem. Small problem, No problem Don't know 6. Did you find that the ITV teacher had teaching aids and re- sources superior to yours? Always Usually Sometimes Never Don't know 7. Did you find that ITV affects classroom discipline? Improved it No effect Worsened it Don't know 8. What effect did ITV in the classroom have on the prestige of the classromm teacher? Increased it No effect Decreased it Don't know 9. Were the teaching techniques used by the ITV teacher helpful to you in making your own presentations? Yes No Don't know 10. How would you use ITV in your classroom in the future? As a regular but supplementary resource As a main resource Only incidentally 11. What effect did taking part in ITV have on the problem of maintaining ability groups (for example, reading groups) at dif- ferent levels of progress? Increased it___No effect___Decreased it__;Don't know___ 12. Do you think that ITV programs would be better suited to pupils of one ability level? !es___No___Don't know;__ 13. Did you find that the necessity of preparing the entire classroom for an ITV program reduced the effectiveness of your ability grouping? Yes No Don't know 133 1h. What is your reaction to the necessity of planning your regular classes around a rigid ITV time schedule? Difficult and undesirab1e___Difficu1t but desirable___Easy, no problemh__ Don't know;__ 15. Was the time at which the ITV programs were scheduled a satisfactory one, or would you have preferred another time? Satisfactory_ Would have preferred___a.m. p.m. (Please state time) 16. How did the use of ITV in the classroom affect the amount of learning by the: Bright pupils? More _Less___About the same _Don't know— Average pupils? More___Less_ About the same _Don't know Slower pupils? More _Less _About the same :Don't know_ 17. Do you think that ITV in your classroom has affected the children's attitude toward school in general? Favorably No effect _Unfavorably_ Don't know 18. Did the inability of the pupils to ask questions directly of the ITV teacher prove to be a handicap? Great handicap Minor handicap No handicap Don't know 19. What effect did taking part in ITV have on your lesson pre- paration time for the subject covered by TV? Increased it_ Decreased it _Had no effect_ Don't know— 20. What effect did taking part in ITV have on the children's academic interests: For example: Reading? Increased themL__Decreased themL__No effect___ Don't know___ Social Studies? Increased them___Decreased them___No effect___ Don't know___ Science? Increased them;__Decreased themL__No effect___ Don't know___ 21. What effect did you find classroom ITV programs to have on work- -study skills? For example: Listening? Increased them _Decreased them_ No effect___ Don't know___ Note-taking? Increased them_ Decreased them_ No effect___ Don't know— Organizing research data? Increased them _Decreased them No effect_ Don't know_ "" 22. What effect did participating in ITV have on the evaluating techniques for the subjects covered? Need new techniques_ Old techniques were adequate_ Don't know— 23 What is the maximum.number of children who can comfortably watch an ITV prog gram on one 21" receiver in the classroom? 15 «--20__2o -___25 25- -__3o 3‘335_ 35- -___uo no- 1:5 _Other_ 13h 2h. About how long would you say an ITV lesson should be? (Please indicate grade level you have in mind: grade ) t s 25. Do you think that teachers in general resented having their pupils "taken over” by the ITV instructor? Yes No Neutral Don't know -“ "" “‘ 26. In general, what do you think is the attitude of your pu- pils' arents toward ITV in your classroom? Favorable Unfavorable Neutral Don't know 27. Do you think that participating in ITV made a contribution to the pupils' learning situation over and above what you would have done ordinarily in the classroom? Yes___No___No change___ Don't know___ 28. As a professional educator, how do you feel toward expand- ing the use of ITV in.American schools? Very favorably___ Favorably, but with reservations___Unfavorably___Neutral___ Don't know;__ 29. How do you feel about the use of ITV in your classroom in the future? Would like it Neutral Would not like it Don't know 30. In your opinion, how does ITV compare with instructional films in the classroom? TV better Films better No dif~ ference__;Depends on purpose of rfEE-or TY___ 31. As you see it now, the reatest problem in taking part in ITV programs in the classroom is: (Please check gag only.) No problem Require much additional time and work for teacher. Would cause mmch time to be wasted. Would cost too much. Would cost more than it is worth. Worth it, but do not have the money for it. Other (Please specify} 135 APPENDIX 0 PERSONAL INTERVIEW OUTLINE Name School Position: Teacher Grade Other Years experience in teaching Experience in ITV (months) In analyzing the responses to the two questionnaires, I noted certain developments that I felt could be understood with greater clarity if they were discussed more fully in per- sonal interviews. For that reason I an.interviewing several persons who had been participating in "Classroom 10" telecasts and responded to both questionnaires. Your cooperation in responding to the two questionnaires and participating in this interview is deeply appreciated. 1. Re question 12 (Do you think that ITV programs would be better suited to pupils of one ability level?): Out of 189 teachers, lOu responded ”No." Would you say that ITV is equally beneficial to children of all abilities, or that children of all abilities can profit in some measure from ITV programs? 2. Re question 22 (What effect did participating in ITV have on the evaluating techniques for the subjects covered? Need new techniques? Old techniques adequate?): This question received 96 "Don't know responses on the second questionnaire. Only 30 respondents felt that "Old tech- niques" would be adequate. Why do you think there were /’ so many "Don't know" responses? In what way and in what areas are the old evaluating methods inadequate? 3. Re question 23, on the first questionnaire only (What was the reaction of teachers in your building when asked to participate in ITV?): For what reasons would teachers be reluctant to participate? What sort of things did you hear teachers say? ‘l() 136 Re question 9 (Were the teaching techniques used by the ITV teacher helpful to you in making your own presenta- tions?): The second questionnaire carried 38 more "No" responses than the first. Although more than 60 per cent of the res ondents answered “Yes, would you have any idea why 3 changed.to "No"? Re question 15c (How did the use of ITV in the classroom affect the amount of learning by the slower pupils?): The ”Don't know“ responses increased from 22 to 37 on the sec- ond questionnaire. Would you say this indicates that it is more difficult to evaluate the slow pupils? What other reasons would you suggest? Re question 21b (What effect did you find classroom ITV programs to have on work-study skills: For example, note- taking?): Out of the 189 teachers, no responded "Don't know, land 76 indicated ITV had "No effect.” Do ybu think that a systematic attempt was made by the teachers to measure growth in note-taking-skills? Or is there very little note-taking taught in elementary schools? Re question 21c (What effect did you find classroom ITV programs to have on organizing-research skills?): ”No effect" was checked by 77 teachers, and 57 responded "Don't know." Again, are these skills taught in the elementary school? How would they be measured? Re question 1 (Do you think that classroom teachers who receive ITV programs need special training in order to be better able to handle ITV instruction?): Although 118 of the 189 teachers felt special training was not re- quired, 56 indicated that it was. What would be the mmst practical kind of help that a receiving teacher could be given? Re question 19 (What effect did taking part in ITV have on your lesson preparation time for the subjects covered by ITV?): Of the 189 teachers, 78 indicated that lesson preparation time was increased. In exactly what ways was it increased? For example, how many more hours per week were required? Was this increased time interesting? Challenging? Or a bore--something that had to be done? He question 32 (As you see it now, the greatest problem in taking part in ITV programs in the classroom would be): ”Lack of time" was frequently listed as the greatest prob- lem.‘ Lack of time for what? The introduction of the TV lesson? For the follow-up? For the lesson itself? How do films and fiLmstrips compare with ITV in the classroom? Would lack of time be a significant factor here too? Just as in ITV? "Scheduling" was also given quite frequently _ 11m 113. Jn3. 511;. 15. 137 as the greatest problem. What do you think the respondents meant by this answer? , How do you think school administrators feel about ITV? Did you or any teachers in your building experience any physical or mechanical problems in connection with ITV? For example, were you able to get the TV set when you needed it? Good reception? Any problems of sharing the TV set? Classroom suitable? What would you say is the "climate of opinion” regarding the use of TV in the classroom? How do teachers in general react to ITV? In your building? At meetings? At work- shops? As you look back, do you think the questionnaires covered the important aspects of teachers and instructional tele- vision? What didn't the questionnaires ask that should have been asked? Have you any second thoughts on the questions that were covered by the questionnaires? (Copy of questionnaire was provided for the interview.) What do you think about ”Airborne TV"? That is, the plan for telecasting classroom instruction from an airplane circling 23,000 feet above northern Indiana? APPENDIX D 138 WEIGHTINGS OF ATTITUDE-MEASURING QUESTIONS Degrees: Bachelor's ; Master's :Doctor's Years experience in teaching profession Have you participated in ITV before? No Yes(no. of mos.) 1. Do you think that classroom teachers who will receive ITV programs need special training in order to be better able to handle TV instruction? yes No Don't know 2. Do you think that ITV can meet the same needs as are met by the special teacher (for example, the art teacher)? Yes No Don't know 3. What do you think the pupils' initial reaction will be toward ITV? Favorable 5 Unfavorable ; Indifferent 3 Don't know 3 a. What do you think the pupils' reaction will be over a period of time? Increasingly favorable 5 Increasingly unfavorable l Unchanged 3 Don't know 3 5. Do you think that the rate of content coverage by the TV instructor will prove to be a problem? Big problem 1 Small problem.g No problem.§ Don't know 3 6. Do you think that the ITV teacher will have teaching aids and resources superior to that of the classroom teacher? Always Usually' Sometimes Never Don't know 7. How do you think that the use of ITV will affect classrbom discipline? Improve it 5 No effect 3 Worsen it 1 Don't know 3 8. What effect do you think that ITV in the classroom will have on the prestige of the classroom teacher? Increase it E No effect 2 Decrease it 1 Don't know 3 . 9. Do you think that the teaching techniques used by the ITV teacher will be helpful to you in making your own presentations? Yes 5 No 1 Don't know 3 ' 10. How would you intend to use ITV in your classroom? As a regular but supplementary resource As a main resource Only incidentally 11. What effect do you think that taking part in ITV will haVe on the problem of maintaining ability groups (for example, read- ing groups) at different levels of progress? Increase it4L_ Decrease it_E_No effect_3_Don't know;3_ 12. Do you think that ITV programs would be better suited to pupils of one ability level? Yes No Don't know 139 13. Do you think that the necessity of preparing the entire classroom for an ITV program would reduce the effectiveness of your ability grouping? Yes 1 No 5 Don't know 3 1h. What is your reaction to the necessity of planning your regular classes around a rigid ITV time schedule? Difficult and undesirable 1 Difficult but desirableliiEasy, no problemJi_ Don't know 3 15. In your opinion, how do you think the use of ITV in the class- room will affect the amount of learnin by the: a. Bright pupils? More Less About the same Don't know Less 1 About the same Don't know b. Average pupils? More c. Slower pupils? More ess I_Ibout the same on't know 16. How do you think ITV in your classroom would affect the children's attitude toward school in general? Favorablyé No effect 3 Unfavorably 1 Don't know 3 17. Do you think that the inability of the pupils to ask ques- tions directly of the ITV teacher will prove to be a handicap? Great handicap 1 Minor handicap 3 No handicap 5 Don't know 3 18. What effect do you think taking part in ITV will have on your lesson preparation time for the subjects covered by TV? Increase it___Decrease it___Have no effect__dDon't know___ 19. What effect do you think taking part in ITV would have on children's academic interests? For example: a. Reading? Increase themJi_Decrease them_;LNo effect_3_. Don't knowdzv b. Social Studies Increase themJi_Decrease them§L_No effect;3_Don't know;3_ c. Science? Increase themLDecrease them_l_No effect_L Don't know_;; 20. What effect would you expect classroom ITV programs to have on work-study skills? For example: a. Listening? Increase Decrease;L_No effect;i_Don't know;1_ b. Note-taking? Increase Decrease_1_No effect_3__ Don't know;3_ c. Organizing research data? IncreaseJi_DecreaseJL_No effect 3 Don't know 3 21. What effect do you think participating in ITV would have on the evaluatin techniques for the subjects covered? Would need new techniques___01d techniques adequate___Don't know___ 22. What would you say is the maximum number of children who could comfortably watch an ITV program on one 21" receiver in the rogm? 15-20___;20-25___;25-30___;30-33::_;3S-u0___;uO-u5 ___;ot er luO 23. What was the reaction of teachers in your building when asked to participate in ITV? Eager to participate Reluctant to participate Indifferent Don't know 2h. About how long would you say an ITV lesson should be for grades u-e? an 00 SC O 6 n +-2S. Do you think teachers in general would resent having their pupils taken over by the ITV instructor? Yes_l_No_jLNeutral_1_ Don't know_3_ + 26. In general, what do you think is the attitude of your pupils' parents toward ITV in your classroom? Favorable_5_Unfavorable_l_ Neutral_3iDon't know_3_ 27. Were the parents of your pupils informed formally by the school administration that their children would be participating in an ITV program? Yes___No___I don't know___ 28. If not formally, how many of your pupils' parents have been notified in some manner by a school representative that their children would be participating in ITV? All___Nearly all—About half—Few None—I don't know— + 29. Do you think that participation in ITV will make a contri- bution to the pupils' learning situation over and above what you are now doing in the classroom? Yes_5_No_1_No change_3_ Don't know_3_ ' + 30. As a professional educator, how do you feel toward expand- ing the use of ITV in American schools? Very favorably 5 Fav- orably, but with reservations A Unfavorably 1 Neutral 3 Don't know 3 + 31. How do you feel about the use of ITV in your classroom in the future? Prefer it 5 Don't prefer it 1 Neutral 3 Don't know 3 32. As you see it now, the greatest problem in taking part in ITV programs in the classroom would be: (Please check gag only) No problem Require much additional time and work for classroom teacher. Would cause much time to be wasted. Would cost too much. Would cost more than it is worth. Other (Please specify) ‘aw‘m 2cm ' u“ 022).? 2,.» AN»: 6 3%??3’0' 13"" 4'} was!” E UNIV. LIBRR ES HICHIGRN STRT RI VI)IHIIIIIIIHIIHINWI(I! | IIIHI 2 ”HI 312931 03526939