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THE STUDY OF TWO FORMS OF MEDIATED INSTRUCTION
Abstract
Use of different forms of media is an integral part of instructional methodologies, yet educators often have no way of knowing which print and nonprint instructional media are most suitable and effective for transmitting certain kinds of information to specific populations. The purpose of this study was to compare the effectiveness of two forms of self-instructional media. Did students in the field of special education who were introduced to an interdisciplinary glossary of terminology in the area of developmental disabilties learn more effectively when this information was presented in print format than students who were presented the same information in slide-tape format? This study used a pretest, posttest, control group experimental design. A class of graduate students in the field of special education was randomly assigned to two groups (N = 17 for each group). One group received print and the other group slide-tape self-instructional packages. Analysis of variance, t-test, and analysis of covariance statistics were used. The findings showed that print and slide-tape self-instructional units did not differ significantly in effectiveness as measured by both immediate and delayed (21 days) post-instruction testing. Major conclusions are: (1) Terminology instruction to college students does not differ significantly when print and slide-tape self-instructional formats are compared; therefore, purchase or production in print format would be most efficient. (2) Self-instructional media packages with visualizations (slide-tape) have proven to be no more instructionally effective than the same content material without visualizaion (print). (3) Neither the single (print) nor multiple (slide-tape) communication format was proven to be significantly greater in instructional effectiveness; therefore, adherence to one communication theory for all instructional situations is inadvisable. (4) The only way to ascertain instructional effectiveness of educational media is to use the instructional medium with a sample from the intended population and measure for achievement.
Subject Area
Educational software
Recommended Citation
SINGARELLA, THOMAS ANTHONY, "THE STUDY OF TWO FORMS OF MEDIATED INSTRUCTION" (1981). ETD collection for University of Nebraska-Lincoln. AAI8208381.
https://digitalcommons.unl.edu/dissertations/AAI8208381