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An Experimental Study on the Production Variables of Instructional Television Programs with Special Reference to the Interaction between the Learners' Aptitude and the Different Types of TV Science Programs


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  • テレビ教育番組の制作変数に関する実験的研究 : 科学番組の内容構成と学習者の能力との交互作用について
  • テレビ キョウイク バングミ ノ セイサク ヘンスウ ニ カンスル ジッケンテ

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I. Purpose of the Study The primary purpose of this study was to investigate the differences of effect between a TV program with the eg-rul construction and one with the rul-eg construction. The secondary purpose of this study was to ascertain whether Trait-Treatment Interaction of learning effects were found between learners who received different types of treatment. Hypotheses were as follows : Hypothesis 1 : Treatment 1 (eg-rul construction) can be differenciated from treatment 2 (rul-eg construction) in concept learning, in this case the learning of the laws of dynamics from television. Hypothesis 2 : The interaction of learning effects can be found in the relation between the treatment types (eg-rul and rul-eg constructions) and the characteristics of learners (eg. IQ, previous achievement etc.). II. Method of the Experiment 1. Stimuli of the Experiment: As learning tasks, the law of action and reaction as the qualitative concept, and the law of falling as the quantitative concept were selected from the fundamental laws of dynamics taught in high school level physics. To present these laws, TV scenes where an instructor did not appear and only graphs and figures were shown were edited from "NHK High School Science Series I" in order to construct the eg-rul type and the rul-eg type program. Commentary was dubbed in to each type of program, back-ground music was not used. The "Law of Action-Reaction" program was approximately 11 minutes in length, and the "Law of Falling" program was approximately 18 minutes. 2. Subjects: The subjects were 177 junior college female students (19-20 year-old). 3. Date and Place: The experiment was conducted on December, 1982, at a Junior College. 4. Procedure : After a pre-test was conducted, learners viewed the "Law of Action-Reaction" program, followed by a post test 1. Then after viewing the "Law of Falling" program, learners took a post test 2. The entire procedure lasted approximately 80 minutes. III. Results 1. The IQ scores of the two subject groups were confirmed homogeneous. However, the scores of pre-test did not show clear homogeneity between the two. 2. The t-test was employed to find the differences in learning effects between the two different types of treatment. The analysis of variance (F-ratio) was employed on the scores of learning effects to clarify the interaction between IQ and treatment types. 3. The results were: (1) In the concept learning of physics (dynamics) laws through TV programs, the rul-eg construction can be expected to be more effective than eg-rul construction. (2) In the case of a quantitative learning task, rul-eg construction was found to be more effective than eg-rul construction. (3) As well as the difference of treatment, the level of the learners IQ also had an effect upon final learning effects. (4) The IQ level had less effect on the qualitative learning task, while it had more effect on the quantitative learning task. (5) In this experiment, trait-treatment interaction was not found between the differences of treatment and IQ. According to the results stated above, Hypothesis 1 was supported while Hypothesis 2 was not supported.



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