|Abstract or Summary
- The purpose of this study was to develop and pilot test a model for assessing the effectiveness of an innovative self-directed video program for teach in-service education. Data were obtained from 51 program participants using a one-group pretest-posttest design. The preprogram assessment provided information about the personal characteristics of the participants, their entry level of knowledge in the area of consumer studies, and their attitudes and expectations concerning the innovative in-service program. The post-program assessment measured both participants' achieved level of knowledge and changes in their attitudes toward the program. Furthermore, participants evaluated the effectiveness, organization, and deliver of the program. Fifty-one participants completed the preprogram and postprogram Consumer Studies Achievement Test, and 35 participants responded to all parts of the research instrument. The general hypothesis tested was that there would be no significant difference between pretest and posttest mean scores. Since the t-test for correlated samples yielded a significant t-value the null hypothesis was rejected (n=51; t= 16.4). In order to determine whether or not the program was equally effective in each of the three program content areas (consumer economics, consumer behavior, and consumer protection) the total testscores were partitioned into three partial achievement scores. By applying Scheffe's test it was determined that each partial mean score was significantly different from the others (p=.05). The highest partial mean score was for consumer economics, the lowerst for consumer protection. Participants' attitudes concerning the in-service program changed while being exposed to the program. Respondents' preprogram mean attitude score was significantly higher than their mean attitude score assessed after program participation (89.1 vs. 76.2). Pearson Product Moment Correlation and Multiple Regression Analysis were used to investigate the relationship between student achievement and student attitude, age of respondents, number of years of teaching experience, and instructional setting. Approximately thirty percent of the variation in residual achievement gain was accounted for by the variable instructional setting. High intercorrelations between instructional setting, attitude, and age indicated that the instructional setting had an overriding effect on student achievement. In this study, instructional setting was the primary factor in explaining differences in student achievement.