Comparative learning and retention of conventional and instructional TV methods
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Each of the 20 elementary schools in the Anaheim City School District were randomly assigned to one of the three method groups. The present studies included the entire group of fourth and fifth grade pupils who received instruction either conventionally or with one of the two ITV methods. The two studies compared pupils’ achievement and retention by method group, intelligence, and sex. Groups receiving the televised social studies instruction performed significantly better on the end-of-term examinations than did the control groups. On the one and two-year delayed posttests, contrary to expectation, all groups had significantly higher means than on the immediate posttests. The basic explanation for the phenomenon was thought to be maturation since many items appear to have tapped reasoning ability as well as content knowledge. This interpretation was supported by the fact that greater gain was noted on the two-year delayed posttest than on the one-year detention measure. The hypothesis was further strengthened by the analysis by item type, the factual items showing the least increase over the time interval. No differential change or gain existed for method groups for the oneyear study. In the two-year study the control group showed greater gain, but its mean remained below that of the TV group.
KeywordsSocial Study Method Group Retention Test Item Type Instructional Television
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