The effect of television instruction on problem solving attitudes of fifth and sixth grade students Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/8c97kv05d

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  • PURPOSE OF THE STUDY The purpose of the study was to determine the effectiveness of televised instruction to aid in changing attitude toward problem solving. The study determined whether fifth and sixth grade students would demonstrate significant differences in: 1) attitude toward the nature of problem solving, 2) self-confidence in solving subsequent problems, and 3) responsibility for success in problem solving, as a result of televised problem solving instruction. PROCEDURES A total of 153 students participated in experimental and control groups in typical urban and rural schools. A 14-program television series called the Televised Learning Package or Challenge was used with the experimental group to effect attitudinal change. This series was designed to be a stimulus for learning rather than a complete self-contained instructional course in problem solving. Each lesson presented "open-ended" problem situations which provided structure, method, and content experiences basic to attitudinal change. The investigator of this study was also writer and teleteacher of the television series. The following testing instruments were used in the pretest-posttest design: The Childhood Attitude Toward Problem Solving Questionnaire (CAPS) Scale I, assessing student's attitude toward the nature of problem solving; CAPS Scale II, assessing student's self-confidence in undertaking problem solving activities; and The Intellectual Achievement Responsibility Questionnaire, Scale I, determining student's acceptance of responsibility for success in problem solving. A Least Squares Analysis was used to determine significant interaction and influence of variables at the 5% level of significance. FINDINGS AND IMPLICATIONS From the findings of the study, the following implications were drawn: 1) Televised instruction was modestly successful in the urban setting, but regular classroom instruction proved superior in changing attitudes in the rural setting; 2) Participation in on-going activities in subject matter areas provided better continuity in control classrooms, thus facilitating attitude change; 3) Need for the establishment of a common set of learning objectives with built-in division of responsibility between studio and classroom teachers to accomplish similar learning goals was observed; 4) Need for students to strongly identify with the communicator and have a high degree of involvement with the visual presentation was observed; 5) The 14-week, 15-minute television sessions may not have been a long enough period of time to measurably change attitudes. RECOMMENDATIONS In view of the findings of this study, the writer offers the following recommendations to public schools, instructional television programmers, and curriculum developers: 1) Further study should investigate attitudinal change by integrating problem solving presentations, activities, and experiences with structured curriculum areas having subject matter emphasis; 2) Experimentation should be conducted to determine effectiveness of cooperative planning between studio and classroom teachers in order to accomplish similar learning goals and attitude changes; 3) Further exploration of feedback for both students and teachers appears essential to produce measurable change in attitude; 4) An extension of instructional television exposure to produce maximum attitudinal change should be investigated; 5) Further research is needed to determine the overall effect of televised instruction on attitude toward problem solving.
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