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This is to certify that the

dissertation entitled

BARRIERS AND FACILITATORS ENCOUNTERED IN
THE USE OF INSTRUCTIONAL MEDIA BY JORDANIAN GENERAL SECONDARY
TEACHERS IN THE PUBLIC SCHOOLS OF AMMAN

presented by

has been accepted towards fulfillment
of the requirements for

Ph.D. degree in Educational_ Systems

l

Hamad Abdel —Qader E]. —H;naisat
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De velopmen t ‘
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James L. Page
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BARRIERS AND FACILITATORS ENCOUNTERED
IN THE USE OF INSTRUCTIONAL MEDIA BY
JORDANIAN GENERAL SECONDARY LEVEL TEACHERS
IN THE PUBLIC SCHOOLS OF AMMAN

BY

Hamad Abdel-Qader El—Hmaisat

A DISSERTATION

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

DOCTOR OF PHILOSOPHY

College of Education
Department of Counseling, Educational
Psychology and Special Education
(Educational Systems Development)

1985

Copyright by
HAMAD AB DEL- QADER EL-HMAI SAT
1985

ABSTRACT

BARRIERS AND FACILITATORS ENCOUNTERED IN THE USE OF
INSTRUCTIONAL MEDIA BY JORDANIAN GENERAL SECONDARY LEVEL
TEACHERS IN THE PUBLIC SCHOOLS OF AMMAN

BY

Hamad Abdel-Qader El-Hmaisat

The purpose of this study was to investigate the
conditions that relate to the use of instructional media by
Jordanian secondary educational teachers.

The study investigates the relationships between
instructional media utilization and independent variables
such an; demographical characteristics, instructional media
availability, teachers and principals attitudes toward
instructional media, physical facilities, total budget,
media budget, principal authority over the budget,
frequencies of media use and the reasons for not using
instructional media.

Design and Procedures

Four hundred and forty-six teacher's questionnaires
were distributed with a 85.4 percent response rate while 17
principals' questionnaires were distributed with a 100
percent response rate. Fifty-one classrooms were visited by

the researcher in order to gather data on media availability

Hamad Abdel—Qader El-Hmaisat

in the classrooms.

Descriptive statistics, analysis of variance and
Pearson product moment correlation coefficients were used in
the analyses of the data.

The majors findings of this study were:

1. Teachers who had a two year institution diploma made

use of media more than others.

2. A significant low positive relationship exists between
teachers age and media use (r = .12).
3. A significant low positive relationship existed

between the years of teaching experience and the use
of media (r = .18).

4. Science teachers make use of instructional media
significantly more than teachers in other
disciplines.

5. Teachers who have prior training in instructional
media use media more than teachers without previous
training.

6. A significant moderate correlation (r == .44) exists
between teachers' abilities ix) operate media and the
use of media.

7. A significant moderate correlation (r == .49) exists
between teachers' abilities to produce materials and
the use of media.

8. No significant difference was iinnui between male and

’ l

10.

ll.

Hamad Abdel-Qader El-Hmaisat

female principals or teachers attitudes toward

instructional media.

No significant relationship existed between financial
expenses and the use of media.

The facilitators effecting the use of instructional
media are positive attitudes for both teachers and
principals teaching experience and prior training in
media.

The barriers restricting teachers in using media are:
lack of instructional media, lack of technical
assistance, lack of prior training, lack of physical
facilities, heavy teaching loads, size of classrooms,
school shifting system, and the routine of the

Education Department.

DEDICATED

to the memory of my father
who passed away several years
ago. He was the most

influential person in my entire
life.

ii

ACKNOWLEDGEMENTS

The encouragement and help of several individuals made
this study possible, the author would like to express his
deepest gratitude and appreciation to his major advisor, Dr.
James L. Page for his kindness, patience, advice, and
encouragement throughout my entire doctoral program.

My gratitude is also expressed to Dr. Castelle Gentry,
Dr. Stephen Yelon, and Dr. Lawrence Redd, as members of my
dissertation guidance committee I would like to extend my
thanks for their advice and support throughout my doctoral
program, their words of encourageent were especially
appreciated by students from a different culture.

Also, I .would like to thank Dr. Izzat Jaradat the
General Director of General Education of Ministry of
Education. Dr. Yaser Salem, The Director of the National
Association for the Mentally Handicapped. Dr. Sultan Abu
Orabi, Yarmouk University, Mr. Diab AlBadayen, Mr. Maher
Jewihan and all of them in Jordan for providing me with the
required information. Also, I wish to express my deepest
gratitude to my family: my mother, step mother, brothers,
sisters, and all my relatives for their encouragement and
support.

My sincere thanks and gratitude go to all the persons

mentioned above.

iii

Table of Contents

Dedication
Acknowledgement

List Of Tables

List of Charts
List of Figures

List of Appendices

Chapter
I. BACKGROUND INFORMATION AND RATIONALE
Statement of the Problem
The Purpose of the Study
The Need and Importance of the Study
Theoretical Framework
Limitation of the Study
Research Questions
Null Hypotheses
Definition of Terms
Summary

II. Review of Literature
Introduction
History of the Development of Educational Media
and Materials in Jordan
Audiovisual Aids and Educational Materials
Teaching Aids Units
Photographic Units
Print Production Units
Maintenance Units
Film Library
Educational Television
Educational Radio
Educational Innovation in Jordan 1982-1984
Diffusion of Innovation
Socioeconomic Characteristics
Personality Variables
Communication Behavior

Related Studies
Teacher Training

iv

PAGE

ii
iii
Vii

Xl

xii

12
l4
l6
17
20
22
23
25
29

3O
3O

31
31
32
32
32
32
32
34
35
37
38
39
4O
41

42
42

IV

Teaching Experience as a Factor of Influencing
Instructional Media Use

Subject Matter of Teaching and the Use of
Instructional Media

Instructinal Media Availability and Use
Teachers' Attitude Toward Media Related to
Other Factors

Physical Facilities

Decision Making-Structure (Authority)

Summary

III. Methodology

Introduction

Research Questions

Hypotheses

Target POpulation Identification
Sample of the Study

Development of the Survey Instruments
Pilot Testing and Final Revision of the Instruments
Validity

Administration of the Instruments
Data Analysis

Summary

Analysis of Results
Introduction
Research Question 1
Hypothesis 1
Research Question 2
Hypothesis 2
Research Question 3
Hypothesis 3
Research Question 4
Hypothesis 4
Research Question 5
Hypothesis 5
Research Question 6
Hypothesis 6
Research Question 7
Hypothesis 7
Research Question 8
Hypothesis 8
Research Question 9
Hypothesis 9
Research Question 10
Hypothesis 10
Research Question 11
Hypothesis 11
Research Question 12
Hypothesis 12
Research Question 13
Research Question 14

PAGE

45

46
47

49
51
53
55

57
57
57
59
60
60
61
66
66
67
68
69

72
72
72
74
75
76
76
78
79
80
81
82
84
86
87
87
89
93
93
94
97
99
101

102
103
104
105

Reasons Stated by Teachers for not
Using Instructional Media
Checklist

Summary of the Findings

Summary

Chapter V
Introduction
Review of the Research Purpose
Summary of the Findings
Teachers Background
Age
Teaching Experience
The Subject Matter
Prior Training in Instructional Media
Operation and Production of different
types of Media Equipment and Materials
Instructional Media Availability
Attitude Toward Instructional Media
Physical Facilities Availability
Organizational Structure (Authority)
of the Principal Concerning the Budget
Reasons for not Using Media
Additional Reasons, Stated by Teachers
for not Using Media
The Frequency of Media Use

Conclusion
Recommendation
For Research
To the Ministry of Education for
Further Action

Appendices

Bibliography

vi

PAGE

108
110
110
110

120
120
122
122
122
123
123
124
124

125
126
126
127

128
128

129
130

130

134
134

135
138

202

Table

Table

Table

Table

Table

Table

Table

Table

Table

Table

Table

Table

Table

LIST OF TABLES

The Sample Numbers of the Study

Distribution of Teachers by their Highest
Degree

Analysis of Variance Results Comparing Media
Use by Highest Academic Degree

Number and Percentage, and Mean Media
Use Score for Teachers in
Each Age Category

The Correlation Between the Age of the
Teacher and the Use of Instructional
Media

Numbers and Percentage of Teachers by Years
of Teaching Experience

Number, Percentage, and the Mean
Media Use Score by Years of Teaching
Experience

The Relationship Between the Years
of Teaching Experience and the Use
of Instructional Media

The Number and Percentage
of Respondents Teaching Each
Subject Matter

One Way Analysis of Variance Results
Comparing Media Use by Subject
Matter

The Number and Percentage
of Media Trained Teachers and Untrained
Teachers

The Number and Percentage
of Media Trained Teachers by
Level of Media Training

One Way Analysis of Variance

Results Comparing Teachers' Use
of Media by Prior Training

vii

 

PAGE

61

71

74

75

76

77

78

79

80

80

81

82

83

Table

Table

Table

Table

Table

Table

Table

Table

Table

Table

Table

Table

Table

4.5.4

4.10.1

4.10.2

One Way Analysis of Variance Results
Comparing Teachers' Use of Media
Based on Prior Level of Training

Numbers and Percentages of
Respondents Who Report that
They are Able to Operate
Each Type of Media Equipment

The Relationship Between the Teachers'
Abilities to Operate Different Types
of Media Equipment and the Use of
Such Media

Number and Percentage of
Respondents Who Reported on
Ability to Produce Each Type
of Instructional Material

The Relationship Between the
Teachers' Abilities to Produce
Different Types of
Instructional Materials and
the Frequency of Use

Principals' Responses to Instructional Media
Availability

A Summary of Instructional Media
Availability and the Frequency of Use by
Teachers

Relationship Between Average Media Use in
Schools and the Amount of Media Equipment
Available to Teachers

Numbers and Percentages of Teachers Responding
to Positive Statements on Instructional
Media

Numbers and Percentages of Teachers Responding
to Negative Statements on Instructional Media

One Way Analysis of Variance Results Comparing
Teacher Attitudes Toward Instructional
Media by Gender

Numbers and Percentages of Teachers Responding
to Positive Statements Toward Instructional
Media

Numbers and Percentages of Principals Responding
to Negative Statements on Instructional Media

viii

PAGE

84

85

86

88

89

91

92

93

95

96

97

98

99

Table

Table

Table

Table

Table

Table

Table

Table

Table

Table

4.10.3

4.11.1

4.12.1

4.12.2

4.13.1

4.13.2

14.1

14.2

15.1

15.2

One Way Analysis of Variance Results Comparing
Principals' Attitudes Toward Instructional
Media by Gender

Availability of Facilities in
All Seventeen Public Schools

Numbers and Percentages of Schools in each
Budget Category

One Way Analysis of Variance Results
Comparing Use of Media by Total School
Budget

The Distribution of Schools by Their Yearly
Media Expenditure

One Way Analysis of Variance Results Comparing
Use of Media by Teachers in School which
Differ in Their Annual Media Budgets

Number and Percentage of
Teachers' Responses to Each
Statement

Other Reasons Stated by
Teachers for not Using
Instructional Media

Summary of the Frequencies and
Percentages of Items
Available in Regular Classrooms

A Summary for all Twelve
Hypotheses and the Decisions

ix

PAGE

100

101

102

103

104

105

107

109

111

119

List of Charts

PAGE

1. Educational Ladder 3
2. Organizational Chart, Ministry of

Education 8

Figure

List of Figures

PAGE
The Relationship and Communication
Between People in the System 9
Theoretical (Hypothetical) Relationships
Between the Instructional Media Use
and the Factors Associated with It 21

xi

Appendix

Appendix
Appendix
Appendix
Appendix
Appendix
Appendix

Appendix

Appendix

Appendix

Appendix

Appendix

Appendix

Appendix

B
i.
l.
2.
2.
3

4A

4B

4C

10

LIST OF APPENDICES

Official Letters in Arabic Version
with an English Translation

School Names

Principal Questionnaire/Arabic Version
Principal Questionnaire/English Version
Teacher Questionnaire/Arabic Version
Teacher Questionnaire/English Version
Checklist

The School Total Budget for Each School
in the District

The Proportion of Instructional Media
Allocated from the Total Budget

The Percentages of Spending for the

Instructional Media

The Frequencies of Different Types of
Instructional Media used by Teachers and
Their Percentages of Each Type in the
Six Choices

The Point of View of Teachers Toward
Instructional Media Showing the
Frequency and Percentage

Principals' Point of View Toward
Instructional Media

The Barriers of Not Using Media and
Their Frequency and Percentage

The Media Availability of all the
Seventeen Schools at the District of
Amman and the Percentages from the
Total

The Availability of Facilities

xii

PAGE

138

145
146
157
164
176

186

187

188

189

190

191

194

196

199

201

CHAPTER I

BACKGROUND INFORMATION AND RATIONALE

Introduction

Chapter 1: states the background information and
rationale as well as explanation of the problem, purpose,
the need and importance of the study and the theoretical
framework. These are followed by limitations of the study,
research questions, hypotheses and a set of definitions for
terms used in this study. Also included is a summary and a
brief outline of time organizathmi of the remaining
chapters.

Jordan is considered to be one of the most advanced
countries in the Arab world. Declared a political entity in
1923, it gained political independence in 1946. The country
covers a small area of land which is estimated at 89.20
square kilometers. According tx> the census undertaken in
Jordan in November 1979, 50.6 percent of the population is
below 15 years of age while 48% of the population is
female. These pOpulation figures do not include Jordanians
who are abroad (Qaryouti, 1983, p. 1).

Generally speaking, education in Jordan is centralized
and regulated by the Ministry of Education. The development

of tfime educational system ix) Jordan indicates the rapid

growth in this area despite limited resources in terms Ci
qualified personnel, money and equipment. Prior to 1921
there was a total of four elementary schools in the
country. After the establishment of the Emirate of
TransJordan in 1921, twenty-one schools were Opened with 53
male teachers and 6 female teachers. Two years later, three
of these schools (located in Salt, Irbid and Karak)
developed into secondary middle schools. The school at Salt
developed into, and remained, the only complete secondary
school in .mordan. for .many' years (Ministry' of Education,
1984, Report p. 12). Since 1921 the number of schools,
students, and teachers has increased. By 1930 the spread of
education was rapid with numerous elementary schools being
established in many towns. Establishing new schools became
necessary due to the increased awareness on the part of the
parents of the importance of education. This is evident as
the number of schools increased from. 44 in ‘the 1922-23
school years to 1052 in the 1959-60 school year. In the
1982—83 school year the number of schools had grown to 2842
with a total enrollment of 804,759 up 799,959 from 4800 in
1922—1923 (Ministry'cxf Education, 1984, EL 12). Similar
changes took place at the various levels of the educational
ladder. Initially the first elementary cycle was four years
as established in 1939. The Education Act of 1955 increased
the elementary cycle to six years.

The educational ladder in Jordan comprises three cycles

as depicted in Chart 1.

 

18

17

*16

15

12

u

Age‘ Compulsory Schooling: 9 years up to age 16.

Hi Educ. 2 year

(Community Colleges)

 

Hi Educ. 4-6 year
University Programs;
B.A./B.SC, D.p.
Masters.

 

General See.

Educ.

Exam.

 

 

 

Secondary Educ. (3 years)

 

 

 

 

 

 

 

 

 

Source:

Vocational Academic Comprehensive Non-formal
Schools: Schools: Schools: Education:
Indust. Lit. Academic Evening,

Voc. Centers Commerc. Scien. Nursing Home,

2 years Agricul. Postal Literacy,
Postal Commercial Summer,
Nursing Enrichment,

I
.2 I
Preparatory o '
3yrs 5"
‘ I
>.
t-
ol
0')
HI
Elementary 3,:
6 yrs. 5 I
0|
14
Private Sector
KOG.
Grade
(I.J.)

Chart 1. Educational Ladder

Jordan Ministry of Education (1984) Progress of

Education in the Hashemik Kingdom of Jordan

 

1. The Ewe-school (Kindergarten) is INN: compulsory.
It is provided by the private sectors for children at four
years of age.

2.1 The elementary and preparatory compulsory cycle in
Jordan consists of nine years of common general education.
The schools accept children into the first grade in the
elementary (primary) school when they reach the age of five
years and eight months in September of the relevant year
(Masri and Abu Jaber, 1983, p. 39).

2.2 Preparatory cycle is the second part of the

 

compulsory cycle and is called lower or junior secondary.
Jordan provides nine years of education for all children up
to the age of sixteen. (Ministry of Education, 1984, p.
9).

3. The Secondary cycle and post secondary education is

 

a voluntary three-year program for students who have
completed the preparatory cycle. The types of education and
training a student is assigned to depends on his/her grades
and choices (Masri and Abu Jaber, p. 40). This stage
(cycle) has two kinds of senior secondary education (Grades
10—12) which are as follows:

A. General academic education. Seventy to eighty

 

percent of all students (male, female) who successfully
complete the preparatory cycle (Grades 7 to 9) are accepted
in the general academic education track. At the end of the

first year in general secondary education students are

assigned to either the scientific or literary stream
(Ministry of Education, 1984, p. 9).

B. About 15% of all students who successfully complete
the preparatory stage are enrolled in vocational education

in one of the following schools.

1. Industrial schools 2. Commercial schools
3. Agriculture schools 4. Postal schools
5. Hotel administration schools 6. Nursing schools

C. Trade centers enroll about 10% of all students who

 

successfully complete the preparatory cycle.

D. Post-secondary education includes community colleges

 

and the university. Jordan has three universities and 45
community colleges.

This researdh concentrated (N1 the secondary cycle and
on the general branch teachers' utilization of instructional
media in their classes.

Jordan, like most developing nations, seeks to benefit
from the technological develOpment in this century which has
had an impact in all aspects of life in industrialized
countries (eg. open university ix] England, distance
learning). Technology haS‘ been a factor in lengthening
human life expectancy. Since 1860 the average life span in
the United States has jumped from 40 to over 70 years owing
to advances in medicine and science. There have been
improvements in sanitation, nutrition, and in the prevention

and cure of disease (Roman, 1980, p. 1). Also, the

 

 

technological. developments in tflua United. States ‘have Thad
significant effects in the areas of telecommunications,
warfare, agriculture, and education. The aim of Jordan as a
developing country is to enhance the living conditions and
education. of its gpeOple. It wants to ‘benefit from the
technological development.

At the same time, the development process involves both
quantitative and qualitative dimensions of change, and is
thus deeply influenced by the culture and heritage of a
particular nation (Abu Jaber, 1983, p. 9).

Transferring technology from a technologically advanced
country to a traditional culture without prior study of the
needs of that country and its culture will have a negative
impact. The technology must be suited to the country's own
cultural heritage and resources. Herein lies the notion of
“appropriate technology" as discussed by E.F. Shoemaker in

his book (1975) 'Small is Beautiful‘. The problem is not

 

with the availability of appropriate technology for
transmisssion and exchange of information for development.
It is with the social, economic and political system which
perpetuates the technology gap between the elite and the
masses in developing countries of the world (Rashmi, 1980,
p. 64).

In Jordan, as in other developing countries it is
essential that available technology, and traditional methods

of education be modified and improved thus enabling schools

 

to cope with the challenges of development and
modernization. The schools should be based on principles of
modernity and progress. The Ministry of Education in Jordan
realized the importance of modifying and changing the
structure of the Ministry' of Education to make it more
dynamic in terms of looking at problems and trying to find
solutions.

Before 1981 the Ministry of Education was more
centralized in terms of the communication between the
principals and the Ministry of Education. For administrative
purposes the country has been divided into thirteen
districts: Amman, Suburbs, Madaba, Zarka, Balqa, Irbid,
Ramtha, Ajloun, Jarash, Mafraq, Karak, Tafila, and Ma'an.
The Ministry of Education realized the need for
restructuring educational administration in Jordan by
appointing a director to head each district and allowing
him/her to communicate directly with teachers and principals
in his/her district.

In the reorganization. of time Ministry' of Education
there are now five directorates instead of 13 that existed
under the old organization (see organization chart 2).

Before the reorganization, the Ministry of Education
controlled the procedures of appointing teachers to the
schools in which they would work, as well as transferring
teachers from one area t1) another. The runv organization,

however, gives the general. directorates. the authority to

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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hire teachers and to transfer them from one area to
another. Each department has offices of education in
different places within the district and for each office
there are schools under the supervision of that office. The
relationship and the communication between people in the

system is as represented in Figure l.

 

Ministry of
Education

T 6

General Secretary
(National)

9 J

General Directorate
(District)

‘ i
5L
Office of Education
(Area)

Q V

Principal

 

 

 

 

 

 

 

 

 

 

 

A

4 i
Teacher

 

 

 

 

Figure l. The communication between teachers, principals, and
Ministry of Education in Jordan.

Each school has a board of teachers which includes all
of the teachers within the school and the principal. There
is also a secretary (vice principal) who acts as principal
when the latter is absent. The teachers are responsible to
the principal, the principal to the Office of Education in

his/her area, and so on.

 

10

Reference by Law No. (89) for 1980 item 10

According to article 120 of the Constitution

one of the objectives to education expressed

in the new 5 year Ed. plan (81-85) is

outlined in item No. 9. The current

restrictions of the educational administration

is outlined in the included organization

chart which emphasizes decentralization

(Ed. Tech. Report, p. 3).

(9) Integrating Educational technology-into the whole
educational system (Ed. Tech. Report, 1982, EL. 3). The
aims of the integration is to make the educational media
apart from the curriculum.

A review of the five year plan for economic and social
deveIOpment in Jordan indicates that the policy of Jordanian
Ministry of Education is to implement educational technology
into the country's entire public school system (National
Economic and Social Development Plan, 1981, p. 242).
However, before this plan can be implemented, it is
essential for Ministry of Education decision makers to
realize that technology' developed In! an. advanced culture
over many years of research cannot be imposed upon another
culture in the ‘hope of accelerating development without
creating tension le the adopting system. Before reaching
the implementation stage i1: is important tn) understand the
gap between the deveIOped and developing nations. Based on

the knowledge of that gap, along with an understanding of

the culture and heritage and tflua country's resources, the

ll

system could be modified to cope with the challenges of
development.

It has been stated earlier that third world countries
in general, Jordan included, face many problems during the
course of their development. The importation of new
technology is a heavy drain on financial resources. It also
involves making changes and modification in the existing
system to accommodate the new technology.

According to the Education Technology Report published
by Jordan's Ministry of Education, several factors hindered
the effective adoption and utilization of the educational
technology at different levels of the educational system.
These factors are: 1. Production of different materials; 2.
Delivery of broadcast and nonbroadcast materials; 3.
Inadequate maintenance facilities; 4. Lack of adequate
feedback; 5. Utilization facilities (Ed. Tech. Report, 1982,
p. 13).

The report also stated that there was a lack of
research in the area of instructional media. The five year
plan also revealed that school facilities such as
laboratories, libraries, sports facilities, anui workshops
constituted part of the problem.

This study deals with the condition or factors that
influence the utilization of instructional media by teachers
at the general secondary school level in the district of

Amman.

 

12

The factors affecting the utilization of instructional
media in general have been identified by various
researchers. For example Kelly (1959), Hoban (1949),
Knowlton and Hawes (1962), Meiser (1952), Aquino (1970)
(1974), Semnain (1981), Godfrey (1965) list the following

factors:

1. demographic variables such as sex, age, background,
subject matter experience, etc.

2. attitudes of teachers and principals toward
instructional media

3. availability of media

4. physical facilities

5. organizational structure

Statement of the Problem

 

The purpose of the proponents of functional applications of
Educational technology is to help the learner benefit from
technology, throughout the learning process. The Ministry
of Education in Jordan, as well as other ministries and
governments in developing nations are looking to the field
of educational technology and to its impact on education in
developed nations for guidance.

Until now there has been no study conducted in Jordan

that has investigated the conditions and the requirements

 

13

which facilitated the successful implementation of
Educational Technology in the Jordanian education system.

According to a report on educational technology
prepared by the Ministry of Education of Jordan, the
government intends to integrate and use educational
technology into the entire educational system. However,
there was no mention of the gap between the developed nation
and the developing nation. To integrate educational
technology into the Jordanian culture, there should be a
prior investigation of the needs of the society. Decisions
as to what types of technology and what modifications would
be appropriate in the system should be made.

The Ministry of Education's educational technology
report ,indicates that one aspect of the educational
'technology development is the rndlization of instructional
media eg. using different types of media, radio, tapes,
video, etc. This study is concerned with the following
question - what are the conditions (barriers) affecting the
use of instructional. media by Jordanian secondary school
teachers? To what extent do these various demographic
variables, teachers, principals, attitudes, media
availability, physical facilities and organization structure
each contribute to media utilization.

Transferring technology from one culture into another

is not always a feasible proposition. It is recommended

14

that preliminary studies be carried out to ensure that new
technology is not simply imported and implanted wholesale in
the adopting (client) country.

Modification as a result of the preliminary studies may
be necessary. As Rogers (1983) indicated ixilrhs model the
prior conditions include previous practice, felt
need/problems, innovativeness, and norm of the social
system. Also Hurst (1975) indicated that an innovation may
be beneficial in some situations, and not in others. It
depends upon Vdu) is using it, 1J1 what manner, in what
context, for what purpose and with what results, and upon
what criterion of assessment we are using (p. 163). It is
necessary, therefore, to investigate carefully the above
mentioned conditions before any moves to adopt the new
technology are made. This is especially so if unnecessary
wastage of society resoures is to be avoided.

The problem is luwv can instructional technology from
developed countries be introduced into the educational
systems of 21 developimg country, Jordan, without creating

tension in the adopting system.

The Purpose of the Study

 

This study is the first study concerned with the
barriers and/or facilitators of using instructional media by

teachers in time Jordanian. public schools at the general

secondary level.

15

The purpose of this study is to investigate the

conditions that relate to the use of instructional media by

 

Jordanian secondary education teachers specifically. The

study will investigate:

Comparisons between male and female attitudes, their
formal professions, their training in media, and their
teaching.experience.

The knowledge of teachers concerning operation and
production of different types of instructional media.
The availability of instructional media equipment and
facilities.

Teachers' attitudes toward the use of instructional
media.

Principals' attitudes toward the use of instructional
media.

The physical capabilities of school facilities to
support the use of instructional media, e.g.
(screens, darkening facilities, electricity, etc.).
The structure of the authority of the principal within
the system.

The proportion of the instructional media budget
within the total school budget.

The extent to which instructional media is being used

by teachers.

 

16

The need and importance of the study

 

There is a need for a study in the area of
instructional media. in order to appropriately invest time
and efforts in adapting new technology — hardware, software
and technical expertise from advanced nations.

The five year plan for economic and social development
from 1981-1985 indicated problems facing education at the
compulsory, secondary, intermediate and higher education
levels, such as qualified teachers, and adequate
facilities.

There are no previous research studies done in Jordan
that were concerned with educational technology dealing with
the use of instructional media in the school system. This
study of the current status of the media and its use in the
schools will impart important information to policy makers
in the Ministry of Education. It will also provide relevant
background information for the improvement of the quality of
use of instructional media and for the improvement of
learning. The author's research is based on some studies
done by researchers in the field of Educational Technology,
e.g. Kelly (1959); Hoban (1949); Hooper (1969); Hurst
(1975); see Chapter 2.

The study is the first study concerned with the

barriers and/or facilitators of utilizing instructional

 

17

media by teachers in the Jordanian public schools at the
general secondary' level. It VHJJ. provided.:necessary' and
important information to the decision makers in the Ministry
of Education when planning for future strategies for the

integration of instructional media in the schools.

Theoretical Framework

 

This study focuses on conditions related to the
utilization of instructional media by general secondary
teachers in the district of Amman, and it is based on the
two <iiffusion. of innovation. models by ROgers (1983) and
Havelock (1973) euui on the results from past researchs in
the area of instructional media. The model of Rbgers and
Havelock provide the conceptual outline (guideline) for the
adoption. of innovation, e.g. felt need, prior ‘practice,
norm/value, diagnosis, knowledge, and relevant training.
Kelley (1959), Hoban (1949), and Tibbs (1974) indicated in
their research on instructional media utilization, that
there are many factors affecting the adoption of using
instructionl media. in classrooms, such. as .attitude,
training, sex, age, media availability, and facilities. It
is appropriate to give a brief description of the process of
each model before the representation of the hypothetical
diagram which shows the factors related to the use of

instructional media.

18

Roger's model includes these steps:

1. Knowledge occurs when an individual (or other decision
making unit) is exposed to the innovation's existence
and gain some understanding of how it functions

2. Persuasion occurs when an individual (or other
decision making unit) forms favorable or unfavorable
attitudes toward the innovation

3. Decision making occurs when an individual (or other
decision making unit) engages in activities that lead
to a choice of adopting or rejecting the innovation

4. Implementation occurs when an individual (or other
decision making unit) puts an innovation into use

5. Confirmation occurs when an individual (or other
decision making unit) seeks reinforcement of an
innovation decision already made, but he or she may
reverse this previous decision if exposed to

conflicting messages about the innovation (Rogers, p.

164).
Rogers' model contains three major decisions. These
are:
1. Antecedents. Variables present in situations prior to

the introduction of an innovation, antecedents consist
of individual personality characteristics and social

system norms.

 

19

2. Process communication channels which provide stimuli
to the individual during the innovations decision
process.

3. Consequence, e.g. adoption, rejection early or late

adoption.

The other model which relates the factors of media use
was produced by Hayelock. His model consists of six stages,
namely, building relationship; 2. diagnosis; 3. acquiring
relevant resources; 4. choosing solutions; 5. gaining
acceptance; 6. stabilizing the innovation and generating
self renewal. The Havelock model has been largely adopted
to the educational setting. As indicated earlier, the model
showed some factors that influence the adoption process to
diffuse a new idea, or technology into a social system.
These factors are knowledge about the idea, attitude, felt
need, prior practice, communication, channel building and
relationship persuasion.

The research conducted in instructional media also
contributed 1x) the theoretical framework for this study,
such as the work of Kelley (1959); Aquino (1970, 1974):
Meiser (1952), etc. Those researchers investigated
different factors related to instructional media
utilization. This theoretical framework assumed there was a
positive relationship between the demographical variables,

instructional media availability, attitudes, physical

20

facilities, organizational structure, and the instructional
media utilization.

The study investigated those factors ill a developing
country which did not develop but rather imported the
technology.

The diagram (Figure 2) shows the interaction between

those factors and the level of instructional media use.

Limitation of the Study

 

This study investigates barriers and facilitators which
influence the utilization of instructional media by general
secondary level teachers. The sample was limited to one
school district of the country (the district of Amman). The

study has the following limitations:

1. The study was limited to one district. However, this
could be generally applicable to the country's public
schools because they are similar (curriculum,
scheduling exams, all of the public schools are
governmental schools, controlled In! the Minstry’ of
Education).

2. It was limited to teachers and principals in the
public schools.

3. It was limited to the general secondary level.

Moreover, this study is confined to one aspect of

 

21

 

Demographic
Variables (e.g. sex,
experience, training,

 

age)

 

Instructional
Media
Availability

 

 

 

 

Teachers'
Attitudes Toward Instructional
Instructional Media
Media Use

 

 

 

 

 

 

3

 

Physical
Facilities
Availability

 

3

 

 

Organizational
Structure
(Authority)

 

 

Figure 2. Theoretical (Hypothetical) relationship between
the instructional media use and the factors
associated with it.

 

22

educational technology, the use of instructional

media.

Research Questions

 

The Research Questions for this study are:

Does the teacher's educational level (degree held)
have any relationship to instructional media use?

Does the teacher's age have any relationship with the
instructional media use?

Does the amount of teaching experience have any
relationship to the teachers' media use in his/her
school and classroom?

Does the subject matter have any relationship to
instructional media use?

Is there any relationship between teachers' prior
training in instructional media and the use of
instructional media?

Is there any relationship between teachers' abilities
to operate different types of instructional media
equipment and the use of instructional media?

Is there a relationship between teachers' abilities to
produce different types of instructional materials and

the use of instructional media?

 

 

 

 

 

10.

11.

12.

13.

14.

23

To what extent are instructional media and materials
available at the general secondary level in the
district of Amman?

Does the sex of the teacher have any relationship with
attitudes of using instructional media?

Does the sex of the school principal have any
relationship with attitude toward instructional media
in their schools?

To what extent do the schools have the appropriate
faciliites for the use of instructional media.

Does media use vary based on the school's total
budget?

Does the school's annual expenditure effect the use of
media?

What are the most frequently cited reasons for not

using instructional media?

Null Hypotheses

 

There will be no relationship between teacher's
educational level (degree held) and instructional
media utilization.

There will be no relationship between the age of

teachers an his/her utilization of instructional

media.

10.

11.

(‘J
.55

There will be no relationship between teaching
experience and instructional media use.

There will be no difference in the use of media by
teachers in different subject matter areas.

There will be no relationship between teachers' prior
training in instructional media and the use of
instructional media.

There will be no significant relationship between the
teacher's ability to Operate different types of media
and the use of instructional media.

There will be no relationship between the teacher's
ability to produce different types of instructional
materials and the use of instructional media.

There will be no significant relationship between
average instructional media. use 1J1 schools and the
amount of instructional media and materials available
per teacher.

There will be rm) significant difference between male
and female teacher attitudes toward. the use of
instructional media.

There will be no significant difference between male
and female principals' attitudes toward use of
instructional media in their school.

There will be no significant difference in media use

by teachers among schools with different total

budgets.

25

12. There will be no significant difference in the use of
instructional media among schools which have different

annual media expenditures.

The Definitions of the Terms

 

Instructional Media:

 

Instructional media includes those materials commonly
labeled as audio-visual media including films, film strips,
television, transparencies, various forms of educational
graphics, programmed instruction, magnetic tape and disc
recordings, mediated self instruction. materials, computer
assisted instructional materials and. associated. equipment

and support staff.

Use:

Use refers to the application to which individual
teachers of the school integrate and employ instructional
media in a particular curricular or learning program for the

purpose of communicating relevant information.

Ministry of Education:

 

The Ministry of Education refers to the central

organization responsible for providing, controlling, and

 

26

supervising nationwide educaticni for all students at the

elementary, preparatory and secondary levels in Jordan.

District:

A district is the geographical division of territory
within Jordan. The country is divided into districts for
educational purposes. There are five districts, one of

which is Amman.

Attitude:

Attitude involves the extent of teacher's and
principal' perception that instructional media will enhance
or inhibit the learning process. (This could be desirable

or undesirable).

Availability:

 

Availability indicates the extent of the presence of
instructional media, both hardware and software in the

school.

Accessibility:

 

In this study accessibility refers 1x) the ease which

the teacher is able to check out and utilize thenediaas

the need arises, in order to support his/her teaching.

 

27

Organizational Structure:

 

Organizational structure refers to the characteristics
of the hierarchy of Ministry of Education's authority, e.g.,
centralization, authority' of the gprincipal, and the
communication among teachers, principals, and the Ministry

of Education.

Innovation:

 

Innovation means a practice or an idea or object
perceived as new by an individual or other unit of adoption

(Rogers, 1983, p. 11).

Authority:

 

Authority refers here to what extent the principal can
make a decision in the budget or in the communication with

the Ministry of Education.

Technology:

 

Is not just machine and men, it is a complex,
integrated process for analyzing problems, and of devising
solutions to those problems. (AECT a glossary of terms,

1977. p. 17)

Budget:

The budget refers to the yearly total money for each

school.

Educational Technology:

 

Educational technology is a complex integrated process
involving people, procedures, ideas, devices, and
organization for analyzing problems and devising,
implementing, evaluating and managing solutions to those
problems which are involved in all aspects of human learning

(AECT.glossary of terms, 1977, p. 12).

General Secondary Level-Secondary Cycle:

The secondary cycle (equal to grades 9-12 in the USA)

is a voluntary three year program for students who have

29

completed the preparatory cycle. It consists of three years
of general education. After grade 10 students choose either

a scientific or literary course of study.

Summary

The format for the study is presented in Chapter I
which covers rationale and introduction, statement of
problem, purpose, researCh questions, hypotheses, need for
and importance of the study, theoretical framework,
determination, and the definitions of terms.

In Chapter II the literature concerning the study is
reviewed.

In Chapter III, the design of study is presented.
Included are research questions, hypotheses, description of
the population and sample, development and administration of
the questionnaire, and methods of data analysis.

The analysis of the data is examined and reported in
Chapter IV. Chapter V includes the summary, conclusions,

recommendations and suggested further studies.

Chapter II

REVIEW OF LITERATURE

Introduction

 

This chapter of the dissertation is pmesented in two

sections.

1.

The History of the Development of
Educational Media and Materials in
Jordan

1.1 Audiovisual aid and educational materials (equivalent
to hardware and software)-

1.2 Educational television.
1.3 Educational radio.

1.4 Educational innovation in Jordan 1982-1984

Diffusion of Innovations

2.1 Socioeconomic characteristics
2.2 Personality variables
2.3 Communication behavior

The Research Related to the Author's Investigation
3.1 Teacher training and use of instructional media.

3.2 Teaching experience as a factor in influencing
instructional media utilization.

3.3 Subject matter of teaching and the utilization of
instructional media.

30

3.4 Instructional media availability and
utilization.

3.5 Teacher attitudes toward media related to other
factors.

3.6 Physical facilities.

3.7 Decision making structure (authority).

I. History of the Development of Educational Media and

 

Materials in Jordan

 

Jordan, like most developing countries, looked to
technology to accelerate development in different aspects of
life. This part includes four subtitles in the area of
education teaching learning’ process and some of the new

innovations in the education system in Jordan.

1.1 Audiovisual aids and educational materials.
1.2 Educational television.

1.3 Educational radio.

1.4 Educational innovation.

1.1 Audiovisual Aids and Educational Materials

 

The policy of the government and the Ministry of
Education is to benefit from technology. In order to
benefit from the development of technology and to assist the
teaching learning process, the policy maker within the
Ministry of Education established an audiovisual center in

Amman in 1960 which has been developed in three stages.

 

32

1. First Stage Orienting and training most
1960-1965 teachers and headmasters on the
importance of audiovisual media
in education and the preparation of
basic audiovisual aids from local
materials (Educational Technology
report 1982 p. l).

 

2. Second Stage More training and limited
1966-1970 production of aids and technical
services. Equipping the audiovisual
section in the districts with the
essential equipment and materials
for use in school. (Ed. Tech. Report
1982, p. 1).

 

3. Third Stage Increased quality production
1971-1983 of educational materials of different

 

types (e.g. maps, charts, transparencies,

slide sets, posters, audio tapes).

Also, making available essential science

teaching aids and technical services

of the educational technology center,
and providing the audiovisual section
and schools with the basic audiovisual
equipment and materials whenever

materials whenever funds were allocated

(Ed. Tech. Report 1984, p. 4).

During the period 1971-1976, a directorate comprising
five technical units was established. with five essential
functions included below.

A. Teaching Aids Units.

 

These units designed, ' developed, produced, and
distributed tflua teaching/learning materials 1J1 accordance
with the national curriculum. To train teachers,
principals, supervisors in the local production of low cost
materials and to supervisor school exhibitions to design and
produce automical and relief models, to design textbook

covers and illustrations (Ed. Tech. report, 1982 p. 4).

 

33

B. Photographic Units.

 

These units provide photographic services for the
producticmi of slides, transparences, filmstrips, (posters,
and illustrative materials for textbooks as well as for the
production of educational television programs.

Since 1980-1981 they have produced videotapes for
practice teaching lessons at teacher training institutions,
using different technical aspects of handling photographic
and darkroom equipment as well as non broadcast video
equipment. (Education Technology Report 1982, p. 4).

C. Print Production Units.

 

The purpose of these units is to produce schools maps,
charts, posters, booklets and reports for the national
curriculum.

D. Maintenance Units.

 

Maintenance units have the responsibility to repair and
maintain all audiovisual equipment in use at the Audiovisual
Center and schools. This equipment includes radios, radio
cassette recorders, television sets, and video equipment.
They also assist in delivery and installation and giving
technical service to other ministries and departments within
the field of its competence. They give assistance in the
production of audio and visual programs of the audiovisual
center.

E. Film Library.

 

Film Library responsibility is to coordinate the

circulation and use of educational films/slides, filmstrips,

 

34

and tapes in educational institutions, and to store and
maintain these materials. (Educational Technology Report
1982, p. 5).

1.2. Educational Television

 

Educational television is controlled and supervised by
the government. In Jordan, television is indirectly under
the (control of the Ministry of Information. After the
program is recorded, the Ministry of Information reviews it
before the television station can broadcast it.

On the evening of 28 April 1968, Amman TV studio
officially went on the air with three hours of daily
transmission (Boyd, 1982, p. 91).

The Ministry of Education realized the need to utilize
the new technology (television) in the school system in
order to cover some areas of the curriculum where they have
shortages of qualified teachers.

The Ministry of Education, in cooperation with Jordan
Television, started transmitting educational programs to the
eleventh grade in October 1968. This grade was specially
chosen owing to the shortage of qualified teachers in
certain subjects.

The television services provided the facilities:
equipment, technical personnel, and all the necessary
elements for television broadcasting. On the other hand the

Ministry of Education was responsibile for providing a team

 

35

for setting and writing the educational programs based on
the curriculum from the Ministry of Education as
guidelines.

Jordan was the first Arab country to utilize television
to broadcast educational programs to students in school.
According to the Ministry of Education, in 1982 most of the
secondary schools were equipped with television sets. The
programs covered different subjects of the second cycle
curriculum.

Curriculum levels and subjects included were:

1. First Secondary (10th grade) Islamic religion,
Arabic, English, Geography, Arts.

2. Second Secondary (11th grade) Physics, Geography,
Biology, English.

3. Third Secondary (12th grade) Physics, English,
Biology, Chemistry.

The programs are of 20 minutes duration within 40
minute classroom periods, from 9:00 a.m. to 2:00 p.m. and
4:00 p.m. to 5:30 p.m. five days a week (with no programs
Friday and Saturday mornings) during 26 weeks of the school
year (Educational Technology Report 1982, p. 9).

According to the Jordan Ministry of Education more than
120,000 students use (view) the programs.

1.3 Educational Radio

 

School broadcasts on 21 regular basis were inaugurated

in February 1970. Initially English programs were directed

36
mainly to sixth grade classes. All the schools were
equipped with radio sets and cassette recorders. The

Ministry of Education reported that the programs of
educational radio was used by more than 25,000 students.
From 1971 to 1982 there were more levels using radio
programs in the system than using television. The following

curriculum levels and subjects are covered:

1. Elementary English

2. Preparatory English, Arabic, Religion,
Geography, History

3. Secondary Arabic, History, Geography,
Religion

The Ministry of Education broadcasted five radio
programs each of 15 minutes duration, during school hours
over the network of Radio Amman for 26 weeks each school
year. Production is carried out in the studios of Amman.

The radio and television services provided all schools
with radio receivers, so that most schools have radio
cassette receivers and/or tape recorders. The educational
radio and television centers produced taped religious and
English programs and distributed them to schools.

Looking at the development (of the educational system
and media in Jordan indicates that the country has a policy
of using and integrating instructional technology into the

educational system.

 

37

1.4 Educational Innovation in Jordan 1982—1984

 

According to the Ministry of Education report (1984)
the following innovations were adopted in the educational
system during the past two years.

a. In order to integrate education with the world of
work and to achieve more interaction between formal
education and productive work vocational education programs
pertinent to society were introduced at the primary cycle,
practical training programs geared towards the local
environment were developed at the preparatory cycle and a
vocational culture curriculum was introduced at the
secondary cycle.

b. There is a special training program developed by
the Ministry of Education to integrate training with the
world of work, by linking vocational education to the needs
of the labor market and society.

c. The constructing of achievement and aptitude test

for the students in the third preparatory class was done to
meet the following objectives:

1. Identifying students abilities for acquiring knowledge,
concepts, and basic skills required for the secondary
education.

2. Identifying students capabilities toward academic and
educational studies.

3. Forecasting the type of secondary education appropriate
to meet the needs of students.

4. Classifying and channeling students toward the stream
of secondary cycle for which they are most suited.

 

38

d. The establishment of the video—center was done to
produce special teacher-training programs for education in
general.

e. A center for conducting audiovisual workshops and
distributing equipment and materials to the public on a
regular basis was established.

f. Integration of mass media and education was
emphasized.

g. A directorate of educational technology to
introduce modern technology into the education process was
established.

h. A competency based teacher education program was
developed to improve instruction.

i. Utilizing the facilities provided by the computer
in storing and retrieving all forms of information and
educational data needed in the process of decision making
(Educational Report 1984, pp. 20-22).

2. Diffusion of Innovation

 

The literature indicated that much of the early
research in the diffusion of innovation done in the field of
agriculture focused on the farmer adopting new farm methods
and techniques on their farms.

Since Ryan and Gross (in Berson, 1976, p. 26)
conducted their study of the diffusion and adoption of
hybrid corn in 1943, diffusion researchers have observed
that adoption occurs as a process composed of learning,

deciding and acting over a period of time.

 

 

 

39

Mort (in Moallemian, 1984, EL. 16) provides a
comprehensive analysis of two hundred and fifty studies (to
1961) relating to patterns of diffusion of innovations,
factors and conditions affecting the adaptability of school
systems. In 1962 Rogers reviewed a broad range of studies
that were concerned. (principally' with innovations in
agriculture and medicine.

Rogers in his book diffusion of innovations (1983)
identified three major categories of adopters. Each
category Imus some characteristics: 1. socioeconomic
characteristics, 2. personality variables, 3. communication

variables.

2.1 Socioeconomic Characteristics

 

The earlier adopters have the following characteristics
as summarized from past research by ROgers, 1983, pp.
251-259.

Earlier adopters do not differ from later adopters in
age, do have more years of education, are more likely to be
literate, have higher social status, have a greater degree
of upward social mobility, have large sized units and have
more favorable attitudes than latter adopters.

Stern, et a1. (1976) studied the characteristics of
users of a new mechanized information center who were
compared with a group of non users (adopters and

nonadopters). In terms of cosmopoliteness attitude toward

 

40

changes, professional background, age, rank, years with
degree of attitude, scholarly productivity. They did find
that adopters sought more reinforcement from their peers.
This was the case in 'both the adopters' professional and
friendship networks.

Mitchell (1970, p. 18) found that the lack of
knowledge and adequate resources and support within the
administration contribute to negative attitudes and ultimate
discontinuation.

2.2 Personality Variables

 

Rogers (1983, p. 257) indicated that the personality
variables associated with innovativeness have not yet
received much research attention in the past because of
difficulties of measuring personality dimension in field
interviews. He summarized the characteristics of the
personality variables from past researchs as: earlier
adopters have greater empathy, less dogmatic, a greater
ability to deal with abstraction, greater rationality, a
more favorable attitude toward education and science, are
less fatalistic, have a higher level of achievement,
motivation, and higher aspiration than later adopters.

Grant (1972, p.134) in his study "The personality
characteristics of acceptors and rejecters of newer
educational media among secondary teachers of Wisconsin,"
indicated that personality dimension of interaction and

dominance were significant for both male acceptors and

 

41

female rejecters. According to McGuire females when taking
personality inventories may respond more unreliably than
males. Also, women tend to be more socially influenced than
are men.

2.3 Communication Behavior

 

The knowledge about new ideas, innovations, and
practices spread throuogh different types of communication
processes. As Person (1976, p. 27) indicated, the choice
of one process over another varies with respect to adopter
categories.

Rogers (1983, p. 259) summarized the characteristics
of the earlier adopters according to the communication
behaviors: earlier adopters display more social
participation, are more highly interconnected in the social
system, are more cosmopolite, have more change agent
contact, have greater exposure to mass media communications
and interpersonal channels, seeks information about
innovations, have greater knowledge of innovation, have a
higher degree of opinion, leadership, and are more more
likely to belong to highly interconnected systems than are
latter adopters.

As indicated. earlier 111 Chapter (hue the theoretical
framework of the study is based on two diffusions of
innovation models by Rogers (1983) and Havelock (1973) and
on the past research in the area of instructional media and

technology. The literature provides the characteristics of

the earlier adopters of innovations such as more
knowledgeable, have a higher level. of training, are more
educated, display more communication behavior, the people
within the system display more organizational structure and
have more positive attitudes, some of the characteristics of
the earlier adopters from the past research in the area of
the diffusion of innovations are included in the theoretical
framework of this study.

3. The Related Studies:

 

This part of the literature review covers studies
related to demographic variables, e.g. (age, background,
experience) the instructional media availability, teachers'
attitudes toward instructional media, physical facilities at
schools, and the authority of principals, and relates these
to instructional media utilization.

3.1 Teacher Training (backgroun® and the Use of

 

Instructional Media

Most of the researchers supported the idea that
teachers who had prior training in the area of instructional
media would use it more than those who did not have any
prior training.

One of the questions that DeBernardis attempted to
answer in a survey in 1946 was, "What are the obstacles to
the wider use of audiovisual aid." Ninety percent of the
responses indicated that in adequate training of teachers in

the use of audiovisual aids was a major obstacle.

 

43

Another study conducted at Indiana University in 1952
by Meiser, found that teachers with higher levels of college
or university training made more use of projected
audiovisual materials than did teachers with less training
(Unpublished doctoral dissertation, p. 73).

Stephen (1971) citing by Meiser (1952),

"Audiovisual courses may have had an effect on the

amount of use of projected materials. Thirty

percent of teachers had had one or two audiovisual

courses. The 25 teachers had an average of 60

projections per year. The 43 teachers who had had

no formal course had used an average of 42 projections

per year (p. 47)."

Arterbury in 1971 conducted a study of East Texas
University "teacher utilization of media services provided
by regional educational service center." He found that in
Texas, the prior training in the use of audiovisual
equipment is a factor in the utilization of media services
by teachers.

Semnani conducted a study at Boston University (1981,
Dissertation Abstract International, p. 2452A). In his
study "selected factors affecting teacher utilization. of
instructional television in Massachusetts," he found that
formal college background of teachers in instructional media

and teaching subject matter are the chief variables in the

use of instructional television.

 

44

Streeter (1967) included some statistical analysis in
his study between media utilization and media competency.

The results:

1. There was a positive correlation (.41) between

the teacher's media competency score and total
media frequency of use scores.

2. Teachers with media training in college

had significantly higher media competency
scores than teachers who did not
have such training, p. 80.

Hubbard (1960) (in Aquino, 1970, IL 187) noted four
factors associated with teacher training and experience that
were related 1x; college teacher use of audiovisual
materials.

Hardway, Beymor, and Engbretsom (1963) concluded in
their study that "teachers who had taken workshops or
courses in instructional television were more favorably
inclined toward ETV than teachers who had not completed such
training," p. 20.

The author with the above reference concludes that

trainimg is a factor to respect when people are utilizing

instructional media.

 

45

3.2 Teaching Experience as ea Factor of Influencing

 

Instructional Media Utilization

 

Previous research conducted on instructional media use
indicated conflicting findings of tflma research about the
relationship between years of experience and use. Kelly and
Moshaikeh conclude that there is no relationship between the
number of years of experience and the use of audiovisual
aids in the classroom. Arterbury in his study of teacher
utilization of media found that years of experience in
teaching was a factor in the use of media.

Stephens (1971) citing Meiser (1952) said:

Teachers with less than 25 years of experience used

more projected materials than did those

teachers with 25 years or more of

experience (p. 44).

Also,

Teachers with less than 10 years of experience

used fewer projected materials than did those

having from 10—19 years of experience

(p. 44).

Sibalwa (1983) indicated that interaction among types
of experience and availability did not affect the subject's
use of instructional media, but experience plus formal or
informal training increased media use more than other
experience education-combination, Dissertation abstract, p.
650A.

It is reasonable to conclude from the past research

that teaching experience is a factor in media utilization.

3.3 Subject Matter of Teaching and the Utilization of

 

Instructional Media

 

Many researchers in the field of educational technology
consider that the subject matter is a factor affecting
utilization.

Artebury (1971) 1J1 his study "Teacher Utilization of
Media Services provided In! the Regional Education Centers"
indicated that the teacher is influenced by the subject
matter in utilizing media. He also added that teachers in
the social studies tend to use audiovisual materials in
their classroom more often than do mathematic teachers.

Grant (1965) in his study indicated that teachers of
English, foreign languages, Science, and Social Studies tend
to use audiovisual material more frequently than mathematics
teachers.

On the other hand a study conducted by Gilbert and
Hennigan (1973) on "utilization of media in teaching by
Secondary Classroom Teachers" concludes that teaching
assignments reflect a slight difference of teachers toward
frequency of media usage, (Educational Resources Information
Center, p. 320).

One of Semnani's findings was that the teaching subject
is a chief variable in the use of instructional television
in the classroom (1981, Dissertation Abstract International,

p. 2452A).

 

 

 

 

47

From the foregoing studies it is reasonable to conclude
that the subject matter is a factor in the instructional
media utilization by teachers.

3.4 Instructional Media Availability and Utilization

 

The review of related studies showed a relationship
between teachers' attitudes and the media availability and
its effect on utilization.

Aburas (1982) citing Kelly (1959) said:

"There is a significant relationship between the
availability of equipment and teachers' attitudes
toward audiovisual materials.

"There is a significant relationship between the

availability of audiovisual materials and

teachers' attitudes toward these materials.

There seems to be a consistent pattern to the

distribution of attitudes and the availability of

materials" (p. 47).

Battram (1963) in his study, “Teacher perceptions
relating tx) new communication. media" indicates that
availability of equipment and materials increased use of
materials, and instructors tended to learn more concerning
the proper use of these materials (Moore and Hunt, 1980, p.
144). Another study’ conducted 1»! Eboch (1966) concluded
that in the event of a project discovery, the teachers will
utilize audiovisual materials when they are available
according to Aquino (1970, p. 188).

Bakri (1983, p. 158) found that media availability in

the schools was considered to be one of the most important

48

factors influencing the teachers' use of audiovisual
materials in teaching.

Sibalwa, in his dissertation, also concludes that the
availability of instructional media was a determining factor
in using seven out of 20 media items (television broadcasts,
IT, 8mm motion picture camera, filmstrips, overhead
projector and an opaque projector (1983, p. 102).

In another study "utilization of and teacher's

attitudes toward Educational Television facilities,’ Susan
(1973, p. 47) concluded that the ratio of teachers to
pieces of equipment does have a significant effect on
utilization rates.

Finch, Gustilo and Wiersteiner (1970) in their study
"instructional resource for vocational, technical
education,“ reported findings indicating that availability
of instructional resources leads to increased utilization of
such media according to Aquino (1974, p. 73)

Also, Godfry, (1965) reporting upon availability of
educational media in schools, identified teachers requests
as being among the more influential channels for having
school authorities provide greater amount of audiovisual
equipment and materials (Aquino 1974, p. 73).

In his study, Aquino (1974, p. 76) found a significant
relationship between availability factors for both
audiovisual equipment and materials and for the equipment
segment of the accessibility factor.

Past research indicates that the media availability is

a major factor in the instructional media utilization.

 

1

 

49

3.5 Teacher's Attitudes Toward Media Related to Other

 

Factors

All the studies reviewed that investigated teacher
attitudes toward media, indicate that there are many factors
that influence teacher attitudes.

In 1946 the research devision of the National Education
Association contacted more than 1,000 administrators,
principals, and superintendents. One of the major obstacles
to the development of an educational mediation program is
teachers not being interested, and not being prepared to
make effective use of audiovisual aids (p. 165).

Kelley (1959, p. 55) in "A Study of teachers"
attitudes toward. audiovisual materials identified. sixteen
factors related to teacher attitudes toward audiovisual
materials. Among them are background, encouragement by
supervisors, and availability of equipment. He also found a
significant relationship 'between sex and attitude toward
audiovisual materials. In his study he found that there was
a definite tendency for women to have a more positive
attitude than men.

Aquino's study of teacher attitudes toward audiovisual
instruction as they are influenced by selected factors
within the teaching environment showed, "that teachers who
have favorable attitudes toward instructional technology
probably would be more critical of the teaching environment

than those who did not have these positive attitudes."

50

The National Education Association and the American
Federation of Teachers indicated that most teachers do not
feel that instructional technology is threatening to
teachers. However, at the same time the respondents felt
that instructional (technology) is threatening to teachers.
Moreover, the respondent felt that there could be a loss of
classroom autonomy for teachers if instructional technology
were used extensively, Moore and Hunt (1980), pp. 145-146.

Aquino (1974) citing Knowlton and Hawes (1962), in
their study "Attitude: helpful predictor of audiovisual

usage," indicated that

negative teacher attitudes toward educational

media are related to utilization barriers and

that increased utilization of educational media

by teachers following their participation in an

audiovisual education course is the result of

improved information rather than improved

attitudes" (p.73).

Streeter (1967, p. 37) concluded that "Favorable
Attitudes Toward the Use of educational media can be stymied
by utilization barriers."

Tobias (1966, p. 99) in his study "attitudes toward
instructional media," indicated that threats of automation
influence teacher attitudes toward educational media.

Guba and Snyder (1964) in their study "Instructional

television and the Classroom Teacher" indicated that

teachers who used instructional television had more positive

51

attitudes toward instructional television and newer
instructional media than teachers, who did.rMN: make use of
television medium.

Hardway, Beymer, Engbretson in their work, "A Study of
Attitudinal Changes of Teachers and Pupils Toward
Educational Television and an Analysis of Attitudes of
Various Groups Toward Educational Television" (June, 1963)
conclude that there is some indication that in service
training in educational television, utilization has a
favorable affect on attitudes, p. 20. Another study by
Handleman (1960) revealed that fear of mechanization and
reduction of self importance is 21 negative influence upon
teachers 111 their litilization (If instructional. television
(Aquino, 1970, p. 188).

Another study conducted at Michigan State University
(1974) by Tibbs found that teachers in the Detroit area
showed a positive attitude toward the effectiveness of
curriculum laboratories in which non print media were used.

It can be concluded based on the above information,
that attitude is a major factor in the utilization of
instructional media.

3.6 Physical Facilities

 

The studies reviewed indicated that availability or

nonavailability of physical facilities has an effect on the

use of instructional media.
Hoban's work (1949, p. 53) states that one of the

obstacles in the use of audiovisual materials is the

52

difficulty in modifications of building for the use. of
audiovisual materials is often. Seaton (1944, p. 43) in a
report for the American Council of Education also indicated
that one of the factors affecting utilization of educational
media is the place of'showing. Another study conducted by
the National Education Association stated that school
buildings needed extensive modeling in order to facilitate
the utilization of media (Stephens, 1971, p. 44). Knowlton
and Hawes (1962) in their study reported that some of the
negative attitudes of teachers toward media were related to
physical utilization barriers and not necessarily to the
media themselves (Moore and Hunt, 1980, p. 144).

Miles (in Moore and Hunt, 1980, p. 144) identified
1626 barriers in 1025 uses of instructional technology for
an average of 1.6 barriers per use in a 20 day period in a
high school. He concluded that the most frequent physical
barriers reported were seating arrangements, screen
placement, equipment conditions, acoustics, lack of time for
preparation, Operation of equipment and hall noise.

Obetz (1980) in.‘his study "Media Used. by' Community
College Faculty in the Classroom" concluded that the use of
media production facilities is significantly related to the
availability of media production facilities/assistance.

Sussman (1973) in his survey indicates that six factors

were provided regarding the television facilities and

53

utilization, one of them being "the type of facilities a
school has does not appear to affect rates of utilization;
however, the quantity of facilities has a significant effect
on utilization rates" p. 47. It is reasonable to conclude
from the past research that physical facilities is a factor
in media utilization.

3.7 Decision-Making Structure (Authority)

 

The research indicates that both the administrative
structure and the support have an impact on the use of
instructional media and its innovation.

Getzels (1958) conceives administration .as a: social

process in which:

"we may conceive of Administration structurally

as the hierarchy of subordinate-superordinate
relationships within a social system. Functionally
this hierarchy of relationships is the focus for
allocating and integrating role and facilities

in order to achieve goals of the social system,"

p. 25.

In each society many functions and responsibilities are
established by different people at <different levels and

authorities. Line Bothwell (1983) defines authority as:

"Power that peOple derive from

their position. In the organization
where does the position derive the
power from? The power comes from

the chart of the organization, it is
delegated to position holder by the
number of the organization hence it is
legitimate," p. 153.

 

54

The organizational structure of the school system has
an impact (influence) on the teachers' innovation in their
schools. Mortimer (1968) in his study, The Analysis of the
Diffusion of Innovation to Teachers in Thai Government
Secondary Schools found, a very low correlation (most of
which was not significant) between 51 independent variables
and (1) teachers awareness of new educational innovations,
(2) favorable attitude toward these new ideas, and (3)
innovation. He reported that one very likely reason for
these low relationships is the fact that structural factors
were almost entirely ignored.

In 1953 the National Education Association in its
report "Audiovisual Education in the Urban District"
referred to the obstacles in the utilization of media
teachers and principals responding to the questionnaire. It
indicated that administrative or supervisory opposition or
indifference was a major obstacle.

Kelley (1959, Dissertation Abstract, p. 3224)
indicated that favorable attitudes on the part of teachers
were significantly related to encouragement by supervisors.
From the foregoing it is reasonable to conclude that
administrative support has 21 positive effect on the

utilization of media by teachers.

55

Summary

In this chapter, a review of the literature pertinent
to the factors influencing the instructional media use by

teachers has been made and cover the following basic areas.

1. History of the development of educational media
and materials in Jordan

1.1 Audio visual aids and educational materials

1.2 Educational television

1.3 Educational radio

2. Diffusion of innovation

2.1 Socioeconomic characteristics

2.3 Communication behavior

3. The research related to the author's investigation
3.1 Teacher training and use of instructional media
3.2 Teaching experience as a factor in influencing

instructional media utilization

3.3 Subject matter of teaching and the utilization of
instructional media

3.4 Instructional media availability and utilization
3.5 Teacher attitudes toward media related to other
factors

3.6 Physical facilities

3.7 Decision making structure (authority)

The first part of the review covered the development of
educational technology in JOrdan from 1960-1984, the
development has taken place with \mn3r active support from

the government of Jordan and the Ministry of Education.

56

The second part dealt with the diffusion of innovation
and-the characteristics of the earlier adopters based on the
three major categories as identified by Rogers,
socioeconimic, personality, and communication behavior.

The third part dealt_ with related studies on the
condition of unilizing instructional media, including
training, background, sex, age, experience, subject matter,
media availability, physical facilities, and the power

structure.

 

 

Chapter III
METHODOLOGY
Introduction

The purpose of this study was to investigate the
barriers/facilitators which might influence the use of
instructional media by public secondary school teachers in
the district of Amman. Factors were identified by the
researcher from previous studies to be considered in this
study. The following research questions and hypotheses are
investigated and tested.

Research Questions

 

The research questions for this study are the

following:

1. Does the teacher's educational level (degree held)
have any relationship to instructional media use?

2. Does a teacher's age have any relationship to the
instructional media use?

3. Does the amount of teaching experience have any
relationship to the teachers' media use in his/her
school and classroom?

4. Does the subject matter have any relationship to

instructional media use?

57

10.

ll.

12.

13.

14.

58

Is there any relationship between teachers' prior
training in instructional media and the use of
instructional media?

Is there any relationship between teachers' abilities
to operate different types of instructional media
equipment and the use of instructional media?

Is there a relationship between teachers' abilities to
produce different types of instructional materials and
the use of instructional media?

To what extent are instructional media and materials
available at the general secondary level in the
district of Amman?

Does the sex of the teacher have any relationship to
the attitudes of using instructional media?

Does the sex of the school principal have any
relationship to the instructional media utilization in
their schools?

To what extent do the schools have the appropriate
facilities related to the use of instructional media?
Does media use vary based on the school's total
budget?

Does the school's annual expenditure effect the use of
media?

What are the most frequently cited reasons for not

using instructional media?

59

Null Hypotheses

 

There will be no relationship between teacher's
educational level (degree held) and instructional
media utilization.

There will be no relationship between the age of
teachers and his/her utilization of instructional,
media.

There will be no relationship between teaching
experience and instructional media use.

There will be no relationship ‘between the subject
matter and the use of instructional media.

There will be no relationship between teachers' prior
training in instructional media and the use of
instructional media.

There will be no relationship between the teacher's
ability to operate different types of media and the
use of instructional media.

There will be no relationship between the teacher's
ability to produce different types of instructional
materials and the use of instructional media.

There will 'be IN) significant positive relationship
between average instructional media use in schools and
the amount of instructional media materials available
per teacher.

There will be no significant difference between male

and female teachers' attitudes toward the use of

instructional media.

 

6O

10. There will be no significant difference between male
and female principals' attitudes toward using
instructional media in their school.

11. There will be no significant difference in media use
by teachers among schools with different total
budgets.

12. There will be no significant difference in the use of
instructional media among schools who have different

annual media expenditure.

The Target Population Identification

 

The target population of this study is all teachers and
principals in the public secondary schools in the whole
country (Jordan). The country has five districts.

Sample of the Study

 

The District of Amman was randomly selected from the
five districts in Jordan. All five districts have the same
organizational structure and are government controlled. The
District of Amman is similar to the other five districts.
Only one district was included in cmder txb make the study
manageable.

Ten female and seven male principals of the seventeen
Amman schools were included in the study. All of the public
school teachers (285 female and 161 male) in the district of

Amman were included in the study (see Table I).

61

Table I. The Number of schools, principals and teachers
by gender in the District of Amman

 

 

 

 

 

Number of Principal Number
Schools of
Teachers
Male 07 07 161
Sex
Female 10 10 285
Total 17 17 446
Developing the Survey Instruments
This survey study was conducted to gather information
about the barriers and facilitators of utilizing

instructional media. In the district of Amman three types

of research instruments were used:

1. Two questionnaires were developed, one for principals,
and the other for classroom teachers about their
training, experience, age, attitude, and media use,
(see Appendices l, 2).

2. A checklist was developed to gather information about
the physical facilities and the availability of

instructional media in the classrooms.

The questionnaires were constructed after consideration

of the following sources.

 

62

1. Similar media research done by Kelley (1959), Dawson
(1971), Godfry (1967), Tibbs (1974),
Stephens (1971), and Hoban (1949).

2. The office of research and consultation
in the College of Education, Michigan
State University.

3. The researcher's own understanding
of the country, culture and educational
system, e.g. the structure of

administration, schools, facilities)

Principal Questionnaire

 

This questionnaire was composed of the following six
sections (see Appendix 1).

Section A

 

Section A was designed to gather general information
about his/her school such as the name, address, year of
establishment, enrollment, number of classrooms, etc.
Questions were open and close ended and required the
respondent to place a Checkmark in the appropriate block or
fill in the apprOpriate blank. .

Section B

 

This section was designed to elicit participants'
responses about demographic data such as: sex, age, degree
held, experience, specialty.

Section C

 

This section was designed to determine the total budget

of the school, the proportion of the budget allocated to

 

instructional media, sources of the hmdget, and the
principal's authority on the budget.

Section D

 

This section was designed to determine the type of
communication that exists between the ‘principal and the
Ministry of Education and the authority of the principal in
his/her school in terms of spending money on instructional
media.

Section E

 

This section was designed to investigate the
principal's attitudes toward instructional media in their
schools. It consisted of negative and positive statements
that' were randomly ordered. The positive statements were
numbered 1, 3. 7, 8, 11, 12. 13, 14 and the negatives were
numbered 2, 4, 5, 6, 9, and 10.

A five point Likert type attitude scale was used
(strongly agree, agree, uncertain, disagree, strongly
disagree). Each response in the scale was coded numerically
to yield an attitudinal score. A positive statement was
coded and given the weights 5, 4, 3, 2, 1, respectively.
while a negative statement was coded 1, 2, 3. 4. 5.
respectively. Each principal's response tx: each statement
was used to obtain his/her attitudinal score.

Section F

 

A. This part was designed to determine the availability
of different types and quantities of instructional materials

and equipment available in a school.

 

B. This part of the questionnaire was designed to
elicit information regarding the availability of facilities
for production, storage, displays, and utilization.

Teacher Questionnaire

 

The questionnaire to classroom teachers consisted of
five sections (see Appendix 2).

Section 1

 

This section was designed. to (obtain from teachers,
demographic data such as sex, age, degree held, field of
specialization, teaching experience, and subject taught.

Section 2

 

A. This section was meant to determine the level of
instructional media training that teachers had received or
completed.

B. This portion of the questionnaire required
researchers to indicate their familiarity with various
materials and equipment in terms of utilization.

C. In this part of the questionnaire, teachers were
required to indicate whether or not they could produce given
materials.

Section 3

 

Section three was designed to determine the frequncy of
the use of instructional media by teachers. It included 19

items of instructional media. Each item scaled as follows:

 

65

zero, 1-5, 6-10, 11-20, 21-30, and 30 (n: more. Teachers
were asked to indicate the average number of times they use
each item of the instructional media during the academic
year 1983-1984. Responses in the above scale were coded
numerically and given weight as follows "zero" = 1, "1-5"

2, "6-10" = 3, "ll-20" = 4, "21-30" = 5, and more than "30"
= 6. (Points in the scale were assumed to yield an
individual frequency score of use of instructional media).

Section 4

 

Section four was designed to measure teacher attitudes
toward instructional media. It consisted of seventeen
negative and positive statements. The same procedures used
to measure principals' attitudes were used in this case.

Section 5

 

This section required teachers to select the variables
they considered to 1x; barriers (n: obstacles, expressing
their choices on a five-point Likert scale to show their
degree of feeling.

Checklist

 

This checklist was developed to gather information
regarding availability of utilization facilities in
classrooms. The checklist consisted of many items such as
screen, light, electricity, television, chairs and heating.
The researcher randomly selected three classrooms in every
school and visited them in order to gather information about
physical facilities and the availability of different types

of media (see Appendix 3).

 

 

66

Pilot Testing and Final Revision of the Instrument

 

The questionnaires were administered to ten (five male
and five female) teachers and four principals (two male and
two female) randomly selected from the population for the
pilot study. Researchers visited schools and gave teachers
the questionnaires. The pilot study was carried out in
order to insure that ambiguities, inaccuracies, and
misunderstanding in the questionnaire ‘were reduced to a
minimum. After reviewing data received from the pilot test,
no revisions of the measuring instrument teacher
questionnaires were necessary prior to distribution of the
study.

All four principals, however, suggested that the
science laboratory and workshops should be separated and
made into two items instead of one. Their reason was that
some schools possessed science laboratories but no
workshops.

Validity

 

A content validity study was conducted in Jordan, where
the questionnaires were given to four professors to review.
Three of them are faculty members of the College of
Education in the University of Jordan. The fourth person
works in the private sector and teaches at a community
college. They were each asked to rate the items of the

questionanires in terms of their relevancy and 1x) suggest

67

changes where necessary. There was a high level of
agreement among the four, both on acceptable items as well
as on items requiring revision.

Administration of the Instruments

 

The questionnaires and the checklist were written in
English and then translated into Arabic by an Arabic teacher
in the Linguistics Department at Michigan State University.

The researcher went to Jordan in May 1984 to administer
the questionnaires and 1x3 collect additional data relating
to his study. Having received a letter written in Arabic
from the Ministry of Education (see Appendix A in Arabic)
the researcher translated it into English and it was then
given by hand to the researcher to submit to all Offices of
Education in the district of Amman, to allow him to
administer his questionnaires. The letter requested all
officers and offices to give the researcher every assistance
in order for him to complete his task in an expeditious
manner. The Offices of Education are Jable Amman, Jable
Al-Hussain, Al-Mahattah, Al-Ashrafiyyeh. Each education
office then gave a letter for each principal of schools in
its area. This letter also requested the assistance of the
principals for the researcher's exercises (see Appendix A).

The researcher delivered 'by lunui 17 letters to all
general public secondary schools i1) the district <xE Amman
(see Appendix A). The researcher submitted a letter to each

principal and explained the purpose of the study.

 

68

The questionnaire together with a letter of explanation
was personally handed to all 17 principals. The principals
took the teacher's questionnaires and distributed to the
teachers. Each teacher received directions with the
questionnaires. They made sure that the questionnaires were
completed and returned within 6 days to the principals.
During' that time (flue researcher visited. several randomly
selected classrooms in all the 17 schools to check the
physical facilities.

The completed questionnaires were then picked up from
the principals by researchers. The whole process took four
weeks. In some cases the investigator paid four visits in
order to retrieve all the questionnaires.

Data Analysis

 

Basically three statistical techniques were used to
answer the research questions.

1. Since the study was descriptive in nature,
percentage and frequency, distributions were used to present
and report teacher's and principal's responses to the
questionnaires. Descriptive statistics were calculated for
each research question.

2. The Pearson product moment correlation coefficent
(r) was used as a measure of the relationship between pairs
of variables. Hypotheses 7, 8, 9, 11, and 12 were addressed
using this correlational method.

3. One way analysis of variance (ANOVA) was used to

address hypotheses l, 2, 3, 4, 5, 6, and 10. The post hoc

 

 

69

multiple comparison procedures (the Schefee Technique) was
used to determine the source of significant mean differences
if any appeared.

The data were submitted from the questionnaire and
transferred to computer punch cards. The analysis of data
was performed using the Statistical Package for Social
Science (SPSS) at the Computer Center of Michigan State
University.

The .05 level of significance was used. The data were
presented and reported in the form of percentages and
frequency distributions, correlation coefficients and

analysis of variance results.

Summary

The procedures and methodology used in this study has
been designed to determine the barriers and facilitators
encountered in the use of instructional media by Jordanian
general secondary level teachers iii the public schools of
Amman. Fourteen research. questions and twelve 'hypotheses
were generated. The research questions and hypotheses dealt
with teachers, principals, and related. demographical
variables such as sex, age, training, teaching experience,
instructional media availability, attitude, physical

facilities, and organizational structure.

70

The population for this study consisted of all
Jordanian general secondary teachers and principals in all
public schools in Jordan (the country is divided into five
districts).

The sample studied was all Jordanian general secondary
level teachers and principals in. public schools in the
district of Amman. There were 446 teachers, and 17
principals in all 17 schools in Amman.

Three instruments were used. in this study: a
questionnaire for teachers, a questionnaire for principals
and a classroom checklist to determine instructional media
availability.

Prior to the collection of data a pilot study was
conducted to ensure the content validity of the
instruments.

The researcher personally collected the data for this
study during the months of May and June, 1984, from Amman
general public schools. Out of 446 teacher questionnaires
distributed, three hundred and eighty one, or 85.4 percent,
of the questionnaires were returned by the teachers and 17,
or 100 percent, were returned by the principals. Also, the
researcher collected data from 51 classrooms that were
randomly selected for that purpose. The data collected in
Jordan by the resarcher was hand coded and analyzed via the
Statistical Package for the Social Sciences (SPSS), at
Michigan State University. The hypotheses were tested at the

.05 level of significance.

.5._F__.

 

In Chapter 4, the analysis of the data and findings of

the study will be presented.

 

 

 

 

CHAPTER IV

DATA ANALYSIS

Introduction

 

The purpose of this study was to investigate the
conditions that relate to the use of instructional media by
Jordanian secondary education teachers.

A total of 446 teacher questionnaires and 17 principal
questionnaires were distributed to general secondary level
teachers and principals. Three hundred and eighty-one or
85.4 percent of the questionnaires were returned by the
teachers, and 17, or 100 percent were returned by ‘the
principals. Analyses of responses from the returned
questionnaires are presented in this chapter.

Appropriate tables and statistics for each research
question and hypothesis are presented. The research
question and hypotheses are presented in sequential order
and the chapter concludes with a summary of research

findings.

Research Question 1

 

Does the teacher's educational level
(qualifications) or degree held have
any relationship to instructional
media utilization?

72

73

The respondents were asked to indicate the highest
degree that they’ presently' held. The choices were 'high
school diploma, two year institution diploma (community
college), bachelor's degree, diploma after bachelor's,
masters, and other.

Table 4.1.1 displays the findings. The greatest number
of teachers (234 or 61.4%) hold a bachelor's degree. The
second largest number, 95 respondents (24.9%) hold two year
institution diplomas, 37 teachers, (9.7%) hold a diploma
after the bachelors and twelve respondents (3.1%) hold a
masters degree. Only two respondents or .5 percent hold
other degrees (both had three years of education after a
high school diploma) and only one person (.3%) held just a
high school diploma. It should be noted that the majority
of participants in the study (74.2%) hold the minimum of a

bachelor degree.

Table 4.1.1. Distribution of teachers by their highest

 

 

degree.

Highest Degree Held N %
1. High school diploma 1 .3
2. Two year institution 95 24.9
3. Bachelors degree 234 61.4
4. Diploma after bachelors 37 9.7
5. Masters 12 3.1
6. Other* 2

Total 381 100.0

*Individuals in this category had 3 years of education after
high school.

 

 

 

74

Hypotheses l

 

There will be no relationship between

teachers' educational level (degree held)

and instructional media usage.

To test the hypothesis respondents in the high school
diploma category and the other category were eliminated
because of the small number of respondents. One way
analysis of variance was used to test the hypothesis. The
hypothesis is not rejected; there is no significant
difference in the use of media by highest degree held.
Table 4.1.2 contains the result of the one way analysis of

variance. The hypothesis is not rejected at the a1pha=.05

level.

Table 4.1.2. Analysis of variance results comparing media use by
highest academic degree.

 

 

Degree N Mean SD F F prob.
Two year institution

(diploma) 95 24.8 9.3 1.219 .303
Bachelor degree 234 23.1 7.1
Diploma after

bachelors 37 24.2 8.7
Masters 12 22.5 4.4

*Significant at the a1pha=.05 level

 

 

 

75

Research Question 2

 

Does the teacher's age have any
relationship with the use of instructional
media?

The age of the respondents and the mean use score for

each range are reported in Table 4.2.1.

Table 4.2.1. Number and percentage, and mean media use
score for teachers in each age category.

 

 

Age N % Mean use score
21 - 25 68 17.8 21.8

31 - 35 84 22.6 23.6

36 - 4O 70 18.4 25.5
Total 380 100.0

 

 

As shown in the table, the greatest number of teachers
(35.4%) were in the 26-30 age range. The second largest
group (22.6%) were 3l to 35 years old, while the third
largest group (18.4%) were 36 to 48 years old.

As indicated in Table 4.2.1 the mean of media use by
teacher age category varies from 18.0 to 26.6. Respondents
in the age category of 41 to 45 made use of instructional
media a little more than the others. The difference,
however, is negligible. The minimum age of teachers is 21

and the maximum age is 50 with a range of 29 years.

76

Hypothesis 2

 

There will be no relationship between
the age of teachers and use of media.

A Pearson correlation coefficient was employed to
examine the relationship between the actual age in years of
the teachers and the use of media. The findings displayed
in Table 4.2.2 indicates that a very small significant
positive correlation of r == .12 exists between the age of

the teachers and the use of instructional media.

Table 4.2.2. The correlation between the age of the teacher
and the use of instructional media.

 

 

Variable N Mean SD R P
Age 380 31.1 5.8 .12 .010*
Media Use 380 23.7

*Significant at alpha = .05 level

 

 

There is a slight positive relationship (r=.12) between
age and media use: older individuals tend to use slightly

more media.

Research Question 3

 

Does the amount of teaching experience

have any relationshio to the teacher's
media use?

77

Teachers were asked to indicate the number of years of
their teaching experience. Table 4.3.1 displays the number

and percentage by category of years of teaching experience.

Table 4.3.1. Numbers and percentage of teachers
by years of teaching experience.

 

Years of Teaching

 

Experience N %
l - 3 66 17.5
4 - 6 92 24.4
7 - 9 58 15.4
10 - 12 40 13.4
13 - 15 56 14.9
16 - 18 30 8.0
19 - 21 16 4.2
22 - 24 6 1.6
25 - 27 l .3
28 — 30 l .3
Total 376 100.0

 

The largest group of teachers (24.4%), had only 4 to 6
years of teaching experience. Sixty-six teachers (17.5%)
had only 1 to 3 years of teaching experience.

The majority of teachers in this study (57.4%) had less
than 10 years of experience, while only 2% had more than 21
years of experience. The range of years of teaching
experience was between 1 and 21 years of experience.

Table 4.3.2 presents the mean media use score for

teachers by their years of teaching experience.

78

Table 4.3.2. Number, percentage, and the mean media use score
by years of teaching experience.

 

 

Years of Teaching Mean Media
Experience N % Use by Teachers
1 - 3 66 17.5 21.0
4 - 6 92 24.4 24.0
7 - 9 58 15.4 24.1
10 - 12 40 13.4 29.2
13 - 15 56 14.9 22.6
16 - 18 30 8.0 26.1
19 - 21 16 4.2 31.6
22 - 24 6 1.6 31.1
25 — 27 1 .3 18.0
28 - 30 l .3 23.0
Total 376 100.0

 

 

In this sample teachers who had 19-24 years of teaching

experience used media more than any other group.

Hypothesis 3

 

There will be no relationship between
teaching experience and instructional media use.

'A Pearson correlation coefficient was calculatd to
examine the relationship between the amount of teaching
experience and the amount of instructional media used by
teachers. The findings (see Table 4.3.3) indicate that a
significant low positive correlation of r =.18 exists

between years of teaching experience and the frequency of

media usage.

 

 

79

Table 4.3.3. The relationship between the years of teaching
experience and the use of instructional media.

 

 

Variables N Mean SD R P
Years of Experience 376 9.07 5.7 .18 .001*
Media Use 376 23.7 8.3

*Significant at the alpha=.05 level

 

The results do not support the hypothesis, which is,
therefore, rejected. There is a: low positive relationship
(r=.18) between the amount of teaching experience and media

use .

Research Question 4

 

Does the subject matter have any relationship

to instructional media use?

Teachers were asked to indicate the subject that they
were teaching. The subject areas under investigation were
the Arabic language, Islamic education, physical education,
social science, english language, sciences, mathematics,
fine arts and home economics. Table 4.4.1 displays the
number of respondents in each subject area which was
taught. The data indicate that the most frequently taught
subject was Arabic language with 73 or 19.4% of the
respondents. Sixty—nine teachers (18.1%) taught Science,
fifty—four (14.2%) taught Social Science, and forty-eight

(12.6%) taught English. Only seventeen teachers (4.5%)

teaching Home Economics.

 

 

 

 

 

80

Table 4.4.1. The number and percentage of respondents
teaching each subject matter.

 

 

Subject Matter ' N %.
Arabic Language 73 19.2
(Religious Education 32 8.4
English Language 48 12.6
Science 69 18.1
Mathematics 42 11.0
Fine Arts 23 6.0
Physical Education 22 5.8
Social Science 54 l4;2
Other (Home Economcs) 17 4.5
Total 380 100.0*

*Total may vary from 100.0% due to rounding

 

 

Hypothesis 4

There will be no significant difference in

’the use of media bv teachers in different
subject matter areas.

One way analysis of variance was used to test the

hypothesis. Table 4.4.2 displays the results.

Table 4.4.2 One way analysis of variance results comparing
media use by subject matter.

 

'—

 

Variable N Mean 30 F R
Arabic Language 13 20.5 3.6 5.16 .000*
Religious Education 32 21.5 6.8
English Language 48 -2 2 6.4
Science 69 27.7 10.8
Mathematics 42 22 2 7.4
Fine Arts 23 25 3 6.6
Physical Education 22 23 3 13.3
Social Sc1ence 5» 23 7 7.?
Other (Home 17 26 9 3.1

Economics)

'Significant at the alpha=.05 level

 

81

The hypothesis is rejected: there is a significant
difference in media use across subject fields. To determine
which groups were significantly different Scheffe's post hoc
comparisons were made. The results indicated that the
difference between the means'for Arabic Language, Religion,
English, Mathematics, Physical Education, Social Science,
amd other (Home Economics) were not significant. Science
teachers used significantly more media than teachers in the

other fields.

Research Question 5

 

Is there any relationship between

teachers' prior training in instructional

media and the use of instructional media.

Teachers were asked to indicate if they had had prior

(training in instructional media. As displayed in Table

4.5.1, 26% had had prior training in instructional media.

Table 4.5.1. The number and percentage of media trained
teachers and untrained teachers.

 

 

Responses N -%
Yes 99 26.0
No 281 73.8

No Response 1 .2

Total 381 100.00

 

 

 

 

82

Table 4.5.2 indicates the highest level of training in

instructional media that media trained teachers had.

Table 4.5.2. The number and percentage of media trained
teachers by level of media training.

 

 

Training Level . N %
One day workshop 22 22.2
One week workshop . 32 32.3
One course in instructional
media 40 40.4
More than one course 0 0
Degree progam 5 5.1
Total. 99 _100.0

 

The data indicate that 40 teachers (40.4%) had had one
course in the area of instructional media, 32 teachers
(32.3%) had had one week workshops, and 22 teachers (22.2%)
had had a one day workshOp. The highest level of training
was held by five teachers (5.1%) who 'had had a degree

program in instructional media.

Hypothesis 5

 

There is no significant difference in media
use between teachers who had prior media
training and teachers who had no prior

media training.

 

83

One way analysis of variance was used to compare the
mean media use of the teachers who had prior training in
media and those who lacked prior training of any sort (see
Table 4.5.3" The hypothesis was rejected. Individuals with
previous media training use more media than individuals with

no prior training.

Table 4.5.3 One way analysis of variance results comparing
teacher's use of media by prior training.

 

 

Variable'~ N Mean SD F P
Prior training 99 28.0 11.9 38.8 .0000*
No prior training 281 22.2 5.9

Total 380

*Significant at the alpha=.05 level

 

 

Teachers who had prior training used media considerably
more than teachers who had no prior training.

Analyses of variance was used to compare media use by
specific level of training (see Table 4.5.4). Only the three
levels with sufficient cell sizes were included. No
significant differences in media use were found by specific

level of training.

 

 

 

 

 

84

Table 4.5.4. One way analysis of variance results comparing

teachers use of media based on prior level of

 

 

variable .N: }Mean-~ SD. 'F(p)‘ .'iri
One day workshop 22 31.6 11.5 2.328 .1033
One week workshop 32 25.8 9.8

One course ' 40 26.3 10.6

*Significant at alpha=.05 level

 

 

While there is a relationship between prior training
and the use of instructional media (see Table 4.5.3) the
actual level of training was not significantly related to

media use (see Table 4.5.4).

Research Question 6

 

Is there any relationship between

teachers' abilities to operate different

types of instructional media equipment

and the use of instructional media?

Teachers were asked to indicate whether or not they
could operate the different types of equipment. Table 4.6.1
displays the findings. As indicated in the table, 153 of
the respondents (40.5%) can operate videotape recorders and
129 teachers (33.9%) can operate slide projectors. The
lowest operatable equipment is a computer which only nine

teachers (.26%) can operate. The range of percent able to

use each of the different media types is from .26% to 40.5%.

 

85

Table 4J55L Number and percentage of respondents who report
that they are able to operate each type of
media equipment.

 

Type of Media Equipment Number Who Total % Who Can
can Operate Respondents Operate

 

2 x 2 inch slide

projector 129 380 33.9
Overhead projector 89 380 23.4
Opaque projector 53 379 14.0
Reel to reel 79 379 20.8
Filmstrip projector 71 379 18.7
16 mm projector 70 379 18.5
8 mm sound projector 56 379 14.8
8 mm film projector 56 379 14.8
Video tape recorder 153 378 40.5
Closed circuit television 93 379 24.5
16 mm camera 88 379 23.2
8 mm camera 88 379 23.2
35 mm camera 58 379 15.3
Video camera 38 379 10.0
COpy camera 16 379 4.2
Enlarger 67 379 17.7
Thermofax machine 13 379 3.4
Laminating machine 25 379 ' 6.6
Dry mount 28' 379 7.4

Computer 9 379 .26

 

 

 

 

Hypothesis 6 86

There will be no significant relationship between
the teachers' ability to operate different

types of media and the use of instructional
media.

Pearson correlation was used to examine the

relationship between the ability to operate and the use of

media. Table 4.6.2 displays the results.

Table 4.6.2. The relationship between the teachers'
abilities to operate different types
of media equipment and the use of
such media.

 

 

Variable N Mean SD r p
Abilities to

operate 380 3.38 4.27 .44 .001*
Use of instructional

media 380 23.7 8.3

* Significant at alpha=.05 level

 

 

Table 4.6.2 indicates that a significant moderate
positive correlation (r = .44) exists between the ability to
Operate different types of equipment and the frequency of
media use. Individuals who can operate more types of media
use more media than teachers who are able to Operate fewer
types of media equipment.

The hypothesis is rejected. There is a positive
relationship between the ability to operate media equipment

and the use of media.

 

87

Research Question 7

 

Is there any relationship between

the teachers' ability to produce

different types of instructional

materials and the use of

instructional media.

Teachers were asked to indicate whether or not they had
the ability or possessed the knowledge to produce each of
the different types of instructional materials. Table 4.7.1
displays the distribution of teacher responses. The data
indicate that the highest number of teachers who know how to
produce: a single media (charts and diagrams) is 182 «or
47.9%. One hundred and seventy-three teachers (45.6%) could
produce maps, 166 teachers (43.9%) could produce bulletin
boards, 155 (40.9%) could produce models, 148 (39.0%) could
produce record cassette tapes, 148 (39.0%) could produce

flannel/felt boards. Only seventeen teachers (4.5%) could

use computers.

Hypothesis 7

 

There will be no relationship between

the teachers' ability to produce

different types of instructional

materials and the use of

instructional media.

A Pearson product moment correlation coefficient was

used to examine the relationship between the ability to

produce different types of instructional materials and the

frequency of media use.

 

88

Table‘4fl.1 Number and percentage of respondents who
reported an ability to produce each type
of instructional material.

 

 

Types of Instruction Number Who Total % Who Can
Material can Produce Respondents Produce
2 x 2 inch slide 60 378 15.9
Transparencies 47 378 12.7
Recording 147 378 39.0
8 mm films 35 378 9.2
16 mm films 30 378 7.0
Video taping 114 378 30.1
Script writing 48 378 12.7
Laminating materials 33 378 8.7
Enlarging 88 378 23.2
Filmstrips 45 379 11.0
Charts, diagrams 182 380 47.8
Maps 173 379 45.6
Models 155 379 40.0
Flannel board/felt
board 148 379 39.0
Bulletin board 166 378 43.9
Programmed instruction 63 378 16.7

Programming for
c0mputer 17 378 4.5

 

 

89

Table 4.7.2. The relationship between the teachers' abilities
to produce different types of instructional
materials and the frequency of use.

 

 

Variable ' y N X SD r p
Ability to produce 380 4.07 3.69 .49 .001*
Use of instructional

media 380 23.7 8.3

* Significant at alpha=.05 level

 

Table 4.7.2 indicates that a significant moderate
positive correlation (r = .49) exists between the ability to
produce different types of instructional materials and the
frequency of media use by teachers.

The hypothesis is rejected at alpha=.05 level. There
is a positive relationship between the capability to produce

media materials and the use of media.

Research Question 8

 

To what extent are instructional media equipment

and materials available at the general secondary

level in the district of Amman?

In order to determine the extent of media availability,
the principals were asked to indicate the availability of

twenty-six types of instructional media. Respondents were

asked to report whether or not a particular media type was

 

90

available and if it was available to report the quantity
available.

Table 4.8.1 displays the distribution of responses
concerning media availability. Media equipment which was
available in the largest percentage of schools included:
television receivers (82.4%), globes. and screens (70.6%),
16mm projectors (70.5%), audio tapes (68.8%), radio
receivers (64.7%), slide projectors and slide sets (58.8%),
and overhead projectors (50.0%). Eight millimeter
projectors, sound filmstrips, copy cameras, laminating
machines, dry mounts, and computers were not available in
any schools.

Table 4.8.2 displays the number of teachers who
reported using each type of media which was available.
Models were the most widely used media type. The least used
media type were overhead projectors whidh were used by 23
(6.1%) of the teachers. The findings show that 153 teachers
or 40.3 percent indicated that they use models in their
teaching. The difference between the media mentioned as
available by the principals and those used by the teachers
differ because the principals indicated that they have
twenty items of media available in their schools, however,

the teachers reported using only thirteen items.

 

91

Table 4.8.1 Principals' responses to instructional media

 

availability
# of Principals Total
Medium Who Report Having Respondents %

 

16 mm projector 12 17
8 mm projector 0 0
Slide projector 10 17
Filmstrip projector 6 15
Sound filmstrip 0 0
Overhead projector 7 14 .
Opaque projector 2 15
Radio receiver 11 17
Television receiver 14 17
Audio tape 11 14
Video tape 3 17
Closed circuit

television 3 17
Globes 12 17
Camera 2 17
Copy camera 0 0
Enlarger 6 l7
Thermofax machine 1 17
Laminating machine 0 0
Dry mount 0 0
Models 9 17
Screen 12 17
Games and

simulation 1 16
Films 6 l6
Video/films 3 15
Slides sets 10 17
Computer 0 0

 

 

 

 

 

Table 4.8.2

92

The number and percentage of teachers who
reported using each type of media which

principals reported as available.

 

 

Type of Number Who Use Total % Who
Media Each Type Respondents Use
16 mm projector 55 378 14.5
8 mm projector 27 379 7.1
Filmstrip projector 47 379 12.4
Overhead projector 23 379 6.1
Opaque projector 34 379 9.0

Radio receiver

(Ed. Radio) 57 379 15.0
TV (Ed. TV) 121 378 32.0
Audio tape 59 379 15.6
Video tape 60 379 15.8
Models 153 379 40.3
Films 55 378 14.5
Video 60 379 15.8
Slide sets 59 379 15.6

 

 

 

93
Hypothesis 8

 

There will be no significant positive relationship
between average media use in schools and the amount of
equipment available per teacher.

Table 4.8.3 displays the result of the correlation

between media use and availability and its test of

significance.

Table 4.8.3 Relationship between average media use in
schools and the amount of media equipment
available per teacher.

 

 

 

 

Variable N Mean R P(R)
Average Use 13 16.93 .46 .065
Average Media
Available/Teacher 13 1.3

Hypothesis one is not rejected. There is no

significant relationship between media use in schools and
media availability in schools. However, this correlation
coefficient comes close to being significant at the
alpha=.05 level. Only a small number of cases (13) were

included in the calculation.

Research Question 9

 

Does the sex of the teacher have any
relationship with attitude toward
instructional media?

The questionnaire included seventeen statements on

instructional media; five were stated negatively and twelve

 

were stated positively. Scales were coded so that positive
and negative items were scored consistently: a positive
response to a positive item was given a high score while a
negative response to a negative item was given a high
score.

Table 4.9.1 displays the responses by teachers to
positive statements concerning instructional media. The
data indicate that between 46.2% and 98.4% of the
respondents agreed or strongly agreed with each of the
positive statements.

Table 4.9.2 displays the responses to the negative
statements. The data show that between 75% and 89.7 percent
of the respondents disagreed or strongly disagreed with each

of the negative statements.

Hypothesis 9

 

There will be no significant difference between

male and female teacher attitudes toward the

use of instructional media.

In testing this hypothesis, twelve positive and five
negative statements by teachers on instructional media were
considered. One way analysis of variance was used to test

the hypothesis. Table 4.9.3 displays the result of the one

way analysis of variance.

 

 

Table 4.9.1 Numbers and
to positive

95

percentages of teachers responding
statements on instructional media.

 

Strongly
Agree

Agree

Uncertain

Disagree

Strongly
Disagree

 

10.

Instructional media F 269
%

can be used to

71.0%

motivate students.

Instructional media

should be an

206
54.1%

whj

essential part of

the curriculum.

Instructional media
has helped students

to gain a better
understanding of

200
52.5%

60”]

the subject matter.

Using instructional F 4
media in my class % 12.6%

as a part of the
curriculum will
reduce time
required for
lecturing.

Instructional media F 163
%

is helpful in my
classes.

I think the use of F 164
%

instructional
media in the
classroom should

42.8%

43.0%

be greatly expanded.

I would probably
use more

P 183
% 48.0%

instructional media

in.my classes if
had additional
training in this
area.

I think most
concepts can be
taught mor

I

178
46.7%

dfl'fi

e
effectively through

certain types of

instructional media

than by teacher
explanation.

I believe

"7

F ,
educational radio % 20.2%

through national
radio enhances
the educational
process.

When I am using

90

F
instructional media % 23.6%
I reach a greater
number of students
at the same time.

I believe that the F 102
use of educational % 26.8%

television is
helpful for
learning.

There will be
benefits in the
use of broad—
casting program
(radio & TV) if
teachers
contribute to
the input of the

program.

F 130
% 34.1%

104
27.4%

142
37.3%

161
42.3%

128
33.6%

187
49.1%

178
46.7%

133
34.9%

174
45.7%

154
40.4%

174
45.2%

188
49.3%

3
.8%

19
5.0%

37
9.7%

17
4.5%

18
4.7%

36
9.4%

16
4.2%

100
26.2%

59
15.5%

96
12.1%

.5%

128
33.6%

2.9%

18
4.7%

23
6.0%

61
16.0%

32
8.4%

38
10.0%

13
3.4%

.3%

1.0%

40
10.5%

‘1!

I1?
.4
m

 

1‘

 

96

Table 4.9.2 Numbers and percentages of teachers responding
to negative statements on instructional media.

 

 

Strongly Strongly
Agree Agree Uncertain Disagree Disagree

1. I believe that the F 22 34 38 148 139
relationship % 5.8% 8.9% 10.0% 38.8% 36.5%
between the
instructor and
students will be
lost if
instructional media
are used.

2. I believe that F 20 22 41 179 119
using instructional % 5.2% 5.8% 10.8% 47.0% 31.3%
media in schools
tends to
dehumanize the
teaching/learning
process.

3. Instructional media F 7 26 4 181 142
is not conducive % 1.8% 6.8% 1.0% 47.5% 37.3%
to learning.

4. In general, the use F 15 10 14 175 167
of instructional % 3.9% 2.6% 3.7% 45.9% 43.8%
media tends to
impede learning.

5. While using P 9 18 28 166 159
instructional media % 2.4% 4.7% 7.4% 43.7% 41.8%

I lose control of
the classroom.

 

 

 

97

Table 4.9.3. One way analysis of variance results comparing
teacher attitudes towards instructional
media by gender.

 

 

N Mean SD F P
Male 129 70.1 7.1 2.92 .0881
Female 252 68.8 6.5

*Significant at the alpha=.05 level

 

 

The results support the hypothesis. There is no
significant difference between male and female teacher
attitudes toward instructional media. The null hypothesis

is accepted at the alpha=.05 level.

Research Question 10

 

Does the sex of the principals have any

relationship to their attitude concerning

media use in their schools?

A total part of fourteen positiVe and negative
statements concerning attitude towards media use were
included in the principal questionnaire. Positive and
negative scales were scored consistently.

Table 4.10.1 displays responses of principals to
positive statements on instructional media. The data show
that between 76.6 and 100 percent of the respondents agreed

or strongly agreed with each of the positive statements.

 

98

Table4.10.1 Numbersand percentagesof teachers responding to
positive statements toward instructional media.

 

Strongly
Agree

Agree

Uncertain

Disagree

Strongly
Disagree

 

H
I

Instructional media
has the capacity

to greatly improve
instruction.

Instructional media
should be an
essential element
of the curriculum.

I think the use of
instructional
media in the
classroom should
be expanded.

Using instructional
media will decrease
the dependence of
the students on
their teachers.

Instructional media
saves time for both
teaching and
learning.

Instructional media
is a necessary
comparison to the
teaching-learning
process.

Instructional media
provide students
with practical
experience.

w'fl

w'fi

10
58.8%

9
52.9%

9
52.9%

5
29.4%

6
35.3%
8
47.1%

12
70.6%

7
41.2%
47.1%

8
47.1%

8
47.1%

10
58.8%

9
52.9%

5
29.0%

4
23.5%

00

00

CO

OO

00

OO

00

00

OO

99

Table 4.10.2 displays the principals' responses to
negative statements on media. The data show that between
82.3 and 100 percent of the respondents disagreed or

strongly disagreed with each of the negative statements.

Hypothesis 10

 

There will be no significant differences

between male and female principals' attitudes

toward use of instructional media in their schools.

One way analysis of variance was used to test the

hypothesis. Table 4.10.3 contains the results of the one

way analysis of variance.

Table 4.10.3. One way analysis of variance results comparing.
principals' attitudes toward instructional media

 

 

by gender.

N X SD F P
Male 7 61.5 4.9 .537 .4799
Female 10 63.1 3.6

*Significant at the alpha=.05 level

 

 

The hypothesis is not rejected. There is no
significant difference between the male and female

principals' attitudes toward instructional media.

 

 

Table

100

4410.2 Number and percentages of principals responding
to negative statements on instructional media.

 

 

Strongly Strongly
Agree Agree Uncertain Disagree Disagree

1. I believe that F O 0 3 ll 3
teachers tend to % O 0 17.6% 64.7% 17.6%
lose control of
the class when
using instructional
media.

2. I do not believe F 0 0 2 2 15
it is necessary to % O O 0 11.8% 88.2%
use instructional
media in the
classes in my
school.

3. I believe the use F 0 O 0 7 10
of instructional % 0 0 0 42.2% 58.8%
media wastes class
time.

4. From my point of F 0 0 0 3 14
view, media is for 3 0 0 0 17.6% 82.4%
entertainment,
not learning.

5. Instructional F O 0 1 10 6
technology tends % 0 0 5.9% 58.8% 35.3%
to characterize
education.

6. There is no need F 0 0 0 ll 6
for having media 1 0 O 0 64.7% 35.3%
specialists.

7. I believe that F 0 0 0 ll 6
using instructional % 0 O 0 64.7% 35.3%

media in my school
distracts the
students.

 

 

 

101

Research Question 11

 

To what extent do the schools

have the appropriate facilities

related to the use of instructional

media?

Data on the availability of media facilities was

collected from the principals of all seventeen schools (see

Table 4.11.1).

Table 4.11.1. Availability of facilities in all seventeen public

 

 

schools.
# of Schools Total % of the #

Facility Available In Respondents of School
AudioVISudl

Learning 3 16 18.8
Learning Center 1 17 5.9
Science Laboratory 16 17 94.1
Workshop 6 16 37.5
Individual

Learning Station 1 15 6.7
Storage Area 3 16 18.8
Production Area 2 15 13.3
Display Area 5 17 29.4

 

 

Sixteen schools (94.1%) have a Science Laboratory. Some
schools have more than one (see Appendix 10). Six schools
(37.5%) have workshOp facilities. Five schools (24.4%) have
display facilities. Three schools (18.8%) have audio visual
learning and storage areas.

The least available facility was a learning center
which was available in only one school (58.9%). One school

amongst the total providing a response to this item (6.7%)

 

102

has individual learning stations while two schools (13.3%)
have production areas. From the table it is apparent that

the Science Laboratory is the most available facility.

Research Question 12

 

Does media use vary based on the school's total

budget?

All seventeen principals were asked to indicate the
total budget of their schools using 6 budget categories.
Table 4.12.1 displays the distribution of the principals'

responses to the item.

Table 4.12J. Number and Percentage of Schools in each
Budget Category.

 

 

Total Budget Number of Schools %
Less than 500.00 J.D.* 0— -
500000 to 1000000 J.D. O -
1000.00 to 1500.00 J.D. 3 17.6
1500.00 to 2000.00 J.D. 4 23.5
2000.00 to 2500.00 J.D. 4 23.5
More than 2500.00 J.D. 6 35.4

Total 17 100.0
*J.D. one Jordanian dinar = three U.S. dollars

 

 

Six schools (35.4%) have a total budget of more than
2500.00 Jordanian dinars (J.D.), four schools (23.5%) have
between 2000.00 and 2500.00 Jordanian. dinars (J.D.) for

their total budget, four schools (23.5%) have a total budget

 

103

between 1500.00 and 2000.00 .Jordanian <dinars (J.D.), and
three schools (17.6%) have a: total budget between 1000.00

and 1500.00 Jordanian dinars (J.D.).

Hypothesis 12

 

There will be no significant difference in media

use by teachers among schools with different

total budgets.

One way analysis of variance was used to test if there
was any significant difference in media use by teachers

based on the total budget of their school (see Table

4.12.2).

Table 4.12.2. One way analysis of variance results comparing
use of media by total school budget.

 

 

 

Variable

Total Budget N Mean SD F P
1000.00 to 1500.00 J.D. 43 21.2 1.16 6.28 .000*
1500.00 to 2000.00 J.D. 56 27.0 1.45

2000.00 to 2500.00 J.D. 101 22.0 .58

More than 2500.00 J.D. 181 24.3 .62

*Significant at the alpha=.05 level

 

 

The hypothesis is rejected at the alpha=.05 level.
There is a difference between use of media by teachers whose
principals have different budgets. Teachers in schools in

the 1500-2000 Jordanian dinar range used significantly more

 

104

media than teachers in schools with larger and smaller
budgets. Since the relationship is not linear, it seems
likely that factors other than total budget are influencing

media use.

Research Question 13

 

Does the school's annual media expenditure
effect the use of media?

The principals were asked to indicate the annual

media expenditures from the total budget.

Table 4.13.1. The distribution of schools by
their yearly media expenditure.

 

 

Yearly Spending on N ' %
Instructional Media Schools
Less than 50.00 J.D.* 9 52.9
50.00 to 150.00 J.D. 2 11.8
150.00 to 250.00 J.D. 2 11.8
250.00 to 350.00 J.D. 0 0
350.00 to 450.00 J.D. 3 17.6
More than 450.00 J.D. 1 5.9
Total 17 100.0

*One J.D. dinar = three U.S. dollars

 

 

The table displays that nine schools (52.9%) spent less
than 50.00 Jordanian dinars (J.D.) during the entire year,
three schools (17.6%) spent between 350.00 and 450.00

Jordanian dinars (J.D.), two schools (11.8%) spent between

 

105

50.00 and 150.00 Jordanian dinars (J.D.), two schools
(11.8%) spent between 150.00 and 250.00 Jordanian dinars
(J.D.) while only one school (5.9%) spent more than 450.00

J.D. For more information on the budget see Appendix 4.

Hypothesis 13

There will be no significant difference in the

use of instructional media among schools which have
different annual media expenditures.

One way analysis of variance was employed to test if

there was any significant difference in media use by the

media budget category as indicated in Table 4.13.2.

Table 4.13.2 One way analysis of variance results, comparing
use of media by media by teachers in schools which
differ in their annual media budgets.

 

 

Variable N Mean Sd F P
Less than 50.00 J.D. 195 23.4 7.9 1.39 .234
50.00 to 150.00 J.D. 37 23.0 11.0
150.00 to 250.00 J.D. 64 21.7 4.8
350.00 to 450.00 J.D. 61 24.4 10.9
More than 450.00 J.D. 24 23.2 5.2

*Significant at the alpha=.05 level

 

 

The hypothesis is not rejected. There was no
significant difference in media use by teachers in schools
which varied in yearly spending On media. There were small

differences in the means but they were not significant.

106

Research Question 14

 

What are the most frequently cited

reasons for not using

instructional media?

Teachers were asked to respond tx>aa set of statements
which concerned potential barriers to using media on a five
point Likert Scale.

Table 14.1 displays the responses (NE the teachers to
the eight statements which they may consider as barriers to
using instructional media. See Appendix 8 for the complete
data.

Between 47.0% and 77.9% agreed or strongly agreed that
the listed barriers affected instructional media use. Two
hundred and ninety-seven teachers (77.9%) agreed or strongly
agreed that the lack of available instructional media in
their subject area was a major barrier in using media. Two
hundred eighty-two teachers (74.0%) agreed that
instructional media are not often available when needed.
Two hundred and seventy-five teachers (72.1%) indicated that
the procedures for obtaining materials from the Department
of Education took too long.

Two hundred and fifty-one teachers (65.9%) indicated
that their teaching load did not allow them to plan on using

media. 277 teachers (59.5%) percent indicated that it takes

 

Table 14.1.

1137

Number and percentage
of teachers' responses to each statement.

 

 

Strongly Strongly Total
Agree Agree Uncertain Disagree Disagree Resgozdents
an

1. Instructional media F 119 163 32 54 13 381
are not often % 31.2% 42.8% 8.4% 14.2% 3.4% 100.0%
available when I
need them.

2. My teaching load F 109 142 39 75 16 381
does not allow % 28.6% 37.3% 10.2% 19.7% 4.2% 100.0%
me to plan for
the use of
instructionalmedia.

3. There is a lack of F 138 159 32 41 11 381
instructional media % 36.2% 41.7% 8.4% 10.8% 2.9% 100.0%
(materials) in my
subject area.

4. I do not have P 77 127 32 113 32 381
training in the % 20.2% 33.3% 8.4% 29.7% 8.4% 100.0%
area of
instructional media.

5. I like to use F 85 94 33 102 67 381
instructional % 22.3% 24.7% 8.7% 26.7% 17.6% 100.0%
films, slides, etc.
but there are
no screens in the
rooms.

6. There is a lack F 86 122 66 76 31 381
of technical % 22.6% 32.0% 19.9% 19.9% 8.1% 100.0%
assistance when
using instructional
media.

7. It takes much F 71 156 44 82 28 331
longer to prepare % 18.6% 40.9% 11.5% 21.5% 7.3% 100.0%
for class using
instructional media
than when using

. traditional methods.

8. The methods of F 95 180 64 28 13 331

processing % 24.9% 47.2% 17.1% 7.3% 3.4% 100.0%

materials and
equipment from
the education
department take
a long time.

 

 

 

too much time to prepare for the use of media, rather than
using traditional methods, while 208 teachers (54.6%)
indicated that there is a lack of technical assistance.

Two hundred and four (53.4%) agreed they do not have
training in the area of instructional media, while 179
(47.0%) indicated they would like to use films and slides
but that there are a limited number of screens available in

their classrooms.

Other Reasons Stated by Teachers for not Using

 

Instructional Media

 

Teachers were asked to list as many additional reasons
as they could which might be considered as barriers to the
use of instructional media in their classes. A relatively
small number of teachers indicated additional reasons.

Table 14.2 summarizes responses to this question.

 

109

Table 14.2 Additional (free response) potential
(barriers to media use listed by teachers.

 

Barriers . N %

 

l. The size of classroom

(very big, crowded) 26 6.8
2. Shifting school
system 25 6.5

3. Limited budget

for instructional

media 6 1.8
4. The routine of

asking for equipment and

materials from the

Education Department ll 2.9

 

The table indicates that there were four additional
areas indicated by the teachers as barriers to using
instructional media. Twenty-six teachers (6.8%) indicated
that the large size of classes and the crowded conditions in
small rooms hindered teachers in using media. Twenty-five
teachers (6.5%) indicated that the shifting school system
was a barrier (some schools run from about 7:00 a.m. until
12:00 p.m. and then another school will use the same
building and facilities in the afternoon). Shifting changes
on a monthly basis. As indicated by teachers, shifting is
an obstacle to the use of instructional media, such as
educational television and educational radio.

Eleven teachers (2.9%) indicated that tflua procedures
for making requests of the Education Department took too

long of a time. Six teachers (1.8%) indicated that a

 

llO

limited budget for instructional media is a factor hindering

them from using instructional media.

Checklist

 

The researcher used a checklist to gather some data
about media availability :hi the regular classrooms. The
results of the visits to fifty-one classrooms in the
district of Amman to collect information on the availability
of equipment. and :materials in the classroom setting are
presented in Table 15.1. The findings indicate that many
items although not available ill the classroom setting are.
availabLe in the school. The most available equipment is
tables, chairs and electricity outlets. Six classrooms
(11.7%) had globes. Five classrooms (9.8%) had charts
available. Four classrooms (7.8%) luui maps available and
three classrooms (5.8%) had posters available. The findings

indicate that there are shortages of many items.

Summary of the Findings

 

In this chapter fourteen research questions and twelve

hypotheses were examined.

 

111

Table 15.1 Summary of the frequencies and percentages of
classrooms with available media items.

 

 

Number of Total Rooms
Items Classes Have Classroom %
Screen 0 51 0
Television 0 51 O
Globes 6 51 ll.
Pencil Sharpeners O 9 0
Charts 5 51 9.
Maps 4 51 7.
Posters 3 51 5.
Storage 0 51 0
Electricity 51 51 100
Outlets 51 51 100
Air conditioners O 51 0
Heating 0 51 0
Windows 51 51 0
Chairs 51 51 100.0

Tables 51 51 100.0

 

 

 

 

112

Research Question 1

 

Does the teacher's educational level (degree held) have
any relationship to instructional media use?

Question one dealt with the teachers' highest
educational level. Teachers were asked to indicate one of
six levels. Some categories were dropped out of the
analysis because of small numbers. The results indicate

there is no difference between the teachers' educational

level and the use of media.

Research Question 2

 

Does a teacher's age have any relationship to
instructional media use?

Question two dealt with the age of the teachers and
their use of media in order to identify any possible
relationship between age and the use of media. There was a
significant correlation between age anui media use (r=.12).
In the sample teachers between 41-45 years of age use media

more than the others.

Research Question 3

 

Does the amount of teaching experience have any
relationshiOp to the teacher's media use in his/her school

and classroom?

 

113

Question 3 dealt with the amount of teaching experience
and the use of media. A significant correlation existed
between years of teaching experience and media use (r=.18).
In the sample teachers with 19-21 years of experience used
media more than other teachers who had less than 19 years of

teaching experience.

Research Question 4

 

Does the subject matter have any relationship to
instructional media use?

Question four dealt with the subject matter. Teachers
were asked to check the subject they were teaching. The
subject areas under investigation were the Arabic Language,
Islamic Education, Mathematics, Science, Social Science,
Fine Arts, Physical Education, and Home Economics. Science
teachers used significantly more media than did teachers in

other disciplines.

Research Question 5

 

Is there any relationship between teachers' prior
training in instructional media and the use of instructional

media?

 

 

114

Question 5 dealt with the relationship between
teachers' prior training in instructional media and the use
of media. The study showed that 99 teachers or 26.0 percent
had prior training in instructional media. Teachers with
prior training used s-ignifcantly more media than teachers

with no prior training.

Research Question 6

 

Is there any relationship between teacher's abilities

to operate different types of instructional media equipment

and the use of instructional media?

Question six dealt with the abilities of teachers to
Operate different types of instructional media and their
use. The results show that teachers who know how to operate
more types of media use media significantly more than

teachers who lack such knowledge (r=.44).

Research Question 7

 

Is there any relationship between teachers' abilities
to produce different types of instructional materials and
the use of instructional media?

Question seven dealt with the abilities of teachers to
produce different types of instructional materials and their
use of such. Teachers who know how to produce different
types of media use media significantly more than the

teachers who lack such knowlege (r=.49).

 

115

Research Question 8

 

To what extent are instructional media equipment and

materials available at general secondary level in the

district of Amman?

The results showed that

The equipment most frequently available in terms of
the percentage of schools in which it was available
included: television sets (82.4%), screens (70.6%),
16mm (70.5%), audiotapes (68.8%), radio receivers
(64.7%), slide projectors and slide sets (58.8%),
models (56.2%).

The least available equipment included: videofilms
(20.0%), video tapes and closed circuit televisions

-(17.6%), opaque projectors (13.0%), cameras (11.8%),

games and simulations (6.3%), thermofax machines
(5.9%).

Overhead projectors (50.0%), filmstrip projectors
(40.0%), films (37.5%), enlargers (35.3%) were

moderately available.

 

 

 

 

116

Research Question 9

Does the sex of the teacher have any relationship with
the attitude of using instructional media?

Question nine dealt with teachers' gender in relation

to attitudes toward instructional media. One hundred and
twenty-nine male and 252 female teachers responded to this
question. The results indicate that there is no significant
difference between male and female teachers' attitudes

toward the use of such media.

Research Question 10

 

Does the sex of the principal have any relationship
with the attitude toward instructional media?

Question ten dealt with. the principals' attitudes
toward instructional media. There were ten female
principals and seven male principals in the study. The
results indicated that there was no significant difference
between male and female principals' attitudes toward

instructional media.

Research Question 11

 

To what extent do the schools have the appropriate
facilities for the use of instructional media?

Question.e1even_ dealt with the availability of media
facilities at the schools. The principals were asked to
identify the type of facilities they had in their schools.

Eight types of facilities were identified: science

117

laboratory, workshops, display areas, audio visual learning,

storage areas, and production areas.

Research Question 12

 

Does media use vary based on the school's total
budget?

Principals were asked to check 1 of 6 budget categories
within which their total budget fell. All 17 principals
responded. Six schools (35.6%) have a budget of more than

2500.00 J.D. (one J.D. = 3.00 U.S. 3), four schools (23.5%)

have a budget ranging from 2000.00 to 2500.00 J.D., four
schools (23.5%) have a budget between 1500.00 to 2000.00 and
three schools (17.6%) have a budget between 100.00 to
1500.00 J.D.

The largest group of schools had budgets over 2500.00
Jordanian dinar (35.6%) while the smallest group (17.6%)

hold budgets below 1500.00 J.D.

Research Question 13

 

Does the school's annual media expenditure affect the
use of media?

Question 13 dealt with the total amount of money
spent on media in the year 1983-84. The principal had six

possible categories to choose from. All the principals

 

 

responded to this question. The results indicate there are
differences between the school's spending on media and the
annual media used by teachers. Schools with spending of
250.00 J.D. to 450.00 J.D. used more media than other

schools.

Research Question 14

 

What are tflma most frequently cited reasons for not
using instructional media?

Teachers were asked to indicate their degree of
agreement or <disagreement with statements concerning
barriers to media use. Twenty statements were selected.
The teachers selected. eight which they considered to 'be
barriers. The teachers indicated what their greatest
barriers were, the size of the classroom, shifting system,
and limited budget for instructional media.

In this study 12 hypotheses were examined: five were
'accepted and seven were rejected. Table 15.2 summarizes the
results of testing each of. the hypotheses at an alpha=.05

significant level.

 

119

Table 15.2. A summary test of all twelve hypotheses.

10.

ll.

12.

Probability
There will be no significant positive
relationship between average media
use in schools and the amount of
equipment available per teacher. .065*

There will be no significant

difference in use based on the

principals' authority on the total

budget. .0004

There will be no significant
difference among school yearly
spending on media and the use. .234

There will be no significant

difference between male and female

teachers' attitudes toward the use

of media. .088

There will be no significant

difference between male and female

principals' attitudes toward using
instructional media in their

schools. .479

There will be no relationship

between teachers' educational

level (degree held) and

instructional media use. .303

There will be no relationship
between the ages of teachers and
his/her use of media. .014

There will be no relationship
between teaching experience and
instructional media use. .OOf

There will be no relationship between
the subject matter and the use of *
instructional media by teachers. .000

There will be no significant difference

between the teachers who had prior

training and the use of instructional *
media. .000

There will be no relationship

between the teachers' ability to

operate different types of media and '
the use of instructional media. .001”

There will be no relationship

between the teachers' ability to

produce different types of

instructional materials and the

use of instructional media. .OOIi

Not reject;5

Rejected

Not

Not

Not

Not

rejected

rejected

rejected

rejected

Rejected

Rejected

Rejected

Rejected

Rejected

 

CHAPTER V

Summary, Conclusion, and Recommendations

Introduction

This chapter provides a summary of the purposes, the
procedures and the major findings of this study. It also
presents conclusions and recommendations for additional
research and future policies and programs of the Jordanian
Ministry of Education.

The purpose of the study was to investigate the
conditions that relate to the use of instructional media by
Jordanian secondary education teachers. To achieve this

purpose the following conditions were investigated:

1. Comparisons between male and female attitudes, their
formal professions, their training in media, and their
teaching experience.

2. The ability of teachers to produce different types of

instructional media.

3. The availability of instructional media equipment and
facilities.

4. Teachers' attitudes toward. the Luna of instructional
media.

5. Principals' attitudes toward the use of instructional
media.

120

 

121

6. The physical capabilities of school facilities to
support the use of instructional media.

7. The structure of the authority of the principals
within the system.

8. The prOportion of the instructional media budget
within the total school budget.

9. The extent to which instructional media is being used

by teachers.

The methodology employed in this study was based on
questionnaires and checklists. Two questionnaires were
constructed, one for teachers and and the other for
principals. A checklist concerning classroom conditions was
developed as well. A pilot study was conducted and
administered to a sample of high school teachers and
principals in the district of Amman. Three-hundred and
eighty—one (381) teachers an: the general secondary schools
and seventeen principals completed the final questionnaires
(Appendix 1, 2). Fifty-one classroom settings were visited
in order to gather information on the availability of
different items related to media use. 85.4 percent of the
teachers and 100 percent of the principals returned the
questionnaires.

The collected data were analyzed using the statistical
package for the Social Sciences (SPSS) at Michigan State
University. Descriptive statistics, analysis of variance and

Pearson Product moment of correlation coefficients were

employed.

 

122

Summary of Findings

 

The following findings are presented in terms of the
components of the theoretical framework used to guide the
study (p. 21). The findings are also related to specific

research questions and hypotheses.

Demographical Variables

 

1. Teachers‘ background (degree held) and the use of
media.

Research. Question. 1: ZDoes the teachers' educational
level (degree held) have any relationship to instructional
media use?

The results indicate that there is no significant
difference in media use by the degree held by teachers. The
study revealed that in the sample teachers who had a two
year diploma after high school used instructional media a
little bit more than teachers who had a bachelor or diploma
after‘a bachelors or master's degree. The mean for the two
year diploma in the use of media was 24.8, teachers who had
diplomas after bachelors had a mean of 24.2 and the mean for
bachelors teachers was 23.1. A mean of 22.5 existed for

teachers who had a masters degree.

 

 

 

 

 

 

 

 

123

2. Age

Research Question 2: Does the teacher's age have any
relationship with the instructional media use?

There is a relationship between the age of teachers and
the use of media.

a. The correlation between the age and media use was
found to be very low positive significant correlation (r =
.12).

t» Teachers in the age range between 26-30 years used
media almost twice as much as the teachers aged between
21-25.

CL Teachers in the age range between 26-30 years old
used media almost twice as much as teachers aged between

36-40 years old.

3. Teaching Experience

 

Research Question 3: Does the amount of teaching
experience have any relationship to the teacher's media use
in his/her school and classroom?

The mean use scores for teachers by years of teaching
experience categories were: 1-3 years (21.0), 4-6 years
(24.0), 7-9 years (24.1), 10-12 years (29.2), 16-18 years

(26.1), 19-21 ‘years (31.5), and 22—24 years (31.5). The

 

124

correlation between the amount of teaching experience and
media use was.found to be very low positive significant

correlation (r = .18).

4. The Subject Matter

 

Research Question 4: Does the subject matter have any
relationship to instructional media use?

The study showed that the subject matter has an impact
on the frequency of media use. The science teachers had a
mean of 27.6, home economic teachers had a mean of 26.9,
social science teachers had a 25.7, fine arts teachers had a
mean of 25.0, physical eduation teachers had a mean of 23.0,
and English and mathematics teachers had a mean of 22.2.
Science teachers tend to use media significantly more than

other teachers.

5. Prior Training on Instructional Media

Research Question 5: Is there any relationship between
teachers‘ prior training in instructional media and the use
of instructional media?

a. The study found that 26 percent or 99 teachers had
had prior training in media.

b- There is a significant difference in media use

between teachers who had prior training in media and the

125

teachers who had no prior training. People who had prior
training in media use media more than the others.

C. There is no significant difference between the
different levels of training and the use of media. For
example, there is no significant difference in media use
between people who had one course, one day workshops, or

week workshOps.

6. Operation and Production of Differenct Types of

 

Media Equipment and Material

Research Question 6: Is there any relationship between
teachers' abilities to operate different types of
instructional media and the use of instructional media?

a. A significant moderate correlation (r = .44)
existed ‘between teachers’ abilities. to operate different
types of instructional media equipment and the frequency of
use.

Research Question 7: Is there any relationship between
teachers' abilities to produce different types of
instructional materials and the use of media?

b. A significant moderate correlation r'== .49 existed
between teachers' abilities tx> produce different types Ci

instructional material and the frequencies of use.

 

 

 

 

 

 

 

 

 

 

 

 

 

126

6. InstructionalMediaAvailability

Research Question 8: To what extent are instructional
media equipment and materials available at the general
secondary level in the District of Amman?

The study showed that there is a shortage of many
different items of instructional media' equipment and
materials. The number of schools that have media and the
percentages in sequence ordered from high availability low
availability are presented below.

Half or more of the schools had the following equipment
available: televisions (82.4%), 16mm projectors (70.6%),
audio tapes (68.6%), radio .receivers (64.7%), slide
projectors (58.8%), models (56.2%), overhead projectors
(50.0%).

Less than half of the schools had the following
equipment: filmstrips (40.0%), films (37.5%), enlargers
(35.3%), video tape films (20.0%), videotapes (17.6%),
opaque projectors (13.0%), cameras (11.8%), games and

simulations (6.3%), thermofax machines (5.9%).

7. Attitude Toward Instructional Media

Research Question 9: Does the sex of teachers have any
relationship with the attitude of using instructional
media?

a. The analysis indicated that there is no significant
difference between male and female teachers' attitudes

toward media use.

 

127

Research Question 10: Does the sex of the school's
principals have any relationship with attitude toward
instructional media in their schools?

b- There was rm) significant differences between male
and female principals' attitudes toward the use Ci

instructional media.

9. Physical Facilities Availability

 

Research Question 11: To what extent do the schools
have the apprOpriate facilities for the use of instructional

media?

a. Sixteen schools or 94.1 percent indicate they haved
science laboratories.

b. Six schools or 37.5 percent indicate they have
workshop facilities.

c. Five schools or 29.4 percent indicate they have
display areas.

d. Three schools or 18.8 percent have audio visual
library and storage facilities.

e. Two schools or 13.3 percent have production
facilities.

f. One school or 6.7 percent has learning centers and

individual learning stations.

 

   

128

10. Organizational Structure (Authority of the

 

Principals'COnCerninq Budget

 

Research Question 12: Does media use vary based on the
schools' total budgets?

a. There is 23 significant difference among school's
total budgets and the use of media. Schools with a budget
range from 1500.00 to 2000.00 Jordanian dinars used media
more than the others. This difference may be due to factors
other than total budget.

Research Question. 13: Does the school's annual
expenditure affect the use of media?

b. There is no significant difference between media use
in schools by the amount of funds expended in media.

0. The study found that all the principals indicated
that if they wanted to buy or order materials or equipment
costing less than 50.00 J.D. they had the authority to do so
directly but if materials cost more than 50.00 J.D. they
must write to the Education Department to obtain

permission.

11. Reasons for not Using Media

 

Research Question 14: What are the most frequently cited

reasons for not using instructional media?

 

 

 

129

The percentages of teachers citing various reasons for
not using instructional media were: lack of instructional
media (77.0%), media is not available when needed (74.0%),
the procedures to ask for materials and equipment from the
education department were too cumbersome (72.1%), their
teaching load does not permit them to plan for the use of
instructional media (65.0%), it takes much longer to prepare
for class using instructional media rather than traditional
methods of instruction (59.5%), lack of technical assistance
when using instructional media (54.6%), they do not have

training in instructional media (53.5%).

12. Additional Reasons Stated by Teachers for not Using

Instructional Media

 

A small number of teachers stated reasons other than

those included in the Questionnaire for not using media.

a. Twenty-six (26) teachers tn: 6.8 percent stated that
classes were too crowded.

b° Twenty-five (25) teachers or 6.5 percent stated that
the school shifting system 'hindered them in using
media.

C- Eleven (11) teachers or 2.9 percent indicated that the
routine of asking for equipment and materials from the

Education Department was too tedious.

 

d.

130

(6)

Six

teachers or 1.8 percent

indicated that the

limited budget for instructional media was a factor.

The Frequency of Media Use

 

use

The study found that the relative frequency of media

is not high. The frequency of

listed in decreasing order is:

use of various media

 

Media Type

% of teachers using

 

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.

Model specimens
Charts, diagrams, graphs
Educational television
Maps

Bulletin board

Tape recorder

Flannel board

VTR & Tapes

Slide projector
Educational radio

16 mm projector

8 mm projector
Filmstrip projector
Opaque projector
Overhead projector
Record player
Programming

CAI

40.5%
38.5%
32.0%
25.9%
19.8%
17.7%
16.7%
15.8%
15.6%
15.0%
14.6%
13.6%
12.3%

9.0%

6.1%

5.3%

4.2%

1.9%

 

 

Conclusions

The data gathered in this study

following conclusions.

appear to justify the

131

There is no relationship between the teachers' degrees
held and the use of media. The difference in
education level of teachers does not make any
difference in the use (the majority of teachers had a
bachelors degree).

There is a significant relationship between the age of
the teachers and the use of media. Teachers between
the age of 26-30 used media almost twice as much as
the teachers in the age range of 21-25 years.

There is a significant relationship betweeen the years
of teaching experience and the use of media. Teachers
with more than 19 years of experience used media more
than the others: experience influences and increases
the use of media.

There is a relationship between subject matter and the
use of instructional media. different subjects.
Science teachers use media more than teachers of other
subjects.

Teachers' jprior training 1J1 instructional. media. .A

 

small number of teachers had had prior training in
instructional media (26.0%). They generally had had
either a course or a workshOp. The College of
Education offers just one course for undergraduate
students in all the colleges in audio visual aid which

is not sufficient. Teachers with prior training in

10.

132

media tend to use media in their teaching more
frequently than those with no prior training. The
training in instructional media increased the uses.
There is aa significant positive relationship between
the teachers' abilities to operate different types of
instructional media and the frequency of media use.
Teachers who can operate more types of media tend to
use more media.

There is 21 significant positive relationship between
the teachers' abilities to produce different types of
media and the use of such. Teachers who can produce
more types of media materials use more media.

Availability of instructional media (equipment and

 

materials). Instructional media availability was
considered to be one of the most important factors
influencing the teachers' use of instructional media.
Unfortunately some kinds of umdia are not available.
Relatively few items were available, and some items
were not suitable for their subjects. The
availability of media in the schools will increase the
uses of media by teachers.

Male and female teachers and principals do not differ
in their attitudes toward media, all groups have
positive attitudes toward media.

There is a shortage of facilities in all schools. In
fact, some schools have no facilities at all in the

area of instructional media.

ll.

12.

13.

14.

15.

16.

There is a lack of provision in regular classrooms in
the elements for media use (darking facilities,
heating, air conditioners, small cabinets for putting
materials, maps, posters, screens, television,
overhead projectors, etc.

There is a significant relationship between the
principals' authority over the total budget and the
use of media.

There is no relationship between schools yearly media
budget and the use of media.

Principals can spend only 50.00 J.D. on ordinary
materials without permission from tflma Education
Department. If they wish to spend more than 50.00
Jordanian dinar (J.D.) they must write to the
Department of EducatiOn to obtain permission before
any spending takes place.

The facilitators of using media are teachers and
principals' positive attitudes toward instructional
media, teaching experience, and prior training in
media.

The barriers of using instructional media use are the
shortages of instructional media equipment and
materials, physical facilities, and principals'
authority over the school budgets, lack of technical

assistance, heavy teaching load, size of cdassrooms,

 

 

134

school shifting system and tflua routine of the

Education Department.

Recommendations

 

In this study, some of the problems on the use of
instructional media in public schools in the district of
Amman have been identified. The following recommendations
are offered as an aid in the future implementation of
educational technology into the Jordanian system. The

recommendations have been prioritized into two groups.

A. Recommendations for Research
B. Recommendations to the Ministry of Education for
Future Actions

A. Recommendations for Research

 

1. Similar investigations should be conducted at other
school levels; elementary, preparatory, community
colleges, and Colleges of Education to determine if
the findings are generalizable across school levels.

2. Similar investigations should be conducted at private
schools at different levels to determine if the
findings are generalizable to private schools.

3. Similar studies should be conducted in other districts
to determine if the findings are generalizable to

other districts.

3.1—g

 

B.

135

Therefore, based on the information about educational
media in Jordan a needs assessment study in the entire
country dealing with physical facilities, media
availability should be conducted.

A similar study should be conducted to investigate
students, parents, and community attitudes toward
media to determine if there are factors not controlled
by the school which influence media use.

A. similar study' should. investigate the Ininistry' of
Education's educational technology structure, personal
attitudes, facilities, media availability,
responsibilities, capacities and activities to
determine if they are effective.

The interaction and combined effects of the
demographic variables and the independent variables on
media use shouLd be examined. Multiple linear
regression techniques or analysis of coverance may be

employed.

Recommendation to the Ministry of Education

 

for Future Action

 

Training

Pre Service Programs. The Ministry of Education

controls all public training institutions. Therefore, it is

In

 

 

136

recommended that the Ministry of Education, the universities
and the community colleges all require courses in
instructional media for all teachers so as to develop their
skills in production and developing different types of media
because the majority of students after they graduate work as
teachers.

Workshops. It is recommended that different workshops
be offered in different parts of the country for teachers
who lack any previous training in media.

It is recommended to develop a manual for operating
different types of media and distribute to schools.

It is recommended that teachers receive continuing
education in order to enable them to keep abreast of the

latest developments in their respective field.

Instructional Media Availability

 

Availability of materials. The study revealed that the
level of availability of educational media equipment and
materials is inadequate and as indicated earlier that media
availability is El major factor affecting the media use.
Therefore, it is recommended that the Ministry of Education
provide the necessary materials and equipment for all
schools because the availability of media will increase the
uses by teachers.

It is recommended that the Ministry of Education record

the educational television and education radio programs on

137

video and audio tape and distribute them for the schools

with shifting systems to facilitate local utilization.

Physical Facilities

 

The analysis indicated there is aa shortage of
instructional media facilities. Therefore, it is
recommended that schools be provided with appropriate

facilities for using media.

Principal's Authority

 

It is recommended that the principals be delegated more

authority over the budget.

 

APPENDICES

 

APPENDIX A

OFFICIAL LETTERS IN ARABIC VERSION
WITH AN ENGLISH TRANSLATION.

 

138

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TRANSLATION OF AN OFFICIAL DOCUMENT

OF THE MINISTRY OF EDUCATION OF JORDAN
TO THE DEPARTMENT OF EDUCATION DISTRICT
OF THE CAPITAL (AWIAN)

143

Iinistry of Education

In the Name of God, Most Gracious and
Most Merciful

Number: 14/39/
Date: May 10th 1984

TO:

General Director
Department of Education - District of Amman

SUBJECT: Study of Barriers Encountered in the Use of
Instructional Media in the "General Secondary
School Level" (Governmental School)

Mr. Hamad El-Hmaisat, a Ph.D. candidate at Michigan
State University (USA) is conducting his dissertation
research on the barriers encountered in the use of
instructional media in the general secondary level.
This research contains two types of questionnaires:

a. First part is limited to general secondary
school principals

b. Second part is directed to teachers in each school.

The study requires a visit to some classrooms to gather
data for research purposes.

We hope that you will advance all the necessary
help to the researcher to accomplish his task.

Thank you

Minister of Education
Jordan

 

 

TRANSLATION OF AN OFFICIAL
DOCUMENT OF THE DEPARTMENT

OF EDUCATION (DISTRICT OF
AMMAN) TO ALL THE FOUR OFFICES
OF EDUCATION IN THE DISTRICT

 

 

 

144

Department of Education
District of the Capital (Amman)

In the Name of God, Most
Gracious and Most Merciful

Number: 26/9/94300
Date: 5/10/1984

TO:

Director/The Office of Education of Jabal-Al—Hussain
Director/The Office of Education of Jabal Amman
Director/The Office of Education of Al-Mahattah
Director/The Office of Education of Al—Ashrafiyyeh

SUBJECT: Study of the Barriers of using Instructional
Media

Greetings

Ref: The Minister of Education Letter No. 14/39/22007
Dated 5/10/1984

Mr. Hamad El—Hmaisat (Michigan State University) is
conducting his research for the Ph.D. dissertation

title Study of the Barriers Encountered in the

Use of Instructional Media in the General Secondary
School Level (Governmental Schools). The research

contains two types of questionnaires:

a. First part is limited to general secondary school
principals.

b. Second part is directed to teachers in each
school.

The study requires a visit to some classrooms to gather
data for research purposes.

We hope you will advance all the necessary help to the
researcher to accomplish his task.

Thank you

General Director
Dr. Mahdi Al-Kranz

 

APPENDIX B

SCHOOL NAMES

NAMES OF THE GENERAL SECONDARY
LEVEL (GOVERNMENT SCHOOLS)
IN THE DISTRICT OF AMMAN

 

145

Al-Hussain Al-Thanawayeh (Banat)
Al-Amyear Hassan Al-Thanawayeh
Al-Amyearh Alia Al-Thanawayeh
Al-Amyearh Hayah Al—Thanawayeh
Al-Ashraflyyeh Al-Thanawayeh

Al-Taj Al-Thanawayeh (Banat)

Al—Nozha Al-Thanawayeh (Banat)

Halyemh Al-Ssadeyh Al-Thanawayeh (Banat)
Jabel Amman Al-Thanawayeh

Tawfeq Abu Al-Hadie Al-Thanawayeh

Saied A1 Dorah Al-Thanawayeh

Sokeyneh Bent All-Hussain Al-Thanawayeh
Noseabeh Bent Kaep Al-Thanawayeh
Shoekray Shasaha Al-Thanawayeh

Mohod Agbol Al-Thanawayeh

Abduluhsraj Al-Thanaweyeh

Kouliat Alflussain Al-Thanawayeh

 

APPENDIX 1, A

PRINCIPAL QUESTIONNAIRE

ARABIC VERSION

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APPENDIX 1, B

PRINCIPAL QUESTIONNAIRE

ENGLISH VERSION

 

 

May 1984

Dear Principal:

Greetings,

The goal of this study is the investigation of
barriers and facilitators encountered in the use
of instructional media by teachers in the general
secondary school level (for governmental schools)
in the district of Amman.

The importance of this study depends on your
objectivity and precision on your responses
to the questionnaires. The peOple responding
to this questionnaire will remain anonymous
and their response will be kept secretly.

Kindly go over the instructions pertaining to each
part of the questionnaire before recording
your answers.

Thank you for your anticipation.

The Researcher

Hamad El-Hmaisat

 

PRINCIPAL QUESTIONNAIRE

Section 1: General Information

1.
2.

3.
4.
5.
6.

7.

10.

Name of the school
Address

 

 

 

Year school was established
Enrollment

 

 

'The number of teachers in your school is

The number of classes in general secondary level

 

The total number of rooms in your school is
The room (class) are
A. The property of the Ministry of Education
8. Rented
The building is designed as
A. School
8. House

Does the school have records (files) for media used
and checked by teacher

A. Yes
B. No

Section 2:

l.
2.

3.
4.

Your age is

 

Please indicate the highest level of degree you
have obtained.

A. Two year diploma after general secondary
education

 

B. Bachelors degree

 

C. Diploma after bachelor's degree

 

D. Master's degree

 

B. Other (please specify)

 

 

Number of years as principal

 

Your degree (specialization) is

 

 

 

159

The total budget of your school is under

A.
B.
C.

D.
B.
F.

Your authority

Office of Education authority

The General Director of Education authority

in your district

The Ministry of Education authority

Teacher board in your school authority

Other (please specify)

 

Under your authority, how much can be spent on
instructional media (yearly)

A.

B.
C.
D.
E.
F.
G.

Section

1.

A

I don't have authority to spend any money on

instructional media
Less than 50.00 JD

50.00 to 150.00 JD

150.00 to 250.00 JD
250.00 to 350.00 JD
350.00 to 450.00 JD
More than 450.00 JD

4: Please circle the appropriate item, e.g.

B C D E

The communication between the Ministry of Education
and I goes as follows

A.

D.
E.

If
or
50

A.
B.
C.

D.
E.

Ministry of Education to
Education in my district
in my area to my school.

Ministry of Education to
Education in my district

Ministry of Education to
in my area to my school.

Ministry of Education to
Other (please specify)

General Directors of
to Office of Education

general director of
to my school.

Office of Education

my school directly

 

 

you or your staff want to
materials what do you do?
.00 JD

have new equipment
If it costs less than

I have the authority to buy it directly

I have to write the Office of Education in my area

I have to write the General Director of Education

in my district

I have to write the Ministry of Education

Other (please specify)

 

 

160

If you or your staff want to buy new equipments
or materials, what do you do if it costs more than
50.00 JD

A. I have the authority to buy it directly
B. I have to write the Office of Education

C. I have to write the General Director of
Education in my district

D. I have to write to the Ministry of Education
E. Other (please specify)

 

If you have the authority to buy and order materials,
how long does it take to get them?

A. Less than a week

B. From one to three weeks
C. From four to seven weeks
D. Eight or more weeks

If you have to write to the Education Department in
your district in order to buy equipment and materials,
how long does it take to receive a response?

A. Less than a week

8. From one to three weeks
C. From four to seven weeks
D. Eight or more weeks

Does the school have a technician person for
repairing and changing parts of the equipment?

A. Yes
B. No

If you answer to Question #6 is No, what do you do
if some equipment needs repairs (fix)?

A. I have the authority to have it fixed any place

3. I have to write to the Office of Education in my
area

C. I have to write to the General Director of Education
in my district

D. I have to send it directly to the National Technology
Center

E. I have to write to the Ministry of Education
F. Other (please specify)

 

 

Section 5:

10.

161

The following statement represents varying

points of view about instructional media. Please
indicate your degree of agreement or disagreement
with each statement by checking one of the
following responses:

SA = strongly agree A = agree
U = uncertain D = disagree
SD = strongly disagree

Please place a check mark (X) in the appropriate

SA A U D

Instructional media has the

capability to greatly improve [3 C] [j [3
instruction.

I believe that teachers tend

to lose control of the class C] C] :3 F7
when using instructional media. D“
I don't believe it is necessary

to use instructional media in the —7 -7 :1 :3

classes in my school. -

I believe the use of
instructional media wastes C] E] E] [3

class time.

From my point of view, media

is for entertainment, not for

learning.

[1
L. J
L]
C]

Instructional technology tends

to dehumanize educatiion.

“I
C]
C]

_l

Instructional media should be an

essential element of the

curriculum.

L]
L]
D
[3

I think the use of
instructional media in the

classroom should be expanded E] C] :1 :3
greatly.

There is no need for having a ,1 _1 Ci _,
media specialist in my school. .4 .4 L4 __

I believe that using

instructional media in my
school distracts students'

attention.

[I
U
Ll
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box.

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Using instructional media
will decrease the

dependence of the students [3 C] C] [j
on their teachers.

Instructional media saves __
time for both teaching and [j [j _J :3
learning.

Instructional media is a

necessary companion to the .
teaching-learning process. :1 D D D
Instructional media provides

the students with practical

experience. [3 E] C] :3

Section 6, A:

Dear Principal:

In the following items include your responses about

SD

instructional media, materials and equipment and facilities
in your school by checking on the appropriate line the
items your school has and then list the number of those
items your school has.

 

 

 

 

 

 

Types of Instructional Media Available Number
Number Yes No of Units
1
l. 16 mm film projector AL,
2. 8 mm film projector I
3. slide projector ‘
4. filmstrip projector

5.
6.
7.
8.
9.
10.
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12.
l3.
l4.

 

sound filmstrip projector

 

overhead projector

 

opaque projector

 

radio receiver

 

television receiver

 

 

audio tape recorder

 

video tape recorder

 

closed circuit television

 

globes

 

cameras

 

16 mm

 

8 mm i

 

35 mm

 

video

 

 

 

 

 

       
 
 
 
 
    
   
 
 
   

 

 

 

 

 

 

 

 

 

 

lS. copy camera (SLR)

16. enlarger (photogra c

17. thermofax transparency

18. laminating machine

19. dry mount press

20. models

21. screens

22. games 5

23. films

24. videotapes

25. slide sets

26. computer

27. other (please spec y

Facilities
1. audio-visual library
2. learning resource center I i
3. science laboratories I I
4. science workshops I T
5. individual learning facilities 4; '
6. storage area ' i
7. production area 7’
8. display area ;
9. other (please specify) 4? ;

 

 

 

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APPENDIX 2! A
TEACHER QUESTIONNAIRE

ARABIC VERSION

 

APPENDIX 2, B
TEACHER QUESTIONNAIRE

ENGLISH VERSION

 

176

May 1984

Dear Teacher:

Greetings,

The goal of this study is the investigation of
barriers and facilitators encountered in the use
of instructional media by teachers in the general
secondary school level (for governmental schools)
in the district of Amman.

The importance of this study depends on your
objectivity and precision on your responses
to the questionnaires. The peOple responding
to this questionnaire will remain anonymous
and their response will be kept secretly.

Kindly go over the instructions pertaining to each
part of the questionnaire before recording
your answers.

Thank you for your anticipation.

The Researcher

Hamad El-Hmaisat

 

 

177

QUESTIONNAIRE FOR TEACHERS

Section 1: Circle the letter to the appropriate answer

1.
2.

and fill in spaces.

School name

 

Sex

A. Male
8., Female
Your age is

 

Degree. Please indicate the highest degree you have
obtained:

A. Secondary school diploma

3. 1Two year training institution after secondary
school

C. Bachelor's degree
D. Diploma after Bachelor's degree
E. Master's degree

F. Other (please specify)

 

What is your area of specialization?
A. Arabic language

3. English language

C. Science

D. Mathematics

E. Fine Arts

F. Islamic Education

G. Physical Education

H. Social Studies

I. Other (please specify)

 

What is the subject area(s) you are teaching?
A. Arabic language

3. English language

C. Science

D. Mathematics

E. Fine Arts

F. Islamic Education

G. Physical Education

H. Social Studies

I. Other (please specify)

 

Did you work in this school from the beginning of
the year?

A. Yes
8. NO

If your answer to question #7 is No, please specify
when you did start working in this school?

Please write the total number of years you have
taught.

 

Section 2, A:

1.

Have you completed any training program in the area
of Instructional Media?

A. Yes
8. No

If you answered Yes to #1, please indicate the highest
level of media training that you have previously
completed.

A. One day workshop
8. One week workshop in instructional media

C. One course in instructional media

D. More than one course in instructional media
E. A degree program in instructional media

F. Other (please specify)

 

 

 

 

179

Section 2, B: This part of the questionnaire will deal with
your skills and knowledge of the operations of different
types of instructional media. Please respond to each
item by placing a check mark (X) in the appropriate box.

I know how I don't know -
Items of Equipment to operate it how to operate it

 

 

[I]

1. 2-by 2 inch slide projector [j
2. Overhead projector E%
3. Opaque projector

4. Reel to reel tape recorder C]
S. Filmstrip projector (35 mm) [3
6. 16 mm sound projector

7. 8 mm sound projector

8. 8 mm film projector

9. Video tape recorder

10. Closed circuit television
11. 16 mm camera

12. 8 mm camera

13. 35 mm camera

14. Video camera

15. Copy camera

16. Enlarger

l7. Thermofax transparency
maker

18. Laminating machine
19. Dry mount press

20. Computer assited
instruction

21. Other (please specify)

E] DUE] DDDCIDDDDDDDD
[:1 DEC] DDUDDDCICIDDDDDDDD

 

 

 

 

Section 2, C:

This part deals with your knowledge and

skills for producing different types of materials.
Please respond to each item by placing a check mark (X)

in the appropriate box.

Instructional Materials

4.
5.
6.
7.
8.
9.
10.
ll.

12.

13.
14.

15.

16.

Z-by 2 inch slide
Transaprencies

Recording (audio tapes,
cassettes)

8 mm films-

16 mm films

Video taping

Script writing
Laminating materials
Enlarging materials
Pilmstrips

Charts, graphs,
diagrams, maps,
models

Flannel board/
felt board

Bulletin board

Programmed instructional
materials

Programming for a
computer

Other (please specify)

 

 

 

 

 

I can
produce
it

ODD DC] D DDDDDDDDDGDUDU

I don't know
how to
produce it

D DC) DC) L] DDDCICJD DDDDDDDD

 

Part 3: During this year (1983-1984), how frequently did

you use any or all of the following media in your

classes. Please check the box representing the

number of items used for the subject you taught.

Please be as specific as possible.

More
zero 1-5 6-10 11-20 21-30 than 30

Instructional Media times times times times times times

 

l. 16 mm projector D D E] D D

and films
Cl

C)

2. 8 mm projector
and films

3. Opague projector
and picture set

[:1 D CI
L.)
:I D
D [:J

4. Overhead projector
and transparencies

D
DDCI

5 Slide projector/
slide set

DD

[3
'3 El

6. Tape recorder
and tapes

7. VTR Monitor and
Video tapes

DC!

DC) C!

DC!

DC]

DD [3 Cl Cl C]

8. Record player
and records

[_I
E]
CTDCICID

9. Filmstrip
projector and
filmstrips

LJ

EDD
[I
1:.

D
C]
Cl

10. Charts, graphs,
diagrams, flat
pictures, maps

11. Bulletin board
12. Flannel board

13. Models,
specimens

IDDD

[JD

._

[:1
f7

1:] I".

C) DD

L] I" I']
LII—J

:l
D
D

14. Instructional
programs through
national televisionEj

15. Instructional
programs through F?
national radio “

16. Computer assisted [:1
instruction “

Cl
3

L‘ I

L]

[It]
LJL'J
".IJJ L]

L] ("I

U

Continued Part 3:

zero 1-5 6-10
times times times

11-20
times

more
21-30 than 30
times times

 

l7.

Programmed C] E] E]

instruction
materials

18. Other (please

Section 4:

specify) C] 3 a

 

 

points of view about instructional media.
indicate your degree of agreement or disagreement

with each statement by checking one

responses.

SA a strongly agree
U a uncertain
SD 8 strongly disagree

of the following

Please check mark (X) the appropriate

Instructional media can be used
to motivate students in the
learning/teaching process.

I believe that the relationship
between the instructor and the
student will be lost if
instructional media is used.

Instructional media should
be an essential part of
the curriculum.

I believe that using
instructional media in school
tends to dehumanize the teaching
learning process.

Instructional media is not
conductive to learning in
most students.

Instructional media has

helped students to gain a
better understanding of subject
matter.

agree

C]

I]

disagree

box.

SA A

77
L—

C]

L]

C]

U
L”!

Li)

C]

The following statements represent varying
Please

1'!

F]

D

U

SD

D

L]

 

10.

ll.

12.

l3.

14.

15.

l6.

17.

In general, the use
of instructional media tends
to impede learning.

Using instructional media

in my class as a part of the
curriculum will reduce my
time for lecturing.

Instructional media is
helpful in my classes.

I think the use of
instructional media in the
classroom should be greatly
expanded.

I would probably use more
instructional media in my
classes if I had additional
training in this area.

I think most concepts can be
taught better through

certain types of instructional
media than by teachers'
explanation.

I believe Educational Radio
through national radio
broadcasting enhances the
educational process.

When I am using
instructional media I
reach a greater number of
students at the same time.

I believe that the use of
Educational television is
helpful for learning.

There will be a benefit in
the use of broadcasting
programs (radio & television)
if teachers contribute to
the input of the program.

When I am using instructional
media, I lose control of the
classroom.

D

Cl

D

E]

D

C!

D

I]

[:1

l7

1']

U

1:]

D

!__.|

E]

U

I]

C)

1:]

 

Section 5:

10.

11.

154

The following statements represent some

general constraints or barriers as reasons for
not using instructional media. Please select

one of the following responses by placing a check
mark (X) in the appropriate box. Be as frank as

possible.
SA a strongly agree A =
U = uncertain D =
SD = strongly disagree
SA
Instructional media are [3

not often available when
I need them.

My teaching load does not
allow me to plan the use of - C]
instructional media.

There is a lack of
instructional media (materials)
in my subject area.

I don't have training in the
area of instructional media.

My principal is against using
instructional media in the C]
classroom.

I like to use instructional
media, but there is no
electricity in the classrooms. C]

I like to use instructional
media, but there are no G
outlets in the classrooms.

I like to use instructional
films, slides, etc. but there [1
are no screens in the rooms.

Instructional media
equipment and materials CT
often break down. ‘

I don't know what materials and [3
equipment are available in my
school.

I don't have the accessibility
to check and use the instructionaltj
materials, equipment. ,

agree
disagree
A U 0

DEC)

DU

El

DUB
DUE]

DCJD

U C]
I". [I
U [:1

[:1
E]
El

SD

[3

D

D

II]

C1D

Cl

DC]

 

.--..-~—.——-—.———-—.—.--

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

195

Instructional media
equipment are complicated
to operate.

I don't have the authority
to order the equipment
and materials which I need.

There is a lack of technical
assistance when using
instructional media.

I am not interested in using
instructional media for
teaching.

I don't have the authority
to produce instructional
materials.

Classrooms are not properly
designed or equipped to use
instructional media.

It takes much longer to
prepare for class using
instructional media than
using traditional methods.

Students look on instructional
media as entertainment and do
not study the materials
presented.

The procedures to ask for some
materials and equipment from
the Education Department takes
a long time.

SA

[:1
E]

D

C]

D

D

D

In your own words what other barriers not mentioned
above have you encountered when you want to utilize
or when utilizing instructional media in the classroom.

List as many as you want.

SD

1:]

 

 

 

 

APPENDIX 3

CHECKLIST

 

 

186

Check list of the items of equipment and materials in the
regular classroom.

 

 

ITEM Yes No Total Number
1. screens

movable

fixed

 

2. television

 

3. globes

4. pencil Sharpeners

 

5. charts

 

 

 

 

6. maps

7. posters

8. storage-most materials
9. electricity volts

 

10. outlets

 

11. air conditioners

 

12. heating

 

 

 

 

13. windows

14. chairs
movable
fixed

 

15. tables

 

movable

fixed

 

 

APPENDIX 4

THE SCHOOL TOTAL BUDGET FOR EACH
SCHOOL IN THE DISTRICT

THE PROPORTION OF INSTRUCTIONAL
MEDIA ALLOCATED FROM THE TOTAL
BUDGET

THE PERCENTAGES OF SPENDING FOR THE
INSTRUCTIONAL MEDIA

 

187

APPENDIX 4A

The School Total Budget for Each School in
the District

Total Budget for Frequency Relative
Schools Schools Frequency

Less than 500.00 J.D. 0

500.00 to 1000.00 J.D. 0

1000.00 to 1500.00 J.D. 3 17.6

1500.00 to 2000.00 J.D. 4 23.5

2000.00 to 2500.00 J.D. 4 23.5

More than 2500.00 J.D. 6 35.4

Total 17 100.0%

APPENDIX 48

The

Less

From

From

From

More

The Proportion of Instructional Media Allocated

from the Total Budget

Percentages Frequency
than 15% 7
15% to 25% 5
25% to 35% 2
35% to 45% 1
than 45% 2

Total 17

Relative
Frequency

41.2
29.3

11.8

11.8

100.0%

 

APPENDIX

4C

189

The Percentages of Spending for the Instructional

Media

The Percentages

Less than 50.00 J.D.

50.00 to 150.00 J.D.

150.00 to
250.00 to
350.00 to
More than

'Total

250.00
350.00
450.00

450.00

J.D.

J.D.

Frequency

\J

Relative
Frequency

52.9

11.8

11.8

100.0%

 

: ‘1 \|L

APPENDIX 5

SHOWED THE FREQUENCIES OF
DIFFERENT TYPES OF INSTRUCTIONAL
MEDIA BY TEACHERS AND THEIR
PERCENTAGES OF EACH TYPE IN THE
SIX CHOICES

 

190

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mefiflm
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pOuOOnOpd EEoH

memo:

HmcofluoopumCH LO OQ>E

m Xwozmdd<

 

APPENDIX 6

THE POINT OF VIEW OF

TEACHERS TOWARD INSTRUCTIONAL
MEDIA SHOWING THE FREQUENCIES AND
PERCENTAGES (POINT OF VIEW)

 

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APPENDIX 7

PRINCIPAL'S POINT OF VIEW TOWARD
INSTRUCTIONAL MEDIA

194

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APPENDIX 8

THE BARRIERS OF NOT USING
MEDIA AND THEIR FREQUENCY AND
PERCENTAGE

 

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APPENDIX 9

THE MEDIA AVAILABILITY OF ALL THE
SEVENTEEN SCHOOLS AT THE DISTRICT

OF AMMAN AND THE PERCENTAGES FROM THE
TOTAL

 

APPENDIX 9

The Media Availability of all the Seventeen Schools
at the District of Amman and the Percentages from

the Total
Type of # of Schools
Media that have that Quantity Total Total
Type % School # of Availability Respondents
Items
16mm
Projector 12 70.5% 12 l 12 17
8mm 0 0.0% 0 0 15
Slide
Projector 10 58.8% 8 l
l 2 13
1 3 l7
Filmstrip
Projector 6 40.0% 5 1
1 2 7 15
Sound
Filmstrip 0 0.0% 0 0 0 l4
Overhead
Projector 7 50.0% 6 l
1 2 8 l4
Opaque
Projector 2 13.0% 2 l 2 15
Radio
Receiver 11 64.7% 7 1
2 2 l7
2 3 17
Television
Receiver 14 82.4% 4 l
3 2
5 3 33
2 4 17
Audio
Tape 11 68.8% 8 l
l 2 14
2 3
Video
Tape 3 17.6% 3 l 3 17
Closed Circuit
Television 0 0.0% O 0 0 17
Globes 12 70.6% 9 1
2 2
l 5 18 17

 

 

 

200

APPENDIX 9 (CONTINUED)

Type of # of Schools
Media that have that Quantity Total Total
Type % School # of Availability Respondents
Items
Camera 2 11.8% 2 l 2 17
Cepy
Camera 0 0.0% 0 0 0 17
Enlarger 6 35.3% 3 l
2 2 ll 17
1 4
Thermofax
Machine 1 5.9% 1 1 17
Laminating 0 0.0% 0 0 17
Dry Mount 0 0.0% 0 0 0 17
Models 9 56.2% 1 l
1 9
3 10
1 14 139
1 20
1 30
1 35 16
Screen 12 70.6% 12 1 12 17
Games and
Simulations 1 6.3% 1 l 1 16
Films 6 37.5% 1 1
1 2
1 3
l 8 32
2 9 16
Video
(Films) 3 20.0% 1 2
l 10 34 15
1 22
Slide Sets 10 58.8% 1 12
2 20
l 25
1 30
1 35 1109 17
l 120
l 132
l 215
1 500
Computer 0 0.0% O 0 0 17

 

APPENDIX 10

THE AVAILABILITY OF FACILITIES

APPENDIX 10

The Availability of Facilities

Type of # of Schools . m
. . Quantity Total Total
FaClllty that have that School # of Availability Respondents
Type %
Items
AV
Library 3 18.8% 2 1 l6
1 5 7
Learning
Center 1 6.7% l l 1 17
Science
Laboratory 16 94.1% 14 l
1 2 19 ‘ 17
l 3
Workshops 6 37.5% 4 1
2 1 9
3 1
Individual
Learning
Station 1 6.7% 1 1 l 15
Storage
Area 3 18.8% 1 1 l6
2 2 5
Production
Area 2 13.3% 1 1
1 3 4 15
Display
Area 5 29.4% 2 1

B IBLIOGRAPHY

 

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E” .V - --

 

 

MICHIGAN

312931058

STATE UNIV.

I II III III

LIBRARIES

 

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