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Student perceptions of the Los Angeles Community College District instructional television college credit program: an appraisal

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Student perceptions of the Los Angeles Community College District instructional television college credit program: an appraisal

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Content STUDENT PERCEPTIONS OF THE LOS ANGELES COMMUNITY COLLEGE DISTRICT INSTRUCTIONAL TELEVISION COLLEGE CREDIT PRcx;RAM: AN APPRAISAL by Roberto Rueda Almanza A Dissertation Presented to the FACULTY OF THE GRADUATE SCHOOL UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY (Education) January 1976 UNIVERSITY OF SOUTHERN CALIFORNIA THE GRADUATE SCHOOL UNIVERSITY PARK LOS ANGELES, CALIFORNIA 90007 This dissertation) written by _ ______________ Roberto __ Rueda __ Almanza __________________ _ under the direction of h __ ._'§ ___ Dissertation Com- mittee) and approved by all its 1nembers) has been presented to and a cepted by The Graduate S clzool) in partial fulfill1nent of requirenzents of the degree of DOCTOR OF PHILOSOPHY ·----------------------------------------------------------------------------------· Dean Date ________________________ ·- ___ ·-._. _________ _ TABLE OF CONTENTS LIST OF TABLES . . • • • . • • • • • • • • • . • • . v Chapter I • THE PROBLEM • • • • • • • • • • • • • • • • • 1 II. III. Introduction. . • • • • • • . . • . • • • • 1 The Community of the Community College. • • 4 Importance of the Study • • • . • • • • . • 6 Statement of the Problem. . • . • . . • . • 7 Purpose of the Study. • • . • . . • • . • • 7 Hypotheses • • . • . • . . • • . • • . • • • 7 Student Comments for ITV Improvement. . . • 8 Delimitation • • • • • • • • • • • • • • • • Limitations •.•. Assumption •.... Definition of Terms • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Procedures .•••.•...•.. • • • • • Organization of Succeeding Chapters • • • • REVIEW OF RELATED LITERATURE AND RESEARCH • • 9 9 9 10 13 13 15 A New Dimension . . • . . • • . . • . . . • 16 The Development of ITV. . • . • . • • • . . 20 ITV in the Los Angeles Community College District. . . . . • . . . • . • • 22 Acceptance of ITV • . • • . . • • . • • • • 26 Television as an Instructional Tool • • • • 30 Effectiveness of ITV. • • • • . . • . • • • 32 Appropriateness of ITV. • . • • . . • . • • 35 Improving the Medium •.••.•. ~ • • . . 37 Specific Findings·on ITV Effectiveness • . • 39 Student Enrollment in the LACCD • . • . • . 41 Academic Level • • • . • • . . • . . • • • • 49 Characteristics of the ITV Student • • • • • 51 Chapter Summary • • • • • • • • . • • • • • 54 PROCEDURES AND METHODOLOGY. • • The Idea • • • • • • • • • • • 11 • • • • • • • • • • • • • • 57 57 Chapter The Methe • • • • • • • • • • • • • • • • The Respondents ••.•••••• Formulation of the Quest·onna·re. Review of Returned Questionnaires Tr atment of th Data •••••. • • • • • • • • • • • • • • • • Summary • • • • • • • • • • • • • • • • • Page • • 61 • • 63 • • 64 • • 66 • • 66 • • 68 IV. FINDINGS. • • • • • • • • • • • • • • • • • • • 69 70 71 71 73 Descr.iption of the Respondents . • • • • • Sex Distribution ••..••.• Age of the Respondents •..•• Marital Status .•.•.•.•. • • • • • • • • • • • • • • • • • • • • Number of Dependents . • . • . • . • • • • • 74 Ethnic Description. • • • • . • . • • • • • 74 Occupation of the Respondents • . • • • . • 75 Main Activity of the Respondents. • . • • • 78 Educational Experience. . • • • • • • . • • 80 Type of Classes Preferred for ITV Presentation. . • . • • . • • • • 82 Reasons for Taking ITV Classes. • . • • • • 84 Benefits Derived from Participation in ITV. 84 Future Enrollment of the Respondents. • • . 86 Appraisal of ITV Presentation and Coordination. . • . • . • . • • . . . 86 Response Analysis • • • • • • • • • • • • • • Number of ITV Classes Taken and Sex of the Respondents .••• Number of ITV Classes Taken and Age of the Respondents •.•• Marital Status and the Number of ITV Classes Taken •.••••• Number of Dependents and the • • • • • • • • • • • • Number of ITV Classes Taken Ethnic Group and the Number of ITV Classes Taken ••. • • • • • • • • • • • • • • • Number of ITV Courses Taken and On-campus College Units Completed Occupation and the Number of ITV Classes Taken ••...•. On-campus Concurrent Enrollment • • • • and Number of ITV Classes Taken ••• Intent to Enroll in Future ITV Classes . J.ll • • • • • • • • 90 90 92 92 94 96 96 98 100 100 Chapter Number of ITV Classes Taken and Intent to Enroll in LACCD On-campus Prior LACCD On-campus Enrollment and Number of ITV Classes Taken •. • • • • • • Page 103 105 Courses Preferred £or ITV Presentation ..• 105 Student Appraisal of the LACCD ITV Program. 108 Reasons £or Choosing ITV ..•.••..•. 110 Benefits Derived from ITV ..•••.•.• 114 Respondent Comments ••.•.• Chapter Summary ..•.•••• • • • • • • • • • • • • • • 114 119 v. The Respondents The Hypotheses . The Comments •• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • SUMMARY, CONCLUSIOTS . AND RECO~ENDATIONS. • • • Summary of the Study. • • • • • • • • • • • • 119 122 123 124 124 Purpose of the Study •••..••.•.•• 124 Procedures .••.••••.••.••••• 125 Findings ..•..•.....••.•••• 126 Findings Related to the Hypotheses ..••• 128 Comments of the Respondents ......... 132 Conclusions • • • • • • • • • • • • • • • • • 132 135 Recommendations • • • • • • • • • • • • • • • BIBLIOGRAPHY • • • • • • • • • • • • • • • • • • • • • 139 APPENDIX A: COVER LETTER TO THE QUESTIONNAIRE • • • • 155 APPENDIX B: QUESTIONNAIRE • • • • • • • • • • • • • • 157 APPENDIX C. STUDY SUMMARY MAILED TO RESPONDENTS • • • 162 APPENDIX D: SPRING 1975 ITV APPLICATION/ ENROLLMENT FORM • • • • • • • • • • • • 166 . lV LIST OF TABLES Table Page 1. Growth of Various Continuing Education Programs. 18 2. 3. 4. 5. Broadcast Hours of Public Television Stations Opening Fall Enrollment in Higher Education Census Day Fall Enrollment, Fall 1974, Los Angeles Community College District • • • • • • • ITV Enrollment, 1970-1975, Los Angeles Community College District .•.•• • • • • • 6. Description of the Sample by Sex, Age, Marital Status and Number of Dependents • • • 7. Ethnic Description of the Sample. • • • • • • • 8. Occupation of the Respondents • • • • • • • • • 9. Main Activity of the Respondents . • • • • • • • 10. Educational Experience of the Respondents • • • 11. Respondents' ITV Class Preference • • • • • • • 12. 13. Respondents' Reasons for Choosing ITV over Traditional Instruction •... • • Respondents' Benefits Derived from ITV •• 14. Respondents' Intent to Enroll in Future ITV Courses and in On-campus Classes in • • • • • • 29 44 46 60 72 76 77 79 81 83 85 85 the Los Angeles Community College District. . 87 15. Respondents' Appraisal of ITV Presentation and Coordination • • • • • • • • 16. Number of ITV Classes Taken by Sex. • • • • • • V 88 91 Tabl 17. Number of ITV Cl ss s Taken by Ag • • • • • • • 18. Number of ITV Classes Tak n by Marital Status • 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. Numb r of ITV Cl sses Tak n by Number of Dependents • • • • • • • • • Number of ITV Class s Tak n by Ethnic Group Number of ITV Class s Tak n by On-campus College Units Completed • • • • • • • • • Number of ITV Classes Taken by Occupation • Concurrent Enrollment in On-Campus Classes, by Number of ITV Classes Taken ..••.• • • • • • • • • • • Intent to Enroll in Future ITV Classes Taken by Numb r of ITV Classes Taken. • • • • Intent to Enroll in Traditional Instruction in the Los Angeles Community College District by Number of ITV Classes Taken • • • Number of ITV Classes Taken, by Prior Los Angeles Community College District On-campus Enrollment •.••.•••. • • • • Classes Preferred for ITV Presentation by On-campus College Units Completed Appraisal of ITV Course Program, by On-campus College U11j_ts Completed • • • • • • • • • • Reasons for Choosing ITV, by On-campus College Units Completed • • • • • • Benefits Derived from ITV, by On-campus College Units Completed • • • • • • Comments for Improvement of the LACCD ITV Program ••...• • • • • • • • • VJ. Page 93 95 95 97 99 101 102 104 106 107 109 111 113 115 118 CHAPTER I THE PROBLEM Introduction The non-tuition California community college is accessible to all applicants who are high school graduates and to all adults who can be expected to profit from the instruction offered The only restriction to this freedom is that a student attend a college in his home community college district. The accessibility of the community college to the adult population negates the former title of "junior college" and the admissions restrictions implied in the inferred association with a "senior college." This open admissions policy does not preclude maintenance of high instructional standards in programs leading to transfer work in four-year colleges and universities. Ellis Jarvis, former Superintendent of the Los Angeles City School Districts, of which the Los Angeles community colleges were part until 1969, insisted that the transfer function was not the sole reason for existence of the comnunity college, and that it becomes a third-rate institution if it ignores its other functions at the expense of attaining academic respectability (43:13). 1 Although the transfer function of the community college serves a large proportion of the student body, it is but one of the basic functions now recognized as proper to the California community college. Jensen delineated these basic functions as: 1. The vocational-technical function, to equip students with the knowledge and techniques necessary for obtaining immediate employment and finding success in the modern world of work. 2. The college transfer function, to prepare students for upper division work at four-year institutions. 3~ The student personnel function, to assist students--through broad-scale counseling and guidance and testing services--to realize their educational opportunities and their personal potentials to fullest extent. 4. The remedial function, to provide remedial instruction for those students whose preparation for their chosen curriculum is inadequate. 5. The adult community education function, to broaden the educational horizons of all men and women in the college's district by providing a wide variety of educational and cultural programs. (44:6) 2 Kelley and Wilbur added general education as a clearly defined function of the community college (47), and Thornton included "part-time" education (88). Landrith mentioned the more intangible function of "popularizing education" ( 51) • It has been noted that the associate degree conferred by community colleges should not mark the attain ment and completion of general education. Rather, the community college should be committed to offer life-long learning to 11 persons. In these regards, Conant stated: As far as general education is concerned and so far as general education is directed toward making a more responsible citizen and a better developed human being, an individual cannot have too much of it. (17) In regard to the types of subject matter appropriate to the general education function, Hutchins assured that there need be no limits, for: There is no evidence that ordinary people cannot understand great philosophers, historians, scientists and artists, or if they try to understand them without distinguished success they will be any worse for the effort. (42:45) 3 One promising means of making life-long learning accessible to people involved in every-day responsibilities has been the u s e of television. Educators have been interested in the distributive powers of television from the very start of the medium: before the advent of commercial television, t he State University of Iowa was transmitting educational prog r ams (23). Despite the high interest among Los Angeles educators and citizens in the development of television and in its potential for educational purposes from the very outset of commercial use, it was not until 1957 that legislation was allowed by the California State Legislature that permitted schools to participate in televised instruction via open channel television. The public schools of San Francisco and Los Angeles began utilizing the medium in 1959 (10 :3) . Chicago City College's TV College h d been in operation for four years by that time (35 : 24) . Lack of confidence on the part of the Los Angeles City Board of Education in the efficacy of television as an instructional medium limited the participation of the junior colleges to closed circuit television on an experimental basis (52 : 8) . Only after several years of deliberation did the Los Angeles Community College District (LACCD) enter the Instructional Television arena via open channel . The search for a definition of the Instructional Television venture by the LACCD and other community college districts in Southern California culminated in the formation, in 1970, of the Consortium· for Community College Television . In the 1974-1975 school year , thirty- six community colleges participated, including the nine colleges of the LACCD. The Community of the Commupity College Internal and external pressures have dictated the new functions of the community college, and the success with which it has been able to carry them out has broadened the meaning of "community" in its academic context . The traditional concept of "community" as a closed environment has given way to the concept of a larger, metropolitan , and inter-urban community comprised of any and 11 individuals JU in the college's field 0£ influence. '" - For the Los Angeles Community College District, this means the population of the City of Los Angeles and beyond. The physical boundaries 0£ the district covers an 886 square mile area that many students "criss-cross" in their quest £or the right course in one of the nine 5 colleges in the district. Regardless 0£ the high degree 0£ student mobility and initiative displayed by such commuting, the LACCD has attempted to make its programs readily available to the community, by setting up "store front" classrooms in areas not immediately served by one of its community colleges, by establishing an Educational Telephone Network £or the presentation of classes at various locations via conference telephone hook-up, and by its participation in televised instruction. No classroom can be nearer to the student nor more accessible to him than one ·located in his own home. The utilization 0£ telephone, radio and television, particularly, £or instructional purposes makes this at-home classroom possible. California legislation enacted in 1970 allowed £or subventions to community college districts on a student enrollment basis for programs in non-traditional instruction under "Coordinated Instruction Systems" regulations. The use 0£ mass communication media £or instruction at the community college level in the City of Los Angeles could thus pass from the experimental to the 6 functional stage. Importance of the Study The cont'nuance nd expansion of the Instructional Television program of the LACCD depends , to a very great extent, on whether and to what degree the needs of students are being met. These needs go beyond the former perimeters of student age, campus location and course requirements. Adler and Baer asserted that: A formal educat·on which ends at age 20 or 25 and which takes place almost entirely within the confines of a classroom or campus can no longer be considered an adequate preparation for a life-time of fulfilling work and personal pursuits. (1:9) Outreach programs, mass media and "store-front" educational programs, which Koltai, LACCD Chancellor, called the "Tenth Dimension" (49), can be instituted, con tinued or expanded only as student needs can be evaluated. One of the goals in the development of this study was that it might be of some assistance to the district in its evaluation of the ITV program as an essential part of its outreach effort. In view of the potential the instructional tele vision program displays in reaching the student community and in influencing on-campus educational programs through its long-range implications, findings resulting from this and similar studies may aid in the justification of the expansion of the ITV program and in possible 7 re-evaluations of on-campus course offer·ngs. Statement of the Problem Does the college credit course program being conducted by the Los Angeles Community College District via instructional television in conjunction with the Consortium for Community College Television constitute valid and integral part of the District's course offerings? Does the instructional television program affect the participating students' desire to continue in active participation in LACCD courses via ITV or through traditional instruction at on-campus settings? Is the LACCD ITV program serving its students and enhancing the LACCD over-all program? Purpose of the Study The main purpose of this study was to describe the Los Angeles Community College District's instructional television college credit course program . This description was focused on the characteristics of the students in active participation and on their appraisal of certain aspects of the instructional television program coordination . Hypotheses The following research hypotheses directed the development of this study. Pertinent null hypoth ses were tested and the results pr sented in the Response Analysis section of Chapter IV. 1. The number of ITV courses taken is related to certain characteristics of the ITV student. These 8 characteristics are: (1) sex; (2) age; (3) marital status; (4) number of dependents; (5) ethnic group; (6) educational level; (7) occupation; and (8) current enrollment in on campus classes at a college. 2. The intent to enroll in additional ITV classes or in on-campus LACCD classes is related to the number of ITV classes taken. 3. Prior or current enrollment in LACCD on-campus classes is related to the number of ITV classes taken. 4. The number of on-campus college units completed is an influential factor in the ITV student's choice of ITV classes and in his appraisal of the ITV program. 5. The reasons for taking ITV classes rather than on-campus classes and the benefits derived from ITV participation are related to the number of on-campus college units completed. Student Comments for ITV Improvement In addition to testing the above hypotheses, this study attempted to ascertain areas of student concern regarding the ITV college credit course program that should be considered for the improvement of future LACCD ITV offerings. An open-ended question was included in the questionnaire for this purpose. Delimitation Only Los Angeles Community College District Instructional Television students who were enrolled in courses offered during the spring, 1975 semester and who participated in course examinations took part in this study. Limitations 9 This study was subjected to limitations inherent to the utilization of the questionnaire as a data-gathering instrument. The respondents did not constitute the totality of the population, as some of the questionnaires were not returned. The findings were taken as applying to the entire population, regardless of the fact that the questionnaire did not receive total response. Assumption The following assumption was made for this study: Meaningful information regarding the LACCD ITV venture can be obtained through the use of a questionnaire. J.O Definition of Terms The following terms frequently used throughout this study are defined as follows: 1. Closed circuit or community antenna (cable) television: Closed circuit (CCTV) or community antenna (CATV) television is television transmitted only to specific locations. CCTV is utilized for in-plant trans mission and reception; CATV is transmitted over the air for further transmission over cable installations to field locations. 2. College credit courses: College credit courses are courses acceptable for the stated number of units or credit hours in accordance with standards suggested by accrediting associations. California community colleges strive to satisfy standards set by the Western Association of Schools and Colleges. 3. Community college: The community college is a two-year institution providing educational opportunities beyond high school through credit and non-credit courses for remedial, vocational, occupational, transfer, and self enrichment purposes. 4. Coordinated instruction: Coordinated instruction is instruction provided to groups or individuals in a manner other than traditional instruction, and subject to evaluation of student progress at definite 11 moments in the 1 arning process. 5. Educational or instructional television: Educational or instructional television is the use of open channel, closed circuit (CCTV) or community antenna (CATV) for the transmission of course material to students. In courses for adults, educ t·onal television (ETV) is generally thought of as a community service providing cultural and educational programs of general interest, while instructional television (ITV) is regarded as formal course presentation. Unless specifically noted, "ITV" referred to open channel college level televised instruction in this study. 6. Los Angeles City School Districts: The Los Angeles City School Districts was the administrative entity comprised of the Los Angeles Unified School District and the Los Angeles Junior College District (non-coterminous) governed through the Los Angeles City Board of Education until 1969. The name cha.nged to Los Angeles Unified School District upon the separation of the community colleges and the formation of the Los Angeles Community College District. 7. Los Angeles Community College: The term "Los Angeles Community College" refers to any one of the nine colleges in the Los Angeles Community College District. These colleges are: East Los Angeles College, Los Angeles City College, Los Angeles Harbor College, Los Angeles 12 Mission College, Los Angeles Pierce College, Los Angeles Southwest College, Los Angeles Trade-Technical College, Los Angeles Valley College, and West Los Angeles College. 8. Los Angeles Community College District: By "Los Angeles Community College District" (LACCD) is meant the colleges of the LACCD and the community they serve, as well as the geographical area in which it is located. Eight of the LACCD colleges were part of the Los Angeles City School Districts until 1969, when the LACCD was created as a separate entity. The first college was founded in 1929; the ninth in 1975. The LACCD is concerned with the six basic functions of the community college out lined above and is involved in outreach programs via off campus classes, an educational Telephone Network, Instructional Television, and an Overseas Program serving military personnel stationed abroad. The LACCD's instructional television community extends to the residence of any participating student regardless of geographical district boundaries. 9. On-campus class: An on-campus class is a class conducted on the campus of a college or university, as compared with classes given on an outreach location or via television or other teleteaching medium. 10. Non-graded or no-credit course: A non-graded or no-credit course is a course in which no evaluation of student progress or performance is recorded. 13 11. Open channel television: Open channel television is televis·on transmitted to the general public for reception through unmodified home television sets. 12. Traditional or conventional instruction: Traditional or conventional instruction is instruction carried out with instructor/student face-to-face inter action, either in a classroom situation or on a one-to-one basis. Procedures As the problem treated by this study was that of determining the current status of the LACCD ITV venture through a review and appraisal of the characteristics and perceptions of participating students, a descriptive survey method was followed. A questionnaire was developed for the investigation of the LACCD ITV students' characteristics, their appraisal of the LACCD ITV program, and the influence exerted upon them by their participation in the LACCD ITV program. The data-gathering instrument was developed through consultation with administrators of the LACCD ITV program and with LACCD research personnel. Organization of Succeeding Chapters Chapter II is a review of literature and research related to the utilization of television for instructional 14 purposes at the college level, with emphasis on televised instruction via open channel transmission. An overview of the history of educational and instructional television is presented, as concerns the medium in general and specifically as concerns its utilization by the Los Angeles Community Colleges. Research pertaining to the efficacy of television as an instructional medium is reviewed, as is the manner in which the medium aids in the fulfillment of the functions of the community college. Student enrollment in the United States and in California is examined as back ground to the study of the LACCD ITV student. The methods used in the selection of the sample and subsamples and in the formulation of the data-gathering instrument are described in Chapter III. This chapter also presents the methods and techniques employed in the treatment of the data. Chapter IV reports the findings of the study and presents a description of the students constituting the sample. The study is summarized in Chapter V, which also presents the major finding and conclusions resulting from the study. Recommendations suggested from the study are included in Chapter V. CHAPTER II REVIEW OF RELATED LITERATURE AND RESEARCH The purpose of this study was to evaluate the instructional television venture of the Los Angeles Community College District through an appraisal of the perception of the students participating in the program. The literature reviewed, therefore, concerned the following aspects: (1) the policies and functions of the community college; (2) the evaluation of educational or instructional television; (3) the characteristics of the community college student; and (4) findings resulting from research on the utilization of television for the presentation of college course material. As the main objective of the LACCD ITV course program is to provide course instruction to as many students as will take advantage of the course offerings, the review of related research was focused on televised instruction via open channel transmission, especially concerning the presentation of college level course material. This review of literature and research sought to formulate bases for understanding the role that televised instruction is to play in the development of the LACCD's 15 16 outreach program, in keeping with the district's goals and objectives, which can be broadly defined as serving the educational needs of the community. This service is not limited to the student attending classes at a college campus, but extends to all members of the community at large, as befits th8 role of the community college, where, as Johnson stated,"· •. offerings and programs ••. are planned to meet the needs of their communities, and to elicit the participation of local citizens in program planning, development, and operation" (45:41). A New Dimension In 1974 Chancellor Koltai (49) delineated service to the community in terms of six basic concepts, much in accord with the set of proposals put forth by the Commission on Non-Traditional Study (15). These concepts were: 1. The concept of life-time learning. 2. Shift emphasis from degree orientation to service orientation. 3. Intelligent use of educational technology. 4. A comprehensive educational information system. 5. New evaluative tools. 6. Cooperation and collaboration. The application of these concepts to the develop ment of the LACCD outreach program fully commits the 17 district to the utilization of coordinated instruction . Much of this commitment is concerne with Koltai ' s first cone pt , that of continu·ng education , ·n view of the increasing involvement of adults in formal education . A table by Stanley Moses of the Educational Policy Research at Syracuse University reprinted by Adler and Baer (1 :8) shows that the involvement of adults in the learning process increased from 17 . 3 million in 1940 to 60 . 3 million in 1970 , and that by 1975 this figure was expected to reach 82 . 4 million . These data appear as Table 1 . The present and future role of television in this expansion of continuing education is becoming ever more important : in the period 1960- 1970 , approximately 10 , 000 adults were involved in TV- based instruction ; about 7 . 5 million were so involved by 1970, and ten million were pro jected by Moses for 1975 . The accommodation of this increase in adult student interest in the learning process can11ot be carried out via the principle of on- campus instruction in groups as the sole manner of delivery of education . The LACCD is pre paring to meet this challenge through an outreach program that will : Develop and implement programs too costly to duplicate on nine separate campuses . This would include instructional television and the educational telephone network •••• TABLE 1 GROWTH OF VARIOUS CONTINUING EDUCATION PROGRAMS IN THE UNITED STATES, 1940-1975 Type of Millions Enrolled Institution or Program 1940 1950 1955 1960 1965 1970 Organizational programs-- business, government, militari 8.2 10.2 10.9 13.0 14.5 21.7 Proprietary schools 2 . 5 3 . 5 3 . 5 4.0 7.8 9.6 Anti-poverty 2rograms 2.8 5.1 Correspondence courses 2 .7 3 .4 3 . 5 4.5 5 .0 5 .7 TV-based instruction .01 5.0 7.5 Other adult programs in colleges, high schools, libraries, social . organi- zations, etc. 3 . 9 4.8 5 .1 6.6 9 .1 10.7 Totals 17.3 21.9 23.0 28 . 3 44.2 60.3 *Projected Source: Adler and Baer (1:8). 18 1975* 27.4 18.1 7.0 6.7 10.0 13.2 82.4 Investigate and promote community resources in terms 0£ using the entire community as a classroom . • • • Increase cooperat·on among the many community agencies and organizations ••• to provide a meeting place £or the discussion 0£ social solutions •••• Create an objective vantage point from which the entire field of educational opportunities can be surveyed and evaluated in terms 0£ total community needs •••. (57 : 21) 19 Thus is expressed the commitment of the LACCD , not unlike that described by Grede as a commitment "on the minimum side to a comprehensive program matched to a heter ogeneous urban student body and on the maximum side to an active role in the regeneration of urban American society " (37 : 180) . The LACCD colleges, then, are becoming "people ' s colleges" such as those described by Robb: Community junior colleges are developing 'grass roots ' linkage and ultimately the strongest political support , of any post-secondary institution . By nature 0£ their curriculum and their purpose , they are institutions most responsive to public demand . They are the people ' s college-- a part 0£ the opening access to education , to career development , and to personal fulfillment . They are most exposed to and more a part of community life than any other institution . (70 : 17) The ITV venture, and the other outreach efforts 0£ the LACCD , make it a true community college district , not unlike the "educational environment centers" envisioned by Umans that "are convenient and provide services to the community at the most propicious time and place " (90 : 176) . The LACCD colleges are able to provide community service 20 without assuming the social service function against which Stetar warned: "The college which relinquishes its role as a teaching/educational institution and assumes the function of a social service agency loses a measure of its value to the community" (85:719). As to whether the desire to provide service to the community debases the community college, O'Connell stated: 11 If the educational need is there, and th2 community college is the best place to fill the need, let's do it; let someone else worry about whether or not this makes us less of a college" (65:51). This attitude is not always displayed in practical matters, as was shown in the decision of the Southern California Consortium for Community College Television not to include remedial course programs in its ITV offerings. Wilbur stated: "Transfer courses were chosen in order to show the more prestigious role of the colleges" (94:22). The Development of ITV The utilization of over-the-air transmission of educational programs in the United States started in 1917, when the University of Wisconsin inaugurated radio station 9XM. Nearly 200 such educational radio stations were in operation when the economic holocaust of 1929 reduced this number to thirty-five, which number slowly increased in the succeeding decades (77:3). The more complex and costly transmission of visuals, first proved workable in 1927 by the Washington, D.C., Bell Laboratory (87:13), held back the concept of providing v·a the air waves the type of educational experienc that the talking film could make possible. 21 The first use of television for educational purposes was made by the State University of Iowa in 1932. Rather than the cathode ray tube equipment now in use, this first experiment employed a scanning disc for the trans mission of the visual image via television station W9XK, working in conjunction with radio station WSUI, which conveyed the aural portion of the broadcast. A great variety of courses were presented during 1932-1939 in over 400 programs (23:1). Experimentation in educational television was taken up again after World War II, via a commercial station, W0I-TV, owned and operated by Iowa State College, which began transmitting in 1950 (86:3). This was the only station licensed to an educational institution prior to the time when the Federal Communications Commission (FCC) called a halt on television station licensing until air wave conflicts could be resolved, inasmuch as many of che 108 stations then in operation had overlapping signals due to the small number (twelve) of channels the FCC had originally allocated to television via the very high frequencies (VHF) (10:11). 22 The assignment of ultra h·gh frequencies (UHF) to stations had to be rev·ewed thoroughly, for ov r 500 stations were expected to be licensed eventually. The FCC resumed licensing in 1952, having reserved 242 channels for non-commercial educational stations. The University of Houston was the first educational institution to transmit educational public service programs under the new licensing policies, having started transmissions in 1953. A second non-commercial television station started that year, KTHE, Los Angeles, but failed the following year because of lack of monetary support (77:3-8). In 1954, educational television station KQED, San Francisco, began transmitting instructional programs, not in conjunction with any school system due to the lack of legislation enabling public schools to participate in televised instruction. Such legislation was passed in 1957, and the number of students receiving classroom televised instruction reached almost a half-million by 1961, a year in which California public education was authorized to lease, own, and operate instructional tele vision stations (10:4-5). ITV in the Los Angeles Community College District The venture of the LACCD in ITV began in 1956, when the Los Angeles City Board of Education determined to 23 explore the utilization of television at the college level. CCTV was sele~ted for the initial ITV experiment and Los Angeles City College began telecasting classes in February, 1957. The experiment was planned for a duration of three years. The study of the first semester's experience proved CCTV instruction to be effective and recommendations were made to have the experiment continued (52). The experiment was expanded to include receiving rooms at Los Angeles Valley Junior College. Total expenditures for this three-year experiment amounted to $177,000. This sum included preparation and planning, equipment, and salaries, as stated in the 1959 ITV report (53). The objectives of the experiment were described in said report. Briefly put, these objectives were: 1. To compare effectiveness of ITV vs traditional instruction. 2. To explore ITV's distributive powers. 3. To evaluate the effect of teaching by television. 4. To study the acceptance of ITV by administrators college-wide. 5. To determine the effectiveness of ITV under various sets of circumstances. 6. To find out which courses might be adapted to ITV. 7 . To £ind out i£ ITV might lower costs 0£ instruction . 24 The CCTV ITV project 0£ 1957-1959 having shown that televised instruction can result in satisfactory student performance, the colleges 0£ the Los Angeles City School Districts were ready to enter into open channel ITV . The first such ITV presentations were conducted through commercial station KABC with non-credit programs in 1964 . Credit course o££erings were added to the ITV program in 1965, televised by educational television station KCET . All ITV activity ceased in the 1967-1968 school year, to be resumed in 1970, when the Consortium £or Community College Television was formed; continued programation 0£ credit course o££erings has been maintained since . Rivera (69) gave a detailed account 0£ the LACCD open channel ITV project through 1970 . Besides describing production steps , including selection 0£ ITV instructors, Rivera provided insights regarding the difficulties involved in determining ITV policy in a multi-campus community college district . Eighteen colleges (including the LACCD colleges) comprised the original membership of the Consortium , which in the spring of 1975 numbered thirty-six . Wilbur, who participated as a consultant in the planning and establish ment 0£ the Consortium , gave a set 0£ rules to be observed for successful operation of consortia (94 : 23) . These rules are : 1 . Meet the needs of individual colleges . 2 . Maintain good communication with member colleges . 3 . Establ'sh means of coordinating activities in the expanding telec0mmunications field . 4 . Be prepared to assist in new media ventures . 25 Bretz, in a comparative study of three ITV models , mentioned a series of reasons for the continued success of the Chicago City College TV College . The reasons listed are applicable to the LACCD ITV program, except for the fact that the LACCD ITV enterprise has not as yet devoted itself to course offerings resulting in the associate degree being completed via ITV alone . These reasons (6 : 6) are summarized as follows : 1 . The TV College is backed by a large and respected fifty-year-old community college system . 2 . The TV College fills an educational need for people who are highly motivated but unable to attend college. 3. It is widely promoted throughout its reception area . 4 . The TV College is a multi-media system utilizing mailed printed materials and assignments , tele phone or personal consultations , text and reference books , and on- campus examinations . 5 . Course offerings are alternated to assure continued student progress that will permit degree 26 requirement completion in two and one-half years. The literature set Chicago TV College as the exemplar of community college television because of its emphasis on a full two-year degree program and because it is the ol est institution offering continuous and success ful community college ITV. Chicago TV College began operations in 1955, offering credit and non-credit courses in satisfaction of the requirements for the Associate in Arts degree in an alternate programation that fosters student interest (48:24). Acceptance of ITV Notwithstanding the early beginnings of instructional television and the influence television in general has had on American life, the medium has not been fully accepted for instruction. Murphy and Gross, while recognizing that there has been a continued and steady increase in the use of television for instruction, stated that the accretion has been small, "considering the volume," and, further, that "it is significant that, by and large, the really innovating schools are doing little with television" (63:41). The inability of educational systems to accept television as an instructional medium cannot be attributed to the characteristics of television or its adaptability to the educational process, but, rather, perhaps, to the 27 reticence educ· tional systems display ·n adopting new methods of instruction. Johnson stated that in higher education, especially, wh re innovation should be engendered, educators resist change for many reasons, "not the least of which is the·r comfortable complacence with the 'tried and true'" (45:17). Murphy and Gross stated that "on the average, an educational innovation takes fifty years to trickle down to the mass of schools and colleges," and they dispaired in the fact that technological tools of communication such as radio, films, recordings, etc., so readily available and with obvious implications for utilization by educators, have not yet been integrated into the educational environ ment. They added that these technological tools, "acclaimed in their day as TV is today, ••• have for the most part never been used with any real imagination" (63: 11). Of similar thought was Schramm, who asserted that: Although faculties and researchers are sometimes accused of living in the future, or of being devoted to change, academic administrators are traditionally cautious and often conservative, restrained by boards and trustees and public opinion from rash or unfamiliar moves. (74:5) Nonetheless, television is being utilized widely as an educational medium. Wittich reported in 1973 that instructional television was being utilized by local school districts through forty-three state networks and that instruction via ITV was being pursued by 232 universities, 28 908 colleges, and more than 100 seminaries and institutes (97:516). Adler and Baer estimated that 50 percent of all elementary school classrooms were equipped with television sets, and that, during the academic year, over 40 percent of the broadcast hours of all public television stations were being devoted to in-school-use programation (1:23). Data published by the National Center for Educational Statistics presented in Table 2 indicated that in the Fiscal Year 1972 there were 207 public television stations in operation in the United States "and outlying areas.'' Sixty-two of these stations were operated by institutions of higher education. Twenty-one public tele vision stations were operated by local public school systems, community organizations ran fifty-seven stations, while state and local agencies and other licensed agencies operated sixty-seven stations. These 207 public television stations transmitted 710,303 broadcast hours, of which 241,806, or 34 percent, were devoted to classroom programa tion, and 468,497 hours, or 66 percent, were directed to general audiences (36:146). In the Fiscal Year 1972, institutions of higher education accounted for 193,783 public television hours, with 54,156 hours, or 28 percent, classified as classroom programation hours, and 139,627 hours, or 72 percent, as general audience programation. The percentage of total public television broadcast hours supplied by each of the Type of TABLE 2--BROAOCAST HOURS OF PUBLIC TELEVISION STATIONS, BY TYPE OF PROGRAMING AND BY TYPE OF LICENSEE, IN THE UNITED STATES AND OUTLYING AREAS IN THE FISCAL YEAR 1972 Number Broadcast Hoursz b~ T~2e of Programing Licensee of Total For Classroom General Audience Stations Number Institutions of 62 193,783 Higher Education Local Public 21 58,233 School S~stems State authority, State Education agency, Municipal authority, 67 253,858 and other licensed agencies Community 57 204,429 Organizations Totals 207 710,303 Source: Grant and Lind (36:146) Percent Number Percent 27.3 54,156 22.4 8.2 26,992 11.2 35.7 100,558 41.6 28.8 60,100 24.8 100.0 241,806 100.0 Number 139,627 31,241 153,300 144,329 468,497 Percent 29.8 6.7 32.7 30.8 100.0 t\) \0 groups or institutions involved in public television is indicated in Table 2. 30 A survey 0£ the future emphasis on media equipment in Illinois junior colleges, conducted by Butler and Starkey showed that television was expected to £ul£ill a major portion 0£ the educational £unction in those colleges, either as CCTV, dial access (video-tape library), or as instructional television via open channel (9:3). Television as an Instructional Tool The majority 0£ the studies on the utilization 0£ television as an instructional medium have dealt with the methods and e££icacy 0£ teaching via television. Although the range 0£ subjects being taught by television, either as CCTV, ITV or CATV has been extensive, the question 0£ how to select the courses to be presented by television has been left unanswered. Instead, selection 0£ course offerings has been made on the assumption that any course can be taught by television e££ectively. This attitude on the part of planners has resulted in a prescriptive offering 0£ televised instruction. Gategno, while allowing that adults should feel the "responsibility to give them selves the programs they need," insisted that "we must re- educate adults" (31:98-99), yet implying that education need not involve the learner. Costello and Gordon were confident in the success 31 of televise instruction . Their confid nee , however , resulted from an exam·nation of uses of television for instruction , rather than from studie3 on ITV planning or on student aspirations . Believing that television could teach anything , they stated : "One ·sled to wonder if , indeed , there are limits to the use of television in schooling " (21 : 26) . Gordon did state , however , that there are theoretical limits to how and when television can be used in schooling, and that these theoretical limits are based on the assumption that cumulative knowledge, which requires commonality of experiential background in the students, cannot be imparted via ITV as non-cumulative knowledge (35 : 81) . It is in teaching of factual material that ITV offers, as do other methods of coordinated instruction, the greatest promise of success . Wilson, Robeck , and Michael stated that the teaching of factual material should be relegated to machines so that teacher time can be devoted to review , seminar, and counseling sessions (96 : 50- 51) . The question of whether or not television can be utilized as an instructional tool was of particular importance to the problems to which this study was directed . The utilization of ITV for the presentation of college credit courses in the LACCD in an effective manner could well depend on the selection of methods and subject areas that might best be adapted to televised instruction 32 and that might best satisfy community needs. In order best to mak use of television as an instructional medium, its function as a part of the educative proc ss has to be made clear. Murphy and Gross believed that undue emphasis on television itself has limited its usefulness in that it was introduced into education without thorough awareness of the role it was to fulfill (63:10). Hancock presented a set of requirements that must be met before television can be utilized for instruction (38:78-81). Briefly stated, they are: 1. Formulate the policy for the use of ITV. 2. Plan for specific program series and for inter media relationships. 3. Make provisions for user and audience involve ment, to assure that the programs are relevant to the target audience. Gibbons (32), in a section written for the Aspen Notebook: Continuing Education, mentioned these require ments, and besides, the need for training educators who are capable of learning and using the instructional character istics of various media, as well as the need to provide for personal interaction to aid in maintaining student interest and motivation. Effectiveness of ITV Comparisons made on the performance of student 33 taught via ITV against that of students taught by traditional instruction have consistently and overwhelm ingly decl red that televised instruction is as effective- and sometimes more effective--as traditional instruction. Zigerell stated that "the TV student tends slightly to out perform his on-campus age peer" (98:87), while Dubin and Hadley, in a review of forty-two studies thought comparable in certain aspects, such as TV students compared with a traditional instruction control group, length of televised instruction (at least one term), utilization of written examinations, and similarity of teaching methodology, found that there was, in general, no marked difference between televised and traditional instruction (25). Reid (68:2) made a similar declaration, as did Schramm, who aqded, "when the results are measured by the usual final examinations or by standardized tests made by testing bureaus" (76:53). Schramm drew this conclusion from the analysis of 393 separate ITV studies which he considered comparable as to controls, statistical methods and approach. Cumming indicated that the proven adequacy or superiority of television as a teaching tool could not be attributed, based on inconclusive evidence, directly on the characteristics of the medium and TV teaching methods, and that there could be other operating factors, such as the "high initial motivation and/or high IQ of TV 34 students" ( 23: 148) • A report of an e rly CCTV experiment in Los Angeles two-year colleges stated that "much add'tional study is required before the role of instructional television in schools, particularly the effects of so-called intangibles of education, can be identified" (53:24). Hancock expressed a similar concept when he said that ITV research cannot produce firm results until the academic disagreement on the mechanics of the learning process can be resolved. Yet, he does ascribe to television some special attribute, "otherwise, why should it perform so well, in spite of its acknowledged limitations?" (38:172). Murphy and Gross thought the success of televised instruction depended on the imagination and creativity of educators. They affirmed that students can learn from ITV, "as they can learn from teachers and texts, radio, recordings and films" (63:10). Rivera, based on his experience in the LACCD ITV program, placed much emphasis on the successful use of television for instructional purposes on the special characteristics of the ITV instructor: "The TV instructor must know how to use the media: he has to prepare; he must be effective because he is not playing to an audience held captive in a classroom. It is an audience which can escape merely by turning a switch" (69:24). That the need for proper preparation, coordination and production in all facets pertaining ITV class presentation is of utmost importance was emphasized by a committee of the American Association of University Professors, whose declaration was that: Adequate preparation for a television course, whether by live broadcast or recording, requires considerable time and effort for the writing and revision of scripts, planning of course assignments 35 and tests, participation in rehearsals, and the distribution of informational materials to students. The teacher may, therefore, need to devote full time for the period of a term or more to these activities. While the course is being given, the demands on the teacher include not only appearances before the camera but also communications and conferences with students, evaluation of their work, keeping of course records, and also supervision of academic and clerical assistants. In some circumstances, accordingly, a one semester course may constitute a full year's load for the teacher. (16:89) In a 1969 study of ITV in Southern California community colleges, Furukawa found that in a five-point rating scale, 84.4 percent of the students evaluated the regular ITV instructor as "good" or"excellent," while 82.7 percent gave the same rating to guest lecturers, among whom appeared the author of the textbook of one of the two classes then being given. Furukawa concluded that "the excellent rating is understandable since the literature reported that instructors do spend more time in preparation for educational television programs" (30:81). Appropriateness of ITV Contrary to findings in general that television is 36 equal to or better than classroom instruction, Waechter (91:60) reported that the students receiving instruction via ITV o~ a course required for a college degree did not perform as well as the students who were taught by traditional instruction. This could be due to the need that the on-campus students felt for the required course, which could have been recognized as an obstacle to their graduation that had to be surmounted. Anderton (2) reported that the Lennox School District, using CCTV for classroom instruction, found, too, that students taught by traditional instruction performed better in a science course than CCTV students, whereas Johnson on his review of CCTV use by the Oregon State University and the University of Oregon stated that technical subjects are more easily taught by television, and that teachers make this possible by their positive attitude toward the use of technology for teaching purposes (46:25). Findings suggested by studies such as these imply the need for a reassessment of the direction televised instruction is to take. Stecklein (84:50) presented three ways by which ITV can be made more profitable: 1. Modify the characteristics of the program to suit better the group for whom it was designed. 2. Change the concept to serve the expressed or implied interests of those actually using the . service. 3. Expand the concept to meet the needs of more than one type of clientele. Improving the Medium H ncock presented a set of requisites for the success of ITV (38:174-175), and emphasized the need for student motivation, as did Kumata, who said that "motivation is a prime factor in ascertaining television effects" (50:184). Hancock's list of requisites is summarized as follows: 1. The learning situation must be isolated and free from competing influences. 2. Materials must be repeated and summarized in different forms. 3. Reinforcement is the most fundamental of educational principles. The failure of ITV presentations can be attributed to the lack of subtle reinforcements normally required for learning. 37 Similar points were mentioned by ITV students in an open-ended portion of a survey conducted by the Los Angeles Junior College District in 1966, where of 646 students, thirty-five stated that more simplified presentations were needed, twenty-one that guidance was needed for examination preparation, and thirty-two that student/teacher contact was lacking (12:48). Studies on the use of artistic or technical embellishments have shown that these have little effect on the effectiveness of the televised presentation. Schramm 38 reported that unless th special treatment is applied for cl rification or organization of complex concepts or processes, simplicity itself may well be the needed aid in keeping students actively participating in the "teaching learning" process (75:65). Burke concurred in that the use of color, for instance, does not render the televised lesson more effective than a presentation in monochrome, except when the color itself is what is to be learned (8: 20). Tarbet (86:204) and Connochie (18:117) considered the use of color essential in televised teaching of science and medicine. Bretz stated that since the student "is used to color, he requires or at least expects color; anything else will simply fail to hold his interest" (5:51). Whether or not such technological embellishments improve teaching via ITV, audience habituation demands them. White stated that in due time the American audience "will look upon black and-white television as hardly more than a curiosity" (95: 95). The literature pointed not to a need to improve the medium as such, but to a need for clear, meaningful and relevant ITV presentations that can hold the student's interest. Quayle stated that televised instruction must be able to compete against televised entertainment for the attention of the viewer (66~123). 39 Specific Findings on ITV Effectiveness Dubin and Hadley (25) made a series of discoveries concerning the efficacy of television as a teaching tool. Salient findings: 1. "Face-to-face" (traditional) instruction is superior to two-way ITV (that is, ITV with capability of student call-in to instructor) only when lecture method is used. 2. One-way ITV produced the same amount of learning as face-to-face teaching by lecture, a comb.nation of lecture-discussion-demonstration or discussion alone. 3. Neither ITV or face-to-face instruction is significantly better when subject matter is considered. Findings resulting from a study by Chu and Schramm (13) clearly defined television as a viable instructional medium, in reaffirmation of Dubin and Hadley's assertions. Among these findings were: 1. Children can learn efficiently from ITV. 2. ITV is more effective in grades 1-12 than in college level. 3. Any subject matter that lends itself to one-way instruction can be taught via ITV. 4. The relationship between the effectiveness of ITV and the homogeneity of the students depends on other factors in the learning situation. 5 . The effectiveness of at-home ITV viewing compared to classroom viewing seems to depend on other conditi s . 6 . At the college level, permissive ttendance does not seem to hinder the effectiveness of ITV . 7 . College students prefer sm 11 groups rather than ITV but ITV rath r than large groups . 40 8 . Teaching techn·qu s are not important for ITV, but careful planning for clarity and continuity is . 9 . Students will learn more from ITV under motivated conditions than under non-motivated conditions . 10 . Students will learn more from ITV if they can be given immediate reinforcement . The study by Chu and Schramm made 202 comparisons between televised and traditional instruction and found that 152 comparisons showed no significant difference in student performance . Better performance by students taught by television was indicated in twenty-two comparisons , and twenty- eight comparisons showed that traditional instruc tion was more effective . A study conducted during the first semester of the Los Angeles Community Colleges' experiment in ITV in the spring of 1957 via CCTV at Los Angeles City College (52) that compared the per£ rmance of students taught by CCTV with that of a traditional instruction control group on a wide array of tests , showed that there was no significant 41 difference in performance between the two groups. The determinat·ton of the effectiveness of ITV was not within the scope of this study. As many investigators found that ITV was generally effective as a medium for instruction, the matter of the effect·v ness of ITV was deemed resolved, and it was decided that shortcomings of televised instruction would not affect the development of this investigation. Student Enrollment in the LACCD The population served by the LACCD is basically that described by Blocker, Plummer and Richardson: the group aged from seventeen to twenty-one, or "college-age youth," and the 1 rge number of students ranging in age "from the twenties to the sixties and seventies " (4:10-11), although a large difference lies in the proportion of these two groups of students in the LACCD, for whereas these investigators reported that approxim t _ly 50 percent of the total United States two-year college population was then comprised of persons over twenty-two years of age, the analysis of enrollment conducted by the LACCD in 1974 found that the "non-college age" student made up 70 percent of the LACCD student population ( 56: 3) ; the ave ~ · ge age f the LACCD student was reported as 27.7 for the fall 1974 semester, as compared to the national average of twenty-five years of age estimated for 1970 by the Carnegie Commission 42 on Higher Education (11 : 6) . The verage age of the student in higher education , and particul rly two-year institutions , is expected to increase . One of the reasons for this increase in average student age was pointed out by the National Center of Educational Statistics, which mentioned a decreasing number of college-age students after the mid-seventies resulting from a low birth rate beginning in the early years of the 1960 decade (79 :13). A second reason for the expected increase in the average age of two-year students was suggested by the Carnegie Commission on Higher Education, which stated that comprehensive programs of community colleges continue to attract large numbers of students to their evening programs, especially in large urban com munities (11 :38). Yet another reason for the increase in average age of the community college student is a changing attitude towards college on the part of the population at large . A report of the Coordinating Council for Higher Education (20) indicated that notwithstanding the long - held assumption that young people should be in college whether they like it or not and that there is no place for older people in higher education, the public is realizing that some people may not be ready to benefit from higher education at the age of seventeen and that others can best be served by postsecondary education at an older age . A fourth reason for the increase in the age of the average commun·ty college std nt is the need for career retraining, wh'ch has b en heretofore provided as in service tra'ning described by Smith as follows: 43 Non-academic ·nstitutions which continually employ it as a stand rd operating procedure in a rapidly changing technological society where knowledge acqu·red years ago becomes obsolescent in due time. (80:132) In thee regards, the Carnegie Commission on Higher Education said: The average d lt may have to shift his occupation three or four times during his work life and undertake continuing education at various intervals to protect himself against educational and occupational obsolescence. (11:19-20) Whatever the reason for the presence of older students in community colleges, th se students exert some influence in the direction the two-year college is to take. In the opinion of Medsker: Such students bring maturity, experience, definite ness of purpose, motivation, and other assets. They may be at a disadvantage as a result of their long absence from t · dy, heavy personal responsibilities and the like. They are adults and expect to be treated as such. At the same time they may wish to enter into the entire life of the institution and not be set apart from younger student. (58:44) Of the 7,948,777 students reported as enrolled in all public institutions of higher education in the United States by the National Center for Educat·onal Statistics as of the fall, 1974 semester (Table 3), 1,377,691 were students enrolled in California. This translated into a California enrollment of 17.33 percent of the total United States enrollment in public institutions of higher TABLE 3 OPENING FALL ENROLLMENT IN HIGHER EDUCATION FALL 1974 Student Institution Status Men Women - · 44 Totals All Full-time 2,714,336 2,046,755 4,761,091 Public Institutions Part-time Totals Full-time Public Two-year Institutions Part-time Totals All Full-time California Public Institutions Part-time Totals California Full-time Public Two-year Institutions Part-time Totals 1,598,107 4 , 312 ,443 811,633 893,746 1,705,379 359 , 396 389,810 749,206 200,166 303,960 504,126 1,589,579 3 ,636,334 563 ,714 884,688 1 ,448,402 253,324 375,161 628,485 132,867 297,378 430,245 Source: National Center £or Educational Statistics (64) 3,187,686 7,948,777 1,375,347 1 ,778,434 3,153,781 612,720 764,971 1,377,691 333,033 601,338 934,371 45 education. The California community colleges enrolled 934,371 of these students. The LACCD, with 124,839 students, was serving 13.36 percent of the California students enrolled in the State's public community colleges. The part-time stud nt, who, in the fall, 1974 made up 40.1 percent of the student population in all United States public institutions of higher education, comprised 55.5 percent of the total enrollment in California public higher education; this indicates that education is not the main pursuit for more than half the California student population. Considering only the public two-year institutions, the number of part-time students far exceeded the number of full-time students. Nationally, 56.3 percent of all students in public two-year institutions were part-time students , while in California the part-time student made up 64.4 percent of the community college enrollment. The proportion of full time/part-time students enrolled in the LACCD was even more pronounced in favor of part-time students: 83,196 of the 124,839 fall 1974 enrollees were part-time students, or 66.64 percent. The 1974 LACCD Census Day enrollment figures are shown in Table 4. TABLE 4 CENSUS DAY FALL ENROLLMENT, FALL 1974 LOS ANGELES COMMUNITY COLLEGE DISTRICT Student Status Men Women Full-time Part-time Total 26,231 41,893 68,124 15,412 41,303 56 ,71 5 46 Total 41,643 83,643 124,839 Source: Los Angeles Community College District (54) The purposes of off-campus non-traditional instructional programs of two-year community colleges, then, could very well be addressed to serving the public via a comprehensive college credit program, inasmuch as the number of students attending on-campus programs on a part time basis in the fall 1974 semester was indicative of the need to offer classes at convenient times and locations and through all available means, including mass media. Such class offerings need not be oriented exclusively to either male or female participants, as the proportion of male/female part-time college students in public institutions was nearly equal, in national enroll ment as well as in California enrollment. This was particularly true in the LACCD, where the difference in male/female part-time enrollment for the fall 1974 semester 47 was negligible. That this even division of enrollment among men and women responded to the community's acceptance of the community college as its own was suggested by Bretz, who found that the enrollment in the German TeleKollege reflected the s ame male/female proportion (79 percent male, 21 percent female) as that of the university (76 percent male, 24 percent female) (6:53). Bretz concluded that the negative feeling women have of the German university was evident in the ITV enrollment figures to the same degree as was displayed in on-campus enrollment. Bretz' conclusion implied that community colleges enrolling an even proportion of men and women, such as the LACCD colleges, enjoy a goodly measure of acceptance in the community, among men and women alike, and that both sexes are equally amenable to a college education (6:53). Monroe gave an eclectic response to the matter of sex distribution in community college enrollment. He stated: In the final analysis, the sex ratio probably reflects community traditions concerning the position of the female in society, the employment opportunities for women, and the ethnic and racial patterns of female behavior rather than any inherent aversion to education on the part of the female student. (60:187) Whatever the reasons for under-representation of women in higher education, the literature indicated that throughout the different levels and institutions of higher education, public and private, the proportion of male/ female enrollment has been steadily changing, and that the 48 female student has been g ining parity of representation. The Master Plan for Higher Education recognized the "adult education" student in community colleges as an integral part of the educational pr gram in those colleges by virtu of the type of course of study undertaken by him and by virtue of the admission and retention policies applied upon him, which should be identical to those applied to the other sectors of the California community college population (19:137-138). Current practice in the LACCD does not deviate from this concept, inasmuch as the LACCD considers day, evening and weekend students as enrolled in the over-all district program, regardless of age and class meeting time. The National Center for Educational Statistics reported that the total credit enrollment in public two year institutions of higher education rose from 456,381 students in 1961 to 1,622,706 in 1971 (64:28). The center projected this enrollment to 2,898,000 for 1981. This estimate was based on the assumption that enrollment in these institutions, expressed as a percentage of population aged 18-21 years, would follow the 1961-1971 trend to 1981. The effects of retraining needs, changes in attitude toward college on the part of young and old alike, or other factors, were not considered in this projection. Harris pointed out that the total enrollment of persons 18-21 years of age in all institutions of higher education in the 49 United States in 1964 represented 45 . 2 percent of that sector of the national population , or about four million out of approximately eleven million youths (39 : 421 - 422) . Utah had the highest ratio of college-age youths in college for it enrolled 77 . 1 percent of its college- age population , while California enrolled 55 . 4 percent , or 667 , 902 students out of a college-age population of 1 , 204 , 863 . Alaska had the lowest proportion of 18- 21 year-olds in college : 20 . 1 percent . The Carnegie Commission on Higher Education was confident that enrollment in two-year institutions would continue to increase despite what population trends might suggest : •••• Since adults represent about half of all two year college students , total enrollment in these two year institutions might conceivably go on increasing in the 1980s , even though enrollment of young people in the 18- to - 21 age group declined. It will be important for state planning bodies to keep a close watch on trends in enrollment of adults in community colleges in the 1970s and to conduct a continuing review of total enrollment prcjections , since demographic factors may turn out to be relatively less important in determining total enrollment in community colleges than in other institutions of higher education . (11 : 35) Academic Level Free from restrictive admission standards and flexible in its requirements for retention in its performance of ·ts counseling and guidance function, the community college has a large proportion of students in the so lower ability groupings. Monroe stated that on scales designed for four-year students, the average community college student ranks at about the thirtieth percentile (60:188). Monroe pointed 01t, however, that even if inferior to senior-college students, the community college student represented a select group, since only about half of the college-age population is in college. Blocker, Plummer and Richardson classified the college-age population into five groups according to academic ability (4:228). The highest group they considered as being able to "work in the highest ranges of graduate and professional study or creative research in the top major universities." The lowest group in their classification was comprised of marginal student material. The first £our groups they considered as being able to profit from higher education to varying degrees, while the fifth group, the "unskilled workers that will always be needed in any society," as capable of partaking of "additional education if they have unusual motivation or a special interest." Besides these five groups, these writers found a "reclamation group" comprised of potential "late bloomers," the culturally deprived or the poorly motivated; students fitting into this category have been described at length by Cross (22). All these students attend the community college. Monroe estimated that 77 percent of the top quartile-- 51 Blocker et al.'s first group--attend college in communities that have a community college, while over a th.rd of the lowest quintile attend (60:190). The literature supported Medsker, who said that even though the community college stu ent's academic aptitud - on the average is below that of the four-year college stu ent, many community college stud nts are superior in ability to many four-year college students (58). Characteristics of the ITV Student A series of studies conducted by Stecklein and others (82;83;84) at the University of Minnesota on the characteristics and attitudes of ITV stu c ent. and vvould-be students provided a comprehensive view of the ITV situation in a metropolitan area. The findings derived from these reports included the following : 1. The typical person who showed interest in ITV but did not enroll was female, thirty years of age, with one child at home and interested in self-improvement courses (83:25). 2. More than 55 percent of non-credit viewers were educators or other professionals (84:10). 3. Although only 6 percent of the ITV students were "blue collar" workers, there was a greater tendency among them to watch three or more courses (84:24). 52 4 . The median age 0£ the non- credit viewer was 46 ; 37 £or males and 48 £or females ; the median age for credit enrollees was 27 for males and 32 for females (84 : 24) . 5 . Sixty- three percent of the males were married ; 62 percent of the females (84 : 7) . 6 . Forty- six percent of the non- credit viewers were college graduates (84 : 10) . 7 . Non- credit viewers did not represent potential TV college credit students (84 ~10) . 8 . Fifty- six percent of non - credit viewers watch ITV alone (84 : 43) . The others watch with members of the family , usually spouses (84 : 16) . 9 . Attendance requirements for discussion groups were a hindrance to enrollment (82 : 34 ; 84 : 51) . 10 . The number 0£ non- credit viewers varied in direct proportion with the popularity of the course (84 : 31) . Based on a survey 0£ an educational station in Boston , Schramm (77 : 59 - 90) derived this description of the ITV student : 1 . Well educated . 2 . Of high socioeconomic status. 3 . High achiever . 4 . Fan of high culture . 5 . Seeker of information . 6 . An active individual . 7. Member of a fam"ly interested in educational television. 53 Morris (61) stated that the ITV student population is rather homogeneous, composed mainly of education oriented professional people and on-campus students united in the sense that they find ITV a readily accessible and convenient manner of obtaining self-enriching information. A study conducted by the Coast Community College District to evaluate the effectiveness of its ITV program portrays the ITV student as follows: ... is somewhat older than his on-campus counterpart, more likely to be married, quite possibly either a housewife or working full-time, has more dependents than the on-campus student, and is less likely to com plete the course in which he is enrolled. (14:5) Generally, the Coast Community College District study found that the ITV student was not unlike the on campus student in many respects; differences that were noted, such as marital status, number of dependents and income, may be attributed to a differen~e in age. The ITV student population, described as "sixty percent of them .•• between 25 and 46. One in three ••• over 35," was not, unfortunately, compared with on-campus students in this essential variable. A comparison may have reconciled some of the divergent characteristics between the on-campus student and the ITV participant. The literature was scant in regards to the characteristics of ITV students. This scarcity of 54 information s due mainly to two r asons : 1 . ITV is ace ssibl to th g neral public , which , because of its vastness , cannot be surv yed for a deter mination of bona- fide or fa'thful ITV participation by individuals w'thout making a distinct·on between enrollees and non- enrolle s . Conjecture produces unreliable numbers and descriptions of the non- enrollee ITV student . 2 . ITV enrollment procedures generally omit the demographic questionnaires to which on- campus students are subjected . Information essential to statistical studies of the ITV student is therefore not readily available . The nature of ITV participation , namely self direction , suggests that the ITV student is of a mature outlook , responsible to himself , task- oriented , and desirous of self- improvement . The implication is that individuals lacking in motivation do not become involved in televised learning , and that if they should enroll in ITV , they will fail to complete their cours s, their discontin uance being aided by the facility with which they sever their commitment : a click of the channel selector nob . Chapter Summary The review of literature and research related to the scope of this study brought the following salient points : 1 . The community college is devoting much effort 55 tog ining accept nee on the part of the community that supports it the better to serve ·t . ITV is seen as one of the means by which the community college can be of service . 2 . Instructional television has yet to be utilized fully, even though it is more than forty-five years old . The literature indicates that the teaching profession is traditionally cautious and hesitant in adopting instructional innovations . 3. Televised instruction is effective in most learning situations and it is appropriate in any situation involving teaching by the lecture method. 4 . Adults are becoming ever more involved in formal and informal education in full or part-time basis . Women have shown the greatest increase in representation at the college level and in ITV they outnumber men. 5 . Enrollment projections indicate that the average age of college students will continue to increase , due to changing attitudes towards college and due to retraining needs . 6 . ITV , because of its accessibility and convenience, may be effectively used to satisfy the educational need of the adult population desirous of additional college level course work but unable to parti cipate in on- campus instruction on account of home and job responsibilities . scare . 56 7 . Informat · on regarding the ITV student is It is known , how ver , that the ITV student is more matur than the on- campus student , more capable of self directed work , and more highly motivated . The ITV student population is gen rally composed of people with home and job responsibilities . CHAPTER III PROCEDURES AND METHOOOLCGY In this chapter are described the procedures followed in obtaining information regarding the LACCD ITV program to ascertain the characteristics of students participating in the spring, 1975 ITV college credit courses offered by the district via open channel trans mission and their appraisal of the program. The develop ment of the study is described, including the determination of the data-gathering method, the selection of the sample, the construction, format and administration of the data gathering instrument, and the treatment of the data. The Idea Upon the formation of the Southern California consortium for Community College Television in 1970, which included as charter members the then eight colleges of the LACCD, and the passage of the Coordinated Instruction Systems legislation that allowed for subventions to community colleges for non-traditional instruction on an enrollment basis, the writer was charged by the district with the responsibility of setting up a registration/ enrollment procedure that would provide for incorporation 57 58 of ITV student records into the record maintenance system employed at one of the LACCD colleges . Although the different colleges of the former Los Angeles Junior College District had offered courses via ITV between 1965 and 1968, student records had been kept apart from the student record data base of individual colleges or of the central office, inasmuch as ITV (at that time termed " ETV" ) enrollment was not reportable for local or state support . By assigning the student record keeping to one of its colleges, the LACCD aimed to maintain one ITV manual processing locale, one electronic data processing base , and one report-issuing mechanism . For ease of the operation of the LACCD enterprise a central District ITV office was established. The registration and enrollment of ITV students could not be carried out in the same manner employed for students matriculating into traditional instruction courses . Protracted application forms could not be handed to them to fill out in anticipation of registration via punched data processing cards at a later date . Student statistical information surveys could not be expected completed by the ITV student . A one-page descriptive brochure incorporating an application and enrollment form was devised for the registration of the LACCD ITV student . The enrollee was to 59 £ill out and mail in the application and enrollment form; he could order his books and syllabi at the same time. As the registration form was devised £or simplicity to aid students in enrolling, only basic essential student information was requested: name, address, sex, date and place of birth, ethnic group, course to be taken, and choice of LACCD college where examinations were to be taken. Subsequent revisions of the mail-in form eliminated place of birth and ethnic description. The investigator, noticing large numbers of ITV students and resulting student records (see Table 5), asked who these students were, whether the ITV courses were ancillary or integral to their study programs, and whether the ITV courses were enrolling specific categories of students from the general population. With these questions in mind, and after a series of conversations with the LACCD ITV administrators, the proposal £or the study was developed and presented to appropriate LACCD personnel £or their opinion as to any benefits to be derived from the study. There was a consensus that, due to the limited amount of information obtained through the ITV enrollment form, the study would £ill a long-felt need. 60 TABLE 5 ITV ENROLLMENT, 1970-1975 LOS ANGELES COMMUNITY COLLEGE DISTRICT Totals Year Semester 1970-1971 1971-1972 1972-1973 1973-1974 1974-1975 Totals Fall Spring 0 1,046 1,263 979 1,177 4,465 170 1,509 1,333 522 2,910* 6,444 170 2,555 2,596 1,501 4,087 10,909 *This study did not include 999 students herein reported and enrolled in Yoga with Madeline. Source: Los Angeles Community College District Research Report 74-04 (55:101) and the LACCD Office of Educational Research and Analysis £or 1974-1975 data. 61 The Method The descriptive or survey method was chosen as the indicated pproach to the study. According to Fox (30:425) "the rationale for the purely descriptive survey is the fact that the information provided is in itself the answer to the research question posed." That is, that inasmuch as the study required gathering and analysing personal data and opinions from the spring 1975 LACCD ITV students for a compilation of their characteristics and their appraisal of certain aspects of the LACCD ITV program, questioning them would provide this necessary information. The different manners by which to obtain respondent information were considered. The telephone in~1iry approach was rejected because of the difficulty the writer had already experienced in attempting to contact students during the day and evening hours in relation to his work as admissions officer for one of the LACCD colleges. This same difficulty was experienced by Walker (42:60), who, in a 1973 study of LACCD student characteristics, found that three calls were necessary to reach each respondent, and that approximately 15 percent could not be reached at all. As the number of respondents needed for a representative set of subsamples required a large number of telephone calls to be made, query by telephone was deemed impractical. 62 Mailing of the instrument seemed to offer the best possibilities of obtaining a large number of responses. This method was abandoned, however, because there was no provision in the LACCD ITV enrollment recording procedures to distinguish between students who were active in ITV and applicants who enrolled but lacked the motivation or interest to keep up with the class schedule . It was determined that inclusion of non-participants in this study would result in biased generalizations. This consideration also obtained in the telephone questioning method, but it was of an importance secondary to the time factor mentioned in the preceding paragraph. Since an evaluation of the reasons for discontinuance in ITV participation would have made a meaningful addition to the study, it was with hesitancy that these two methods of inquiry were set aside; it was believed that the study would suffer from the inclusion of responses from students whose participation in the ITV program was too limited to warrant reliable opinions. Perhaps the LACCD can conduct a study especially directed to such students in the near future. It was decided, therefore, that a questionnaire administered during a scheduled examination would be employed as the sole data-gathering instrument. This method offered the following advantages: 63 1. All respondents would be active ITV participants. 2. All respondents would have had opportunities to develop clearly-defined stances on specific issues. 3. The rate of response would be much superior to that of the other two methods considered. 4. Collection of the completed questionnaires would be immediate. 5. The questionnaire could be given to all students present at the examination, thereby assuring a representative sample from which subsamples of meaningful size could be derived. The questionnaire was thought to have one important disadvantage inherent to any such type of inquiry directed to persons voluntarily involved in the area in question: a high degree of satisfaction in the different aspects of the LACCD ITV effort could be expected from the outset. The Respondents There were three ITV classes in progress at the time of the study: "The Ascent of Man," "Law for the Seventies," and "Yoga with Madeline." It was decided that the students enrolled in the physical discipline class would not be included in the study because of the nature of the course. The questionnaire was therefore administered to all students present for examination in the other two 64 courses at the different LACCD colleges. The questionnaire was handed to students as they obtained their copy of the examination. It was stapled behind a cover letter signed by the Coordinator of ITV for the LACCD that explained the purpose of the questionnaire and that invited students to request a copy of the summary data report by way of an address block at the bottom of the page. There were 810 respondents out of a total 1254 students present at the examinations for both courses; 517 respondents indicated that they would like a copy of the summary data report. Hoping to avoid a large number of missing responses in returned questionnaires, it was asked that no names be written on the forms, and that any item be left blank, if desired. The questionnaire was collected along with the examination materials at the end of the examination period. Formulation of the Questionnaire The review of literature provided much useful back ground material for the conceptualization of the question naire. Past studies of ITV projects via CCTV and open channel conducted at the LACCD colleges and at other institutions were studied. Of particular interest was a study done by Orange Coast Community College District (14), which provided invaluable ideas helpful in the development of the questionnaire. The survey instrument was designed 65 as a means to derive a description of the LACCD ITV students and an identification of their satisfaction in the LACCD ITV offerings and coordination. In the formulation of the questionnaire, ideas and suggestions were gathered from the LACCD ITV personnel and from the publications and reports of studies in the review of literature and research. The questionnaire was arranged so that the first series of items could render information regarding student characteristics such as age, sex, marital status, ethnic background, occupation, educational experience including prior or current participation in traditional instruction at the college level, and the extent of their prior participation in ITV college credit courses. The second part of the questionnaire was devoted to questions designed to provide insights as to the degree of satisfaction the student felt towards the ITV program, their intent to enroll in additional ITV courses or to enroll in traditional instruction courses in the LACCD and the types of courses they thought were the most appropriate for LACCD ITV pr gramation. Over-all under a structured format, the question naire allowed for free-option response where indicated. An open-ended request for comment closed the series of questions. 66 Review of Returned Questionnaires Prior to any treatment of the data , the question naires were inspected so as to eliminate any that might be unuseable . Three questionnaires were found to have blank or missing pages or to have been improperly completed . These questionnaires were discarded , as the missing data was essential to the study. Lack of response to individual items was not considered incompleteness of the question- naire . In fact , the respondents were asked to omit any items they wished, as candid responses were sought . The responses to the open- ended question asking for comments that might point out areas in the LACCD ITV program in need of improvement were read to determine frequencies of types of comments preparatory to arrangement into computable categories . All items in the questionnaire were coded for key punching unto electronic data processing cards . Coding was entered on a sheet to serve as source document for ease of key-punch operations . Treatment of the Data As soon as the information had been coded and data processing cards had been prepared , tallies of all responses were made . This step was employed to gain immediate over- all impressions of the resulting data and to prepare preliminary or raw data reports. These reports were prepared for the following purposes: 1. To gather insights as to over-all student composition and responses. 2. To submit to the LACCD Coordinator of Instructional Television in the expectation that such reports might be useful to him in the preparation of program evaluation. 67 3. To mail to the 517 respondents who indicated a desire to get a copy by turning in their names at the time they completed the questionnaire. The report mailed to students was accompanied by a letter reiterating thanks for the cooperation afforded the questionnaire. This report did not contain, as did the report for the LACCD ITV Office, the list of categorized comments made by the respondents on the last question of the questionnaire, which was a non-structured question requesting comments for the improvement of the LACCD ITV course offerings or coordination. The null hypotheses requiring the arrangement of the data in specific sequences, the key-punched information was entered into a computer bank for electronic manipulation. The data analysis was then performed based on computer print-outs except for information gathered through 68 the open-ended question, which was necessarily examined and categorized by hand. Chi square and median tests of statistical significanc were utilized in the analysis of the responses. The significance level was set at .05. Summary The idea for the present study was a result of the writer's involvement in the registration, enrollment and record maintenance of the LACCD ITV student. A descriptive study seemed the most indicated, inasmuch as the informa tion known about the LACCD ITV student was minimal, due to the brief enrollment form used. A questionnaire was developed and administered to students present for ITV course examinations held at the LACCD colleges. The questionnaire was designed to provide personal information as well as attitudinal information regarding certain aspects of the LACCD ITV program. The responses were coded, hollerith cards were prepared and raw data reports produced by use of mechanical sorters. The coded information was entered into a computer for electronic processing resulting in print-outs that provided the data in the order required for crosstabulation and analysis. CHAPTER IV FINDINGS This study was conducted with the purpose of describing the Los Angeles Community College District's Instructional Television college credit course program through a review of student characteristics and appraisal 0£ certain aspects 0£ the Instructional Television program. This chapter is devoted to the analysis 0£ the data obtained through the questionnaires administered to the LACCD ITV students in attendance at the examination sessions held £or the courses "The Ascent of Man" and "Law £or the Seventies" on April 4 and April 11, 1975. 0£ the 1,254 questionnaires issued, 813 were returned. Three of the returned questionnaires were considered unuseable because pages requiring basic data were blank or missing. The 810 useable questionnaires represented 64.6 percent of the total population. This rate 0£ return was considered satisfactory and the number of respondents ample enough to yield representative sub samples. As not all 810 respondents constituting the sample supplied responses to all parts 0£ the questionna·re, 69 tabulations on sp cific items might ·nclude less than 100 percent of the sample population. The analysis of the data was performed in three parts: 70 1. A description of the sample population. The variables upon which this description was based were: sex, age, marital status, number of dependents, occupation, ethnic group and educational level. 2. A comparison between different population sub samples in regards to their propensity to enroll in ITV a repeated number of times and in regards to other particulars as required in testing the hypotheses listed in Chapter I. 3. A review of the respondents' comments £or improvement of the LACCD ITV credit course program. Description of the Respondents The 810 respondents to the survey instrument were all students in attendance at a scheduled examination £or the televised courses "The Ascent of Man" and "Law £or the Seventies" given simultaneously in eight of the LACCD colleges. The ninth college was not yet in operation at the time of enrollment and had not been offered to students as one of the colleges to select as a testing station. 71 Sex Distribution Table 6 shows that 375 of the respondents were men and that 435 were women . This 46 : 54 percent ratio favored women to practically the same extent that the sex distribu tion of the total fall, 1974 LACCD population favored men, where men represented 55 percent of the student body and women 45 percent, as determined from the figures shown in Table 4 . Age of the Respondents The review of related literature predicted that the LACCD ITV student would be found to be older than the typical two-year college student. This was indeed the case, for whereas Blocker, Plummer, and Richardson (4 : 10) estimated the median age of the two-year college as being twenty-two years, the LACCD ITV student responding to the ITV questionnaire was found to be 34.5 years of age, as calculated from the age distribution figures given in Table 6, which shows that the median is in the interval compris ing ages thirty-two to thirty-six, inclusive. The student generally described as of college-age was represented by no more than 20 percent of the respondents; more than 60 percent of the sample was comprised of students over thirty years of age . Although women outnumbered men in all categories but two , the list in their favor was large only in the TABLE 6--DESCRIPTION OF THE SAMPLE BY SEX, AGE, MARITAL STATUS, AND NUMBER OF DEPENDENTS Variables Total Percent Men 375 46.3 SEX Women 435 53.7 Men 39 17-21 Women 41 80 9 . 9 Men 39 22-26 Women 45 84 10.4 Men 93 27-31 Women 61 154 19.0 Men 72 AGE 32-36 Women 73 145 17.9 Men 93 37-51 Women 152 245 30 . 2 Men 36 52-66 Women 62 98 12.1 67 or Men 3 older Women 1 4 0 . 5 Variables Single Men Women MARITAL Married Men STATUS Women Divorced Men Women Widowed Men Women Men None Women Men One Women NO . OF Men DEPEND- Two Women ENTS Men Three Women Four or Men more Women Total 92 82 174 251 271 522 26 71 97 6 11 17 101 168 269 58 78 136 70 96 166 62 47 109 76 39 115 Percent 21.5 64.4 12.0 2.1 33.2 16.8 20.5 13.5 14.2 '1 {\) 73 thirty-seven to sixty-six age groups, in which more than 60 percent were women. The thirty-two to thirty-six age group was evenly divided between men and women, the odd-number total in the category resulting n the one-student di££er ence in favor 0£ women. More men than women were found in only two age groups: (1) the over sixty-six age group, in which there were three men and one woman, and (2) the twenty-seven to thirty-one age group, which was made up 0£ 60 percent men. Marital Status Because marriage is thought to be related to age, it was expected that the proportion 0£ single students would be somewhat related to the proportion of college-age students. Table 6 shows that 78.5 percent 0£ the respondents were married, divorced or widowed. This per centage, when juxtaposed to the percentage of students twenty-seven years of age or older (79 .• 7 percent), proved that the principle that marriage is a £unction 0£ age operated in this case. The literature pointed out that ITV course presen tations serve more married than single students. Findings 0£ this study corroborated this conclusion, as only 21.5 percent of the respondents to the ITV questionnaire were single, while 78.5 percent were or had been married. No large di££erences in numbers 0£ men and women 74 were noted in the "single" or "married" categories; the "widowed" category numbered seventeen students, 35 percent of which were men and 65 percent women. Men were outnumbered by women in a three-to-one ratio in the "divorced" category, where of a total of ninety-seven students, twenty-six (25 percent) were men. Number of Dependents The high proportion of married, divorced or widowed students was accompanied by a high proportion (64.9 percent) of students with dependents. Table 6 indicates that two thirds of the sample population had dependents, and that almost half had two or more. No attempt was made in this study to ascertain whether the dependents were children, spouses, or other adults. Ethnic Description The question concerning the ethnic description of the respondents resulted in fifteen "no response" counts. This 2 percent no-response rate was considered extremely good, for the investigator had noted a no-response of more than 30 percent in ethnic surveys done during registration periods at one of the LACCD colleges. The ethnic distribution of the sample is shown in Table 7. The largest ethnic group comprising the ITV enrollment by far was the "Caucasian" group, constituting almost 70 percent of the total. Blacks represented the 75 second largest group, with 14 percent, while persons identifying their last names as Spanish made up 7.5 percent. Orientals were the small st identified ethnic group; they represented 3 percent of the respondents. Students not fitting the ethnic groups listed and classified in the category "other" made up 2 percent of the total. Men outnumbered women in the "Spanish Surname" (65 percent men) and in the "Oriental" (56 percent men) categories, but were outnumbered by women in all other categories. Among the respondents not choosing to reply to this item were nine men and six women. Occupation of the Respondents The review of literature and research predicted that a large number of the LACCD ITV students would be professionals, and that many of these would be engaged in education as a means of livelihood. Table 8 shows that 346 respondents, or 44 percent, described themselves as professionals, managers or educatorsw Respondents involved in teaching as an occupation numbered 215. Of these, 164 (three-fourths) were women and fifty-one were men. Among the students in professional and managerial occupations were eighty-one men (62 percent) and fifty women (38 percent). The clerical and sales occupations were represented 76 TABLE 7 ETHNIC DESCRIPTION OF THE SAMPLE Ethnic Group Sex Number Total Percent Black Men 55 115 14.2 Women 60 Spanish Surname Men 40 61 7.5 Women 21 Oriental Men 14 25 3 .1 Women 11 Caucasian Men 245 565 69.8 Women 320 Other Men 12 29 3 .6 Women 17 No Response Men 9 15 1.9 Women 6 77 TABLE 8 OCCUPATION OF THE RESPONDENTS Occupation Sex Number Total Percent Professional and Managerial Men 81 131 16.2 (Exce:et Educati n) Women 50 Education Men 51 215 26.5 Women 164 Clerical and Sales Men 53 122 15.l Women 69 Services Men 27 40 4.9 Women 13 Materials Processing Men 2 3 .4 Women l Machine Trades Men 35 35 4.3 Women 0 Construction Men 8 10 1.2 Women 2 Bench Work Trades Men 9 9 1.0 Women 0 Homemaker Men 8 71 8.8 Women 63 Student Men 59 112 13.8 Women 53 Miscellaneous Men 16 18 2.2 Women 2 No Response Men 26 44 5.4 Women 18 78 by fifty-three men (43 percent) and sixty-nine women (57 percent), while there were twenty-seven men, or 67.5 percent, and thirteen women, or 32.5 percent, in service occupations. Of the seventy-one homemakers, eight (11 percent) were men. The full-time student category was almost equally divided among men and women, or 53 percent and 47 percent, respectively. There were seventy-five students in all other occupations, four of whom were women. There were no women at all represented in the machine and bench work trades. Main Activity of the Respondents The responses to a question designed to provide information regarding the main activity of the respondents irrespective of their occupations are presented in Table 9. Items of note obtained through this question in clude the following: 1. A majority of the students were gainfully employed. 2. More students described "going to school" as their main activity than described their occupation (Table 8) as "student." 3. Not all homemakers thought their main activity was keeping house. 79 TABLE 9 MAIN ACTIVITY OF THE RESPONDENTS* Activity Sex Number Total Percent Working for Pay or Profit Temporarily Laid Off or Looking for Work Going to School Permanently Unable to Work Keeping House Retired Men Women Men Women Men Women Men Women Men Women Men Women 283 296 8 8 67 64 3 7 6 54 7 5 579 16 131 10 60 12 71.4 1.8 16.2 1.2 7.4 1.5 *In response to: "Check the one description that most closely describes last month's activities ." 80 4 . Persons effectively removed from the work force by disability or retirement accounted for 2 . 7 percent of the total sample population . 5 . Students temporarily out of work accounted for 1 . 8 percent of the total number of respondents . 6 . There were no large differences in sex ratio in the several categories except "permanently unable to work" and "keeping house . " Educational Experience Replies to the question concerning the educational experience of the LACCD ITV students are shown in Table 10 . This table shows that almost all of the respondents had finished high school, and that only eleven had not gone beyond the eighth grade. In regards to the number of college uni ts completed in on- campus instruction, it was found that no stereotyped description , such as "freshman," "sophomore," etc., could be applied to the LACCD ITV student, since the respondents were distributed rather evenly among the different categories indicated, except for the 121+ units group . This exception was in accord with the high number of professionals and educators among the respondents , as is shown in Table 8 . Approximately three- fourths of the LACCD ITV students were enrolled in their first or second ITV course , 81 TABLE 10 EDUCATIONAL EXPERIENCE OF THE RESPONDENTS Highest High School Grade Com12leted Number Percent Number Percent 8th or less 11 1.4 11th 20 2.5 9th 5 .6 12th 747 92.2 10th 13 1.6 No Res 12onse 14 1.7 College Units Com12leted in Traditional Instruction Number Percent Number Percent 0 87 10.7 31-45 74 9.1 1-6 53 6.5 46-60 113 13.9 7-15 81 10.0 61-120 72 8.9 16-30 81 10.0 120 or more 236 29.1 No Res12onse 13 1.6 ITV Course Enrollments Number Percent Number Percent 1 431 53.2 4 44 5.4 2 171 21.1 5 or more 65 8.0 3 85 10.5 No Res12onse 14 1.7 Concurrent Enrollment in On-cam12us Classes Number Percent Number Percent Enrolled 427 52.7 Not Enrolled 368 45.4 No Res12onse 15 1.9 82 while one- fourth had enrolled in ITV three , four , or five or more times . As aJl the respondents shown in the ''no response " cell had enrolled in ITV at least once and their number was small , no inferences were made regarding their frequency of ITV enrollment . About 53 percent of the ITV students were enrolled at a college and attending at least one class given on campus at the time of their participation in the ITV survey . Type of Classes Preferred for ITV Presentation The respondents were asked to rate, on a nine point scale , each of six types of classes as to their importance as classes to be taught via ITV. The responses were tabulated as shown in Table 11 and the median in each rating scale was determined . It was found that classes leading to a college degree were the most preferred for ITV presentation and that classes least desired were classes in Art and Music Appreciation and in Hobbies and Crafts. Classes concerning public affairs subjects and classes of general interest were found to have comparable ratings as the second and third most preferred types of class to give by ITV , with a median of 6 . 9 and 6 . 8 , respectively . A median of 6 . 1 was found for classes on Vocational Skills Development . 83 TABLE 11 RESPONDENTS' ITV CLASS PREFERENCEa Type of Rating Class 1 2 3 4 5 6 7 8 9 Classes Leading to a College 106 8 18 16 110 31 49 34 376 Degree {8.5}b Art and Music Appre- 78 29 61 43 203 54 74 52 133 ciation {4.8} Voca- tional Skills Develop- 92 22 44 35 140 49 106 58 176 ment {6.1} Hobbies and 84 44 80 67 204 54 74 38 73 Crafts {4.9} Public 29 13 27 37 157 57 109 90 217 Affairs {6.9} General 16 16 27 33 187 54 108 83 215 Interest {6.8} No Moderate One Importance Importance of the Most Important T es ain response to: "Based on your own experience, indicate how important each type of class listed below is as a type of class to give by ITV." bMedians are shown in parentheses. Reasons for Taking ITV Classes Table 12 shows the replies to the question pertaining to the reasons the respondents had for taking ITV classes. 84 The respondents selected three reasons as the most important for their choosing ITV classes over traditional instruction classes. These reasons were: (1) convenience of class schedule, (2) opportunity to work at their own pace, and (3) uniqueness of course content. The other reasons indicated on the questionnaire were not marked often enough to show great importance. A large no response incidence (13.3 percent) was found. Benefits Derived from Participation in ITV When asked to select from among benefits listed as the one most meaningful benefit, the respondents indicated that 36 percent of them believed self improvement and satisfaction of personal interest was the most important benefit, as shown in Table 13. Satisfaction of subject matter or unit requirements for college as the most important benefit to 26 percent of the respondents. For 11 percent of the respondents, the knowledge acquired that would be useful to them in a current or future job was the most important benefit. There was a 13.5 percent rate of no response to this item. TABLE 12 RESPONDENTS' REASONS FOR CHOOSING ITV OVER TRADITIONAL INSTRUCTION Reason Uniqueness of Course Content Opportunity to Work at Own Pace Unable to Commute to a College Convenience of Class Schedule More than One Reason Other Reason No Response TABLE 13 Number 156 174 47 231 21 73 108 RESPONDENTS' BENEFITS DERIVED FROM ITV Benefit Number Satisfaction of Subject Matter or Unit Requirement for College 210 Opportunity to Widen Knowledge for Current or Future Job 91 Personal Interest and Self-improvement 295 Satisfaction of Unit Requirement for GI Bill or Other Student Aid Program 46 More than One Benefit 15 Other Benefit 44 No Response 109 85 Percent 19.3 21.5 5.8 28.5 2.1 9.0 13.3 Percent 25.9 11.2 36.4 5.7 1.9 5.4 13.5 86 Future Enrollment 0£ the Respondents In response to the question regarding the ITV students' intent to enroll in future ITV classes, only 36 respondents indicated that they would definitely not or that they might not so enroll, as Table 14 shows. The no response group constituted 6 percent 0£ the total number 0£ respondents, and 90 percent stated that they would definitely or might enroll in more ITV classes. Table 14 shows as well that more than half the respondents intended to enroll in LACCD on-campus classes. Appraisal 0£ ITV Presentation and Coordination The ITV students were asked to indicate their agreement or disagreement with £i£teen statements pertain ing to the ITV program. The responses were tabulated and the median £or each item was determined, as shown in Table 15. It was found that the ITV students had definite opinions regarding the ITV program. Notable findings were that the respondents were satisfied with the correlat ion 0£ textbooks with televised lessons, with the short distance between home and testing stations, and with the amount 0£ textbook work required. The question 0£ whether a lot 0£ work in general was ex pected from students was the least decided, £or almost as many students said that too little work was expected as said that too much was. TABLE 14 RESPONDENTS' INTENT TO ENROLL IN FUTURE ITV COURSES AND IN ON-CAMPUS CLASSES IN THE LOS ANGELES COMMUNITY COLLEGE DISTRICT Intend to Enroll in Future ITV Yes No Definitely Yes Maybe Definitely No Maybe Not No Response Intend to Enroll On-campus in LACCD Yes No No Response Number 401 327 8 28 46 Number 427 325 58 87 Percent 49.5 40.4 1.0 3 .5 5.7 Percent 52.7 40.1 7.2 TABLE 15 -- RESPONDENTS' APPRAISAL OF ITV PRESENTATION AND COORDINATION Statement The textbooks are well related to the lessons It is easy to contact the facilitator for discussion The televised lessons are to slow Too much emphasis is 2laced on the textbooks Exams are given at the proper time in the course The ITV lessons are given at convenient times A lot of work is expected from the students The textbooks and the lessons do not go together well The pace of the lessons is too guick More textbook work should be assigned The lessons end too soon It is easy to keep up with the lessons The exams are well related to the lessons Strongly Agree Agree 1 2 Undecided 3 Disagree 4 347 332 32 ( 1. 7J * 92 199 286 (2.47) 18 56 98 41 75 115 118 488 68 (2.14) 122 337 58 (2.66) 5 150 114 31 51 69 14 55 77 18 68 97 34 113 120 98 434 98 (2.30) 96 339 144 (2.53) 3.85 24 64 409 383 (4.42) 43 138 329 (3.20) 420 (3.87) 467 (3.74) 369 (3.86) 364 (3.50) 78 71 Strongly Disagree 5 14 33 157 108 23 96 59 170 121 187 92 23 65 co co Statement The exams are given at locations close to my home The ITV lessons are too long *Mean TABLE 15 (Cont.) Strongly Agree Agree 1 2 227 454 {1.86} 14 28 Undecided Disagree 3 4 17 39 87 490 3.90 Strongly Disagree 5 10 120 (X) \0 90 ResEonse Analysis The analysis of the responses to the LACCD ITV questionnaire was based on the pplication of either the chi square test or the median test; a level of significance of .OS was set. The comments obtained via the open-ended question were categorized and their importance was evaluated in terms of their frequency. Number of ITV Classes Taken and Sex of the ResEondents Analysis of the distribution by sex of the respondents among students having enrolled in ITV one, two, three, four, or more times indicated that the number of enrollments in ITV classes was related to the sex of the respondent, and that the null hypothesis, "There is no significant difference in the number of ITV courses taken by males and females," should be rejected. Table 16 presents the figures from which this finding was derived. It was noted that there were more men than women in first-time ITV enrollment, but that there were more women than men in all subsequent ITV enrollments. SEX Male Female TOTAL CHI SQUARE: TABLE 16 NUMBER OF ITV CLASSES TAKEN BY SEX Number of ITV Classes Taken 1 219 212 431 12.17 2 78 93 171 3 33 52 85 4 15 29 44 5 or more 22 43 65 LEVEL OF SIGNIFICANCE: . 05 91 TOTAL 367 429 796 Number of ITV Classes Taken and Age of the Respondents 92 Table 17 presents the distribution of the ITV students by age and the number of ITV courses taken. The test of the null hypothesis that "there is no significant difference in the number of ITV courses t ken by students according to their age" indicated that there was a signifi cant difference. The null hypothesis was rejected, as it was concluded that age might indeed be a factor determining the taki g of ITV courses a repeated number of times. It was noted, however, that age could have been a limiting factor in the twenty-one year old or under group, inasmuch as these students could not have had as many opportunities to enroll in ITV as the older groups. Marital Status and the Number of ITV Classes Taken The null hypothesis, ''There is no significant difference in the number of ITV courses taken by students who are single, marr'ed, divorced, or widowed," was tested and rejected, as a significant difference was found in the number of ITV classes taken by the respondent according to their marital status. Table 18 shows the crossbreaks employed; this table shows also that a chi square value of 22.87 was found. The data disclosed that the single respondents had AGE 21 or under 22-26 27-31 32-36 37-51 52-66 66 or older TOTAL CHI SQUARE: TABLE 17 NUMBER OF ITV CLASSES TAKEN BY AGE Number of ITV Classes Taken 1 2 56 14 53 12 94 33 74 29 114 54 38 29 2 0 431 171 56 . 08 3 4 5 0 13 2 10 6 19 7 28 24 10 5 0 0 85 44 5 or more 4 2 10 13 21 13 2 65 LEVEL OF SIGNIFICANCE: .OS 93 TOTAL 79 82 153 142 241 95 4 796 94 the least number of ITV enrollments , with 113 , or 66 percent of their category , being enrolled in ITV for the first time , or 148 (86 percent) in first or second ITV course . The widowed respondents , though few in number , showed the strongest tendency to continue in ITV enroll ment . The married and divorced respondents did not seem to differ substantially from each other as to the number of times they had enrolled in ITV. Number of Dependents and the Number of ITV Classes Taken The null hypothesis , "There is no significant difference in the number of ITV courses taken by students who have zero, one to three, or four or more dependents ," was not considered for rejection . The literature pointed out that ITV students were primarily students with dependents and that ITV participants were persons with family responsibilities, but this study did not find a significant difference in the propensity to enroll in a repeated number of times attributed to the number of dependents . Table 19 presents the figures employed in testing the null hypothesis . TABLE 18 NUMBER OF ITV CLASSES TAKEN BY MARITAL STATUS Number of ITV Classes Taken MARITAL STATUS Single Married Divorced Widowed TOTAL CHI SQUARE: 1 113 260 51 7 431 22 . 87 2 35 110 23 3 171 3 9 68 7 1 85 LEVEL OF SIGNIFICANCE: .OS TABLE 19 4 5 30 8 1 44 5 or more 10 45 7 3 65 95 TOTAL 172 513 96 15 796 NUMBER OF ITV CLASSES TAKEN BY NUMBER OF DEPENDENTS Number of ITV Classes Taken NUMBER OF DEPENDENTS 0 1-3 4 or more TOTAL 1 150 216 65 431 CHI SQUARE: 6.52 2 62 82 27 171 LEVEL OF SIGNIFICANCE .05 3 21 48 16 85 4 10 25 9 44 5 or more 21 33 11 65 TOTAL 264 404 128 796 Ethnic Group and the Number of ITV Classes Taken 96 Table 20 presents the number of ITV enrollments experienced by each of five ethnic categories. The null hypothesis, "The comparison of the number of ITV courses taken by students of the ethnic groups reported renders no s ignificant difference," was tested based on these figures. It was found that there was a significant difference, or that the ethnic group of the ITV student might indeed have been a s·gnificant factor in his enrolling in ITV a repeated number of times. Number of ITV Courses Taken and On-campus College Units Completed The review of literature and research indicated that the ITV student has been generally well educated and a seeker of further education. The development of this study required that the correlation between the educational level of the LACCD ITV student and his tendency to participate in ITV be ascertained. It was shown in Table 10 that 61 percent of all respondents had completed thirty-one or more units, that 38 percent had completed more than sixty units, and that 29 percent had completed 120 or more units in on-campus instruction. These findings asserted that the spring 1975 LACCD ITV student was not unlike the ITV student described TABLE 20 NUMBER OF ITV CLASSES TAKEN BY ETHNIC GROUP Number 0£ ITV Classes Taken ETHNIC GROUP Black Spanish Surname Oriental Caucasian Other TOTAL CHI SQUARE: 1 84 32 15 279 17 427 27.04 2 3 17 8 11 5 4 2 135 62 3 3 170 80 LEVEL OF SIGNIFICANCE: .05 4 4 6 2 29 2 43 5 or more 4 3 2 51 4 64 97 TOTAL 117 57 25 556 29 784 in the literature rev·ewed. The null hypothesis, "There is no significant difference in the number 0£ ITV courses taken by students according to their educational level," was formulated to see whether the varied experiences of the LACCD ITV studeni:swith college level traditional instruction was a contributing £actor in their enrolling in ITV a repeated number of times. The figures presented in Table 21 indicate that there was a statistically significant difference in the propensity to enroll in ITV a repeated number of times according to the number of on-campus college units completed. 98 As the chi square value required to render significance at the predetermined .OS level 0£ significance was 36.42, the null hypothesis was rejected with confidence, and it was declared that the number of on campus college units completed by ITV students was a deter minant £actor in their enrolling in ITV a number of times. Occupation and the Number 0£ ITV Classes Taken The occupation of the respondents was found to be an important £actor contributing to his inclination to enroll in ITV a number of times. The null hypothesis, "There is no significant difference in the number of ITV TABLE 21 NUMBER OF ITV CLASSES TAKEN, BY ON-CAMPUS COLLEGE UNITS COMPLETED Number of ITV Classes Taken NUMBER OF ON C.Al\1PUS COLLEGE UNITS COMPLETED 1 0 57 1-6 29 7-15 59 16-30 45 31-45 33 46-60 61 61-120 31 121 or more 112 TOTAL 427 CHI SQUARE: 115.3 2 17 13 15 8 18 19 18 61 169 LEVEL OF SIGNIFICANCE: .05 3 4 6 1 5 2 3 1 12 9 14 4 17 5 6 19 22 0 85 41 5 or more 6 3 3 6 5 11 10 21 65 99 TOTAL 87 52 81 80 74 113 84 216 787 100 courses taken by students according to their occupation," was tested and rejected. Table 22 indicates that a chi square value of 41.68 was found. The "professional" category included educators, and the "other" category was comprised of blue collar workers and others not otherwise described. On-campus Concurrent Enrollment and Number of ITV Classes Taken The null hypothesis, "There is no significant difference in the number of ITV courses taken by students who are enrolled in on-campus classes and those who are not so enrolled," was tested and rejected. Table 23 shows that a chi square value of 15.64 was obtained, and that therefore there was a high possibility that concurrent enrollment in on-campus classes was a determinant factor in the student's intent to enroll a number of times in ITV classes. Intent to Enroll in Future ITV Classes Table 24 shows that 728 or 95.3 percent, of the respondents to the question, "Will you enroll in future ITV classes," indicated that they would so enroll. The response options, "Definitely Yes" and "Maybe" (see Table 14), were added together and represented in Table 24 as "Yes," and the negative responses, "Definitely No" and "Maybe Not," were counted as "No" in Table 24. OCCUPATION Professional Clerical and Sales Services Other Student Homemaker TOTAL CHI SQUARE: TABLE 22 NUMBER OF ITV CLASSES TAKEN BY OCCUPATION Number of ITV Classes Taken l 2 3 160 94 31 66 24 16 19 8 7 50 6 11 76 19 8 34 13 10 405 164 83 41.68 4 25 5 3 1 2 5 41 5 or more 32 9 3 4 6 7 61 LEVEL OF SIG!'!IFICANCE: .05 101 TOTAL 342 120 40 72 111 69 754 NUMBER OF ITV COURSES TAKEN TABLE 23 CONCURRENT ENROLLMENT IN ON-CAMPUS CLASSES BY NUMBER OF ITV CLASSES TAKEN Concurrently Enrolled . n On-campus Classes 102 YES NO TOTAL l 2 3 4 5 or more TOTAL Number 249 76 51 23 26 425 Percent 31.4 9.6 6.4 2.9 3.3 53.6 CHI SQUARE: 15.64 Number 179 95 34 21 39 368 LEVEL OF SIGNIFICANCE: .05 Percent 22.6 12.0 4.3 2.7 4.9 46.4 Number 428 171 85 44 65 793 Percent 54.0 21.6 10.7 5.6 8.2 100.0 103 The null hypothesis, "There is no significant difference in the intent to enroll in future ITV classes reported by students who have taken ITV one or two times and by students who have taken ITV three or more times," was accepted: the chi square test indicated that there was no statistically significant difference in the intent to enroll in future ITV classes reported by the students in the two categories. A no response figure of forty-six, or 5.7 percent of the total sample population, was found. It was noted that the no response rate was greater than the negative response. Number of ITV Classes Taken and Intent to Enroll in LACCD On-campu~ The test of the null hypothesis, ''There is no significant difference in the intent to enroll in LACCD on campus classes for the first time reported by students enrolled in ITV one or two times or three or more times," yielded the finding that there was a significant difference and the null hypothesis was therefore rejected. Table 25 shows that 418, or 56.6 percent of the respondents, indicated that they would enroll in LACCD on campus classes, and that the respondents having the lesser number of ITV enrollments were the more likely prospects for LACCD on-campus enrollment. Table 25 also shows that TABLE 24 INTENT TO ENROLL IN FUTURE ITV CLASSES BY NUMBER OF ITV CLASSES TAKEN Intent to Enroll in Future ITV Classes 104 NUMBER OF ITV COURSES TAKEN YES NO TOTAL Number Percent Number Percent Number 1-2 3 or more TOTAL 540 188 728 CHI SQUARE: 70.7 24.6 95.3 2.58 LEVEL OF SIGNIFICANCE: .05 31 4.1 571 5 0.7 193 36 4.8 764 Percent 74.8 25.3 100.0 105 the group having three or more ITV enrollments behind them gave more negative than positive responses. Prior LACCD On-campus Enrollment and Number of ITV Classes Taken The decision to fail to reject the null hypothesis that "There is no significant difference in the number of classes taken by students who have taken LACCD on-campus classes and students who have not taken LACCD on-campus classes," was reached based on the figures presented in Table 26, which shows a chi square value of 1.16. This chi square value implied that there was no statistically significant difference resulting from the respondents' having been enrolled in on-campus LACCD classes. Courses Preferred for ITV Presentation The rating scales devised to test the null hypothesis, "There is no significant difference in the type of ITV class preferred by students who have completed zero to fifteen on-campus college units and students who have completed sixteen or more on-campus college units," resulted in the tallies shown in Table 27. The null hypothesis was tested against each separate item shown on this table using the Median Test. It was found that the two categories of students did not differ significantly in their rating of classes dealing with Public Affairs, and it was decided not to 106 TABLE 25 INTENT TO ENROLL IN TRADITIONAL INSTRUCTION IN THE LOS ANGELES COMMUNITY COLLEGE DISTRICT NUMBER OF ITV COURSES TAKEN BY NUMBER OF ITV CLASSES TAKEN Plan to Enroll in LACCD On-campus Classes YES NO TOTAL Number Percent Number Percent Number Percent 1-2 3 or more TOTAL 328 90 418 CHI SQUARE: 6.29 44.4 12.2 56.6 LEVEL OF SIGNIFICANCE: .05 226 30.6 554 75.0 95 12.8 185 25.0 321 43.4 739 100.0 NUMBER OF ITV COURSES TAKEN TABLE 26 NUMBER OF ITV CLASSES TAKEN, BY PRIOR LOS ANGELES COMrvIUNITY COLLEGE DISTRICT ENROLLMENT Ever Enrolled in On-campus LACCD Classes YES NO 107 TOTAL Number Percent Number Percent Number Percent 1-2 3 or more TOTAL 389 135 524 CHI SQUARE: 1.16 51.3 17.8 69.0 LEVEL OF SIGNIFICANCE: .05 183 24.l 572 75.4 52 6.9 187 24.6 235 31.0 759 100.0 108 reject the hypothesis in this instance, under the assumption that differences in rating could be ascribed to chance. The Median Test indicated statistically significant differences between the ratings of all other types of classes listed; the greatest differences in the manner of response were noted in regards to classes on Art and Music Appreciation, classes leading to a college degree and classes on Hobbies and Crafts. The number of on-campus college units completed was found, therefore, to be a significant factor on a student's selection of classes that should be given via ITV, with the exception of classes on Public Affairs, where the number of units of on-campus units completed did not seem to be an influential factor. Student Appraisal of the LACCD ITV Program The null hypothesis, "There is no significant difference in the appraisal of the LACCD ITV college credit course program by students who have completed zero to fifteen on-campus college units and students who have completed sixteen or more on-campus college units," was tested through the responses to the series of fifteen rating scales presented in Table 28. Analysis of the responses to these rating scales TABLE 27--CLASSES PREFERRED FOR ITV PRESENTATION BY ON-CAMPUS COLLEGE UNITS COMPLETED Type On-campus No Moderate One of the of Units Import- Import- Most Import- Median Class Completed ance ance ant Types Total Test 1 2 3 4 5 6 7 8 9 Class leading 0-15 12 4 2 3 29 11 9 13 121 204 to a college ---------------------------------------------------------------- 8.75 degree 16 or more 94 4 16 13 81 20 40 21 254 543 Art and 0-15 33 11 22 11 54 12 15 10 25 193 Music Ap- ---------------------------------------------------------------- 12.96 Ereciation 16 or more 45 18 39 32 149 42 59 42 107 533 Vocational 0-15 14 5 10 11 38 7 32 22 56 195 Skills ---------------------------------------------------------------- 6.38 DeveloEment 16 or more 78 17 34 24 102 42 74 36 119 526 Hobbies 0-15 25 12 23 29 57 12 13 9 13 193 and ---------------------------------------------------------------- 7.46 Crafts 16 or more 59 32 57 38 147 42 61 29 59 524 0-15 7 2 7 14 42 20 23 29 54 198 Public ---------------------------------------------------------------- 3.43 Affairs 16 or more 22 11 20 23 115 37 86 60 163 537 0-15 5 3 11 12 57 18 26 17 52 201 General ---------------------------------------------------------------- 5.88 Interest 16 or more 11 13 16 21 130 36 82 66 162 537 f-1 0 \0 110 resulted ·n failure to reject the null hypothesis , for it was decided th t wh tever d.fferences there were were as likely due to chance as to the number of on- campus college units completed . The null hypotheses was rejected in these three tests : 1 . A lot of work is expected from the students . 2 . It is easy to keep up with the lessons . 3 . The examinations are well related to the lessons . On these three items the number of on-campus college units completed by ITV students did seem to contribute to a difference in response. Reasons for Choosing ITV Table 29 presents the data used to test the null hypothesis, "There is no significant difference in the reasons for choosing ITV over traditional instruction reported by students who have completed zero to fifteen on campus college units and students who have completed sixteen or more on- campus college units . It was found that there was a statistically significant difference in the responses made by the students in the two categories and the null hypothesis was therefore rejected . A chi square value of 38 . 70 was obtained, and it was determined that the number of on- campus college units completed was an influen tial factor in the students ' decision to take classes by ITV . TABLE 28--APPRAISAL OF ITV COURSE PRcx;RAM, BY ON-CAMPUS COLLEGE UNITS COMPLETED Statement The textbooks are well related to the lessons It is easy to contact the course facili tator for discussion The televised lessons are to slow To much emphasis is placed on the textbooks Exams are given at the proper time in course The ITV lessons On-campus Units Strongly Unde- Strongly No Completed Agree Agree cided Disagree Disagree Response Total 0-15 93 97 8 6 3 14 221 -------------------------------------------------------------- 16 or more 248 229 24 18 11 46 576 0-15 26 67 70 19 8 31 221 -------------------------------------------------------------- 16 or more 65 127 0-15 4 15 -- 16 or more 14 41 0-15 6 23 214 29 67 35 43 113 288 104 25 41 -- 115 30 102 19 51 23 576 221 --- 576 221 -------------------------------------------------------------- 16 or more 35 52 78 274 75 62 576 0-15 29 137 24 8 5 18 221 -----------------------------------------------------------~-- 16 or more 86 343 43 35 18 51 576 0-15 34 89 16 44 24 14 221 are given at con--------------------------------------------------------------- venient times 16 or more 88 243 39 90 72 44 576 A lot of work is 0-15 6 expected from the students 16 or more 68 37 -- 113 22 86 111 22 --- -- 214 37 23 58 221 --- _ 576 Chi Square* 1.56 7.62 0.87 4.49 4.99 2.66 27.23 1-J 1-J 1-J ) Statement The textbooks and the lessons do not go to- gether well The pace 0£ the lessons is too guick More textbook work should be assigned The lessons end too soon It is easy to keep up with the lessons The exams are well related to the lessons - The exams are given at loca tions close to my home The ITV lessons are too long TABLE 28--(cont.) Units Strongly Unde- Strongly No Chi Completed Agree Agree cided Disagree Disagree Response Total Square* 0-15 6 16 or more 23 0-15 3 16 or more 10 0-15 7 16 or more 10 0-15 11 8 43 17 3 17 -- 49 35 14 -- 52 30 45 34 -- 62 36 129 287 118 --- 343 107 258 95 48 120 32 88 37 147 21 16 221 -- --- 51 576 21 221 53 576 19 221 ----------------- 50 576 23 221 -------------------------------------------------------------- 16 or more 23 75 82 264 70 62 576 0-15 41 111 23 22 3 21 221 -------------------------------------------------------------- 16 or more 56 0-15 38 315 - 93 74 - 39 55 15 19 9 5 - 27 576 - 221 ------------------------------------ -------------------------- 16 or more 57 0-15 65 16 or more 158 0-15 5 241 - 115 --- 331 6 102 6 11 22 56 - 13 26 136 ------------------------------------ 16 or more 9 21 64 345 55 3 7 33 65 19 576 - 221 43 576 19 221 ------------------------- 86 51 576 8.61 7.29 10.28 3.02 13.86 14.78 2.45 1.13 * LEVEL OF SIGNIFICANCE: .05 1--J 1--J t\) REASONS FOR CHOOSING ITV TABLE 29 REASONS FOR CHOOSING ITV, BY ON-CAMPUS COLLEGE UNITS COMPLETED On-campus College Units Complete 113 0-15 16 or more TOTAL Number Percent Number Percent Number Percent Uniqueness of course content 23 2.9 130 16.3 153 19.2 Opportun- ity to work at own pace 57 7.2 114 14.3 171 21.5 Unable to commute to a college 12 1.5 34 4.3 46 5.8 Conven- ience of class schedule 56 7.0 172 21.6 228 28.6 Other reason 34 4.3 38 4.8 72 9.0 More than one r ason checked 2 0.3 19 2.4 21 2.6 No reason checked 37 4.6 69 8.7 106 13.3 TOTAL 221 27.7 576 72.3 797 100.0 CHI SQUARE: 38.70 LEVEL OF SIGNIFICANCE: .05 114 Benefits Derived from ITV The null hypothesis, "There is no significant difference in the benefits derived from ITV enrollment reported by students who have completed zero to fifteen on campus college units and s tudents who have completed sixteen o r more on-campus college units," was rejected based on the data presented in Table 30. It was d termi ned that the number of units completed was a significant factor in the respondents' declaration of the benefits derived from ITV. It was found that 13 percent of the respondents did not indicate any benefit whatever, and that almost 2 percent checked two or more benefits, while 5.5 percent stated their main benefit as being other than those listed in the questionnaire. The "Personal Interest and Self improvement" benefit was the most often mentioned; the 36.4 percent selection rate among the total population was consistent within the two categories of respondents. Respondent Comments The last item in the survey instrument requested "any comment you may have regarding the ITV classes and that may help us improve the ITV program." Comments given concerned several aspects of the ITV program. These comments were categorized as shown in BENEFITS DERIVED FROM TABLE 30 BENEFITS DERIVED FROM ITV, BY ON-CAMPUS COLLEGE UNITS COMPLETED On-campus College Units Completed 115 ITV 0-15 16 or more TOTAL Number Percent Number Percent Number Percent Satisfy subject matter or unit . require- ments for college 64 8.0 141 17.7 205 25.72 Opportun- ity to widen knowledge for cur- rent or future job 19 2.4 71 8.9 90 11.3 Personal interest and self- improve- ment 81 10.2 209 26.2 290 36.4 Units re- quired for GI Bill or other stu- dent a'd 2rogram 16 2.0 30 3.8 46 5.8 Other benefit 3 0.4 41 5.1 44 s.s More than one benefit checked 3 0.4 12 1.5 15 1.9 No benefit checked 35 4.4 72 9.0 107 13.43 TOTAL 221 27.7 576 72.3 797 100.0 CHI SQUARE: 15.73 LEVEL OF SIGNIFICANCE: .OS 116 Table 31; the individual comments were not transcribed into th's study because of the large number involved . The numerous comments of appreciation of the ITV program were not categorized nor recorded, as they were not within the scope of the open-ended question. Close scrutiny of the categorized responses and a breakdown by college units completed and number of ITV courses taken showed that the most crit·cal students were those who were enrolled in ITV for the first time. When the number of on-campus college units taken was considered in this light, it was discovered t l at students with 121 or more units were the most critical. Improvement of tests was the most often mentioned item in the free-form question: forty-five respondents wrote comments regarding this specific item. The improve- ment of reviews received forty-one comments . The i mprove ment of test administration and proctoring, indicated as "test routines" on Table 31, was mentioned by twelve respondents . The total number of comments on these related areas were evidence that the over-all aspect of review, quiz and test preparation and administration was the most important concern of the respondents. There were forty-one comments regarding the need for improvement of class scheduling, either by having a wider selection of show times or by televising the lessons at more convenient times. 117 The coordination of the LACCD ITV program was afforded thirty-four comments, Respondents stated that publicity was lacking, that procedures used in communicating with students regarding enrollment, assign ments, quizzes, reviews, tests, and other matters were faulty. The limited number of classes given via ITV during any one term was mentioned as a problem by twenty-nine respondents, who indicated that more classes should be offered. The improvement of testing location and times were a point of concern for five respondents. It was stated that Friday nights were not the best choice for midterm and final examinations, that colleges at which the examinations took place were vacant and poorly lit, and that parking was not readily available. Sundry comments, of which there were sixty-four, dealt with many aspects of ITV. The following are examples of such comments: 1. The ITV instructors are almost always new to the medium. 2. The TV stations deviate from the schedule and present other programs at times scheduled for ITV. 3. The unit value of the courses is not always commensurate with the amount of work involved. 4. Toll calls make it expensive to contact the Cf) Q &'1l ~ I ~CJ '1l:>.....l ~ '1l Cf) i.J E--t .....l Cf) U .....l H 0-c H O E--t 1.....)H~ ~Z ZOZO~Z'1l OU~U0'1l~ Cf) H H 5~ H Cf) '1l ~ ~ 69 I ~ Cf) ffi 3 .....l :>@ ~ ffi 0 1-6 7-15 16-30 31-45 46-60 61-120 121 or more Not stated 1 2 3 4 5 Not stated Total TABLE 31--COl\'IMENTS FOR IMPROVEMENT OF THE LACCD ITV PROGRAM (/) Q) Q) > C 0 •,-{ H +J +J ~ (/) ~ S Q) 0 H +J H 1 3 0 1 1 1 0 5 0 6 3 1 1 1 0 12 (/) 0) +J C ro . .., Q) ~ ~o Q) ..c ~ (/) 1 1 3 0 2 0 2 3 0 6 5 1 0 0 0 12 Q) (/) > ~ 0 Q) H ·ri ~> s Q) H H 2 3 0 4 4 5 3 19 1 14 9 8 4 6 0 41 C CJ CJ O S > ·,-{ •r, 0 +J +J H +J ro ~(f) O"O S QJ O C H +J r-i ctj 0 0 0 1 0 0 0 4 0 4 0 l 0 0 0 5 (/) Q) H Cl) Q) Q) (/) ~ H ro ~ 0 ,-; oso 3 5 6 4 2 4 2 2 1 14 7 0 2 5 1 29 I ro (/) Q) +J ,-; ro H Q) QJ (f) +J H > s:: +J ~ ·,-{ 0 QJ 0 CJ (/) ,0 ..c 5 3 5 6 5 3 3 10 1 18 12 5 2 2 2 41 Q) > 0 (/) H +J ~ (/) s Q) H +' I 1 0 3 2 4 3 31 0 22 13 3 4 3 0 45 I ro Q) C > Q) •r, 0 0 'D H·riHC ~~ 0 0 S ~ 0 •r, HQ O 4-J 5 2 1 2 5 5 3 10 1 19 5 5 2 2 1 34 (/) +J C H Q) Q) s ..c s +J 0 00 7 4 4 10 4 8 5 21 1 26 21 7 2 7 1 64 Q) (/) C 0 ~ (/) 0 Q) Z H 62 31 62 50 49 83 51 131 8 ,-; cu +' 0 E--t B'7 53 81 81 74 113 72 236 13 303 432 96 171 54 85 27 44 39 65 8 13 527 810 I--' I--' (X) 119 course facilitator. 5. The college student status of ITV students is difficult to clarify and ITV students find it difficult to use library materials at the colleges. Chapter Summary The data obtained through the questionnaire administered to the LACCD ITV students during the scheduled examinations for the televised courses "The Ascent of Man" and "Law for the Seventies" were analyzed and the findings were presented in this chapter. Of the 1,254 questionnaires distributed to the ITV students, 813, or 64.8 percent were returned; three of the returned questionnaires were discarded as unuseable because of missing critical information. The Respondents The make up of the sample population was described as follows: 1. There were 435 women, or 54 percent, and 375 men, or 46 percent, in the sample. 2. The median age of the respondents was 34.5 years of age; more than 60 percent of the respondents were thirty years of age or older. 3. Of the 154 respondents aged 27-31, 60 percent were men; all other age groups had more women than men. 120 4. Married or formerly marr·ed students constituted 78.5 percent of the sample population, or 636 students. S. Students with dependents numbered 541, or 66.8 percent. 6. The "Caucasian" ethnic group was represented by 565 respondents, or 69.8 percent of the sample. There were 115 students in the "Black" ethnic group, or 14.5 percent. Spanish surnamed students numbered 61, or 7.5 percent. Orientals numbered 25, or 3.1 percent. The "Other" category counted 29 responses, or 3.6 percent. A re~ative ly small number of respondents, 15, or 1.9 percent, neglected to respond. 7. Some 468, or 57.7 percent of the respondents were in professional and managerial or clerical and sales occupations. Of these, 215 or 26.5 percent of the total number of respondents were educators. There were seventy one "Homemakers, 112 "Students," while forty were in service occupations. All other occupations accounted for seventy-three or 9 percent of the respondents. There was a no response rate of 5.4 percent. 8. Only 82, or 10 percent, of the respondents were stay-at-homes, either keeping house, permanently unable to work, or retired. 9. As many as 747, or 92.2 percent of the respondents, had finished the twelfth grade, and there was 121 a great variety in the number 0£ units 0£ on-campus college classes, r nging from none (87 students) to over 120 (236 students). 10. The ITV students varied greatly in the number 0£ ITV courses they had taken. Slightly more than half of the respondents (431, or 53.2 percent) were enrolled in their first ITV class. One-£i£th (171, or 21.1 percent) were in their second ITV class. One-fourth of the students (194, or 24 percent) were in their third or subsequent ITV enrollment. 11. Among the respondents there were 427 (52.7 percent) who were enrolled in college classes given at a campus. 12. Classes leading to a college degree were pre£err _d by the respondents £or ITV presentation. Their second and third choices were classes dealing with Public Affairs and classes on general interest subjects. 13. The most often mentioned reason £or taking ITV classes rather than on-campus classes was "convenience of class schedule." Other important reasons were "opportunity to work at own pace" and "uniqueness of course content." 14. Personal interest and self-improvement was considered the most important benefit derived from ITV. The accumulation of credit units was the second most important benefit mentioned. 15. Only thirty-six respondents indicated that they 122 would not or might not enroll in future ITV classes. Of the 728 respondents who gave an affirmative answer to this question, 401 said they definitely would take more ITV classes. 16. The respondents were asked to indicate t eir agreement or disagreement with a series of statements, and their responses showed a high degree of satisfaction with the ITV program. The HyPotheses 1. It was found that the number of ITV courses taken by the respondents was not related to the number of dependents, but that it was related to the other student characteristics against which the null hypotheses were tested, which were , sex, age, marital status , ethnic group, educational level, occupation, and current on-campus student status. 2. The fact that respondents might or might not have enrolled in ITV a repeated number of times had no bearing on their intent to take additional ITV classes, but it was of importance in their intent to enroll in LACCD on campus classes. 3. Prior enrollment in LACCD on-campus classes did not seem to be related to the number of ITV classes taken by the respondents. 123 4. The numbe of on-campus college units completed was an important factor in the respondents' choice of classes to be taken by ITV, except in regards to Public Affairs classes, where it was not an important considera tion. In only three cases pertaining to the appraisal of the ITV program did the number of on-campus college units completed matter. These three instances were: (1) A lot of work is expected from the students ; (2) it is easy to keep up with the lessons; and (3) the examinations are well related to the lessons. The Comments Comments were submitted by the respondents on a multiplicity of aspects of the ITV program, but the most frequent concerned testing and related matters. The large number of favorable comments, not reported in this study, as well as the large number of no response, tended to point to a high degree of satisfaction with ITV. CHAPTER V SUMMARY, CONCLUSIONS AND RECOMMENDATIONS The ever-increasing age of the community college population and the emphasis community colleges make in serving the older student, either by instituting on-campus programs for retraining or for self-enrichment, have resulted in the establishment of "store-front" and "satellite" campus branches and in the presentation of class materials via mass communication media, notably tele vision. The proper maintenance and judicious expansion of these outreach programs call for constant evaluation to assure service is being provided when and where it is needed. This study of the LACCD ITV program attempted to ascertain who the ITV student was, whether certain of his characteristics caused him to become and remain an ITV student, and whether they had particular areas of concern regarding the status of the ITV presentation and coordination. Summary of the Study Purpose of the Study The purpose of the study was to determine whether 124 .. 125 the LACCD ITV program const·tutes a valid part of the district's college credit course offering and whether the LACCD over-all college credit program is being enhanced by ITV. The approach of this study was to query students enrolled in ITV college ere it classes to develop a description of the student population and to examine certain of its characteristics in relation to the respondents' status as ITV students, former or future LACCD on-campus students, their preference of type of classes to be given by ITV, their reasons for taking ITV, the benefits they realize from ITV participation, and their appraisal of certain aspects of the ITV program. An ancillary purpose in this study was to uncover specific areas in the ITV program that were in need of improvement. No attempt was made whatever to evaluate the efficacy of ITV, as the review of literature showed that this matter has been resolved by a multitude of studies. Procedures A questionnaire was administered to all ITV students present at the examinations on the courses "The Ascent of Man" and "Law for the Seventies" given in April, 1975, at eight of the LACCD colleges. Students taking an examination on a Physical Education class, "Yoga with 126 Madeline ," w re not ·nclu e i n this study because of the nature of the class . Qu st·onnaires were given to 1,254 students , and 813 were returned ; thr e of these were discarded as unuse able because of much missing data . A non- structured request for comments regarding features of the ITV program in need of improvement resulted in varied comments that were ategorized according to frequency nd coded for ease of data manipulation . All items were coded and hollerith cards were prepared for machine data processing . A summary raw data report was mailed to all students who requested it, and a more detailed report was submitted to the LACCD ITV coordinator as a preliminary report . Findings The "Description of the Respondents " section in Chapter IV presents a more de -ailed and complete listing of the findings of the study than the following , which is given here to point out those findings which were considered salient . 1 . Of the 810 respondents to the questionnaire , 435 , or 53 . 7 percent , were women . 2 . The median age of the respondents was 34 . 5 years . 127 3. M rr·ed or formerly married students numbered 636, or 78.5 percent of the respondent~. 4. There were 526 respondents with dependents, or 64.9 percent. 5. The two largest ethnic groups comprising the sample were the "Caucasian," with 565 individuals, and the "Black," with 115. Together, they constituted 85.5 percent of the respondents. 6. At least 57.7 percent of the respondents were white collar workers, with 346 being teachers, or in managerial or professional occupations. There were seventy-on homemakers and 112 full-time students among the respondents. Tradesmen were scant in number: even counting the "Miscellaneous Occupations" as trades, respondents in trades occupations numbered only seventy five, or 9.3 percent. 7. The greater majority of the respondents (747, or 92.2 percent) had finished the twelfth grade; the number of college units completed in on-campus instruction varied throughout the ITV population. 8. More than 53 percent (431 respondents) were enrolled in ITV for the first time. 9. The respondents preferred college credit courses leading to a degree for ITV presentation over all other types of classes. 128 10 . The main reason £or taking ITV was convenience 0£ class schedule . 11 . The main b ne£its der·ved from ITV were personal enrichment and satisfaction 0£ subject matter or unit requirements £or college degrees . 12 . Most respondents indicated that they would take more ITV classes . Only thirty-six, or 4 . 7 percent 0£ the respondents to this item said they would not enroll in additional ITV classes . 13. The extent 0£ agreement or disagreement with a series 0£ statements concerning the ITV program presentation and coordination generally indicated satis faction with the ITV program . Findings Related to the Hypotheses Hypothesis 1 . The number 0£ ITV courses taken is related to certain characteristics 0£ the ITV student . 1 . There was a significant di££erence in the number 0£ ITV courses taken by males and females . More men than women were found in first - time ITV enrollment , but there were more women than men in all subsequent enrollments . 2 . There was a significant di££erence in the number 0£ ITV courses taken by students divided according to age . The data indicated that the II younger students were least likely to have enrolled ·n ITV a large number of times . 129 3 . There was a significant difference in the number of ITV classes taken by students accord ing to their marital status . Single students were most likely to be in their first or second ITV enrollment , while widowed students were most persistent in ITV participationff 4. There was no significant difference in the number of ITV courses taken by students who had no dependents, one, two or three dependents , or four or more dependents . s . 6 . There was a significant difference in the number of ITV courses taken by members of different ethnic groups. There was a significant difference in the number of ITV courses taken by students accord ing to their educational level . 7 . There was a significant difference in the number of ITV courses taken by students accord- ing to their occupation . 8 . There was a significant difference in the number of ITV courses taken by students who were enrolled in on-campus classes and those who were not so enrolled . 130 Hypothesis 2. The ·ntent to enroll in addit·onal ITV classes or in on-campus LACCD classes is related to the number of ITV classes tak n. 1. Ther was no sign·ficant ifference in the intent to enroll in future ITV classes reported by stu dents who had taken ITV one or two times and by students who h d taken ITV three or more times. 2. There was a significant difference in the intent to enroll in LACCD on-campus classes reported by students enrolled in ITV for their first or second time or for their third or subsequent time. Hypothesis 3. Prior or current enrollment . in LACCD on-campus classes is related to the number of ITV classes taken. 1. There was no significant difference in the number of ITV classes taken according to whether the respondent had ever been in LACCD on-campus en rollment or not. Hypothesis 4. The number of on-campus college units completed is an influential factor in the student's choice of ITV classes and in his appraisal of the ITV progra~. 1. The respondents were asked to rate five types of classes as to their importance as types of classes to be given via ITV, and it was found 131 that there was a significant difference in the selection of types of classes according to the number of on-campus college units completed by the respondents in all cases except in the selection of classes dealing with Public Affairs, where the number of on-campus college units completed did not matter. 2. A series of comments regarding the ITV program were presented and the respondents were asked to indicate their agreement or disagreement with them. A significant difference attribut able to the number of on-campus college units completed by the respondents was found to exist in the respondents' opinions in only three instances. The statements and the responses are shown in Table 28. Hypothesis 5. The reasons for taking ITV classes rather than on-campus classes and the benefits derived from ITV participation are related to the number of on-campus college units completed . 1. A significant difference in the reasons for choosing ITV over traditional instruction was found to be a function of the number of college units completed in on- campus enrollment . 2. There was a significant difference in the benefits derived from ITV enrollment according to the number 0£ on-campus college units complete by the respondents. Comments 0£ the Respondents 132 A non-structured request £or comments regarding aspects 0£ the ITV program in need 0£ improvement brought 283 responses. The comments were varied, but the most frequent were concerned with the improvement 0£ tests--and reviews and quizzes. Other pressing concerns were the improvement 0£ class scheduling and the improvement 0£ ITV o££ice logistics and coordination. Conclusions Comments submitted by the respondents to the LACCD ITV questionnaire indicated that the ITV students had been subjected to periodic questionnaires, and that they were not wholly disposed to complete them. This was evident in the £act that 35.4 percent 0£ the students to whom questionnaires were given failed to return them. The validity of this study, therefore, depends to a large extent on the degree to which the respondents represent the total LACCD ITV population. The findings led to the following conclusions : 1. The foremost conclusion, based on the type 0£ tudent enrolled in the ITV program, his propensity to 133 enroll in subsequent ITV courses, the degree to which he complemented his on-campus course load with ITV classes, the satisfaction he displayed in the ITV program and on other factors, was that the ITV program was a viable and integral part of the over-all LACCD instructional effort. 2. The respondents were generally satisfied with the televised instruction. 3. The respondents were older than the LACCD on campus stud nts, and older than the ITV students described in other studies. 4. Even though "serving the student who cannot attend classes at a college campus" was often mentioned in the literature as one of the goals of ITV, only seventy-two of the respondents were stay-at-homes. 5. ITV was being best received by teachers and other persons in professional and managerial occupations; persons in trades occupations were taking least advantage of the program. 6. The respondents constituted a well educated group, with mor than 90 percent having completed high school, and only eighty-seven not having attended college level traditional instruction classes. 7. The ITV program was an integral part of the college work of more than half of the respondents, as that many were concurrently enrolled in classes given at a college campus. 134 8. Although students said they preferred ITV classes leading to a college degree, the large number of respondents who failed to indicate a reason for taking ITV (108 students) and who failed to mention what benefits, if any, they derived from ITV (109 students) pointed to the possibility that many students enroll in ITV because it is readily available. 9. The writer felt that perhaps students were being lured from on-campus classes to ITV, thereby impoverishing the on-campus programs. The study showed that 524 respondents, or 69 percent, were or had been enrolled in on-campus LACCD classes, and that 418 respondents, or 56.6 percent, intended to enroll in on campus LACCD classes; the deficit indicated that the on campus program loses students to the ITV program. Closer scrutiny is demanded before a generalization such as this can be validated, as a large number (300 respondents) had already completed more than sixty college units, and conceivably would have no reason, other than personal interest, to anticipate enrolling in LACCD on-campus classes. 10. The ITV program is a valuable part of the LACCD instructional program, as evidenced by the expressed desire of 728 respondents, or 95.3 percent, to enroll in future ITV classes. 135 Recommendations 1 . In order to render t e ITV student more amenable to meaningful survey instruments, it is recommended that an application/ nrollment forrnbe used that will provide demographic information. This would obviate the necessity to ask students the same questions in every survey, and a great r rate of response would be obtained, with a greater degree of confidence in the findings being possible. 2. Inasmuch as the professional, managerial and teaching occupations were over-represented in the ITV enrollment, while others, notably the trades, were under represented, it is recommended that the class offerings be reviewed and that classes be given on ITV that will appeal to the blue collar worker. 3. It is recommended that the trend towards offering classes for personal interest and self-enrichment be truncated and that classes leading to a college degree be emphasized; it is further recommended that a variety of such classes be offered in a span of several terms to afford students some measure of curriculum continuity. 4. It is recommended that the LACCD launch a publicity campaign that will make the ITV program known to a larger number of district residents so that service to a greater community base can be assured. 136 5 . The large number of respondent comments regarding then ed for improvem nt of reviews , quizzes , tests (prepar tion and dministration) , led to the recommendation that the ITV office staff be augmented and that the instructional staff be complemented with qualified personnel to assure that this important part of the ITV program is improved . 6 . It is recommended that studies be conducted to determine the goals and aspirations of the informal or casual ITV participant so that courses can be offered in response to his need . 7 . In order to make the ITV lesson more accessible to the student for first - time viewing or for review , it is recommended that a series of repeat or re- run presentations be scheduled . 8 . It . is recommended that the ITV lesson be complemented by video- taped review materials available for . . viewing at any LACCD college. 9 . It is recommended that ITV branch offices be established throughout the LACCD to facilitate student/ teacher interaction . 10 . Inasmuch as the lack of interaction between teachers and students is seen as a major fault of ITV , it is recommended that several discussion sessions at several locations and at varied times be conduc·ted during each term . 11 . ITV being but one of many program options available to the TV viewer , ·tis recommended that the preparation of ITV mater·a1 b given as much attention , 137 . in effort and in money , as will result in the emotional impact and viewer interest expected of entertainment programs and films . 12 . It is recommended that textbooks be selected £or each course only · £ they will substantially enhance the ITV lesson . It is further recommended that these textbooks be readily available £or purchase at any LACCD college . 13 . It is recommended that ITV programation and scheduling be firm and that no deviation form lesson sequence be permitted . 14 . 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Characteristics and Attitudes of .Persons Who Expressed an Interest in the TV College General Extension Division, but did not Enroll, Fall 1965. University of Minnesota TV College Research Report No. 4. Minneapol·s: Bureau of Institutional Research, University of Minnesota, 1966. 84. Stecklein, John E.; Ward, Renee; and Marquardt, Ingeborg. The TV College Non-Credit Audience, Winter 1965. University of Minnesota TV College Research Report No. 2. Minneapolis: Bureau of Institutional Research, University of Minnesota, 1965. 85. Stetar, Joseph M. "Community Colleges and the Educational Need of Older Adults." Journal of Higher Education, XLV(9), (December, 1974), 717-21. 86. Tarbet, Donald G. Television and Our Schools. New York: The Ronald Press Company, 1961. 87. Taylor, Beverly. "The Development of Instructional Television. " The Farther Vision. Edited by Allen Koenig and Ruane B. Hill. Madison: The University of Wisconsin Press, 1967. 88. Thorton, James w.' Jr. The Communit~ Junior College. 151 New York: John w·1 y and Sons, 1972. 89. Tyler, I. Ke.th. Television for World Understanding. W shington, D.C.: Nation l Education Association, 1970. 90. Umans, Shelly. Th Managem nt of Education. Garden City, New York: Doubleday and Company, Inc., 1970. 91. Waechter, William F. "Community College Health Education Classroom nd Televis·on Instruction: A Comparative Study of Student Characteristics and Achievement." Unpublished Ph.D. dissertation, University of Southern California, 1973. 92. Walker, Harry Grady, Jr. "Nonintellective Character- istics of Selective Students of Los Angeles Community College District." Unpublished Ed.D. dissertation, University of Southern California, 1973. 93. Wientge, King M., and Dubois, Philip H. "Factors 94. Associated with the Achievement of Adult Students." Report No. 1338, U.S. Office of Education. U.S. Department of Health, Education, and Welfare. Washington University, St. Louis, Missouri, 1964. (Mimeographed.) Wilbur, Leslie. "A Look at Televised Courses • • • Before Consorting." Community and Junior College Journal, XLIII(3), (November, 1972), 21-23. 152 95 . White , John F . "Nation 1 E ucation Tele\ ... ·sion as the Fourth Network." Th Farther Vision . Edited by Allen Koen·g and Ruane B. Hill . Madison : The University of Wisconsin Press , 1969 . 96 . Wilson , John A. R. , Rob ck , Mildred C., and Michael , William B. Psychological Foundations of Learning and Teaching . New York : McGraw-Hill Book Company , 1969 . 97 . Wittich, Walter A., and Schuller , Charles F . Instructional Technology--Its Nature and Use . New York : Harper and Row , Publishers, 1973 . 98 . Zigerell , James J . "Credit Course Programing : TV College ." ETV Conference in Newfoundland and Labrador . Edited by Lewis Miller . St . John ' s : Roger Duhamel, F . R. S . C. , 1966. APPENDICES 153 APPENDIX A COVER LETTER TO THE QUESTIONNAIRE 154 Lo A C . 11 lUl~l - Coll s A m1111 r:1ti Ot i,·t-s : ·~ 10 \\' •~t lym ic 80 1 JI , a ed. ,t 310, ni; le • aliforn1 ~ )006 • (213) 0-6000 lie Koltai, h:inc: llur K it...'\ . FTl. .S \\ \ 5H l~Cro. -. Pb D . t R!C WYATT TO: Th In t rue ion~ l Tel evision Stu ent Th Lost 1~ ks C~r.:r.: ••,ity Col l eg,_ Di e; ric t has be-::n very a 1rcci. i ve f , e re ?O e he com.~un ty has gi vcn to i ts In s n1c i.onil Tclevi.sion ·:>llc e er d1 t course program , as ·ii r.c d by your --nroll::.c t. cl f t-0' In or<l to vis·vn rogr ~ . it 3 fOJ. th~ 1 stu~ent . e pand t e Instr uctifl;n l Jl th ~ 1n-or~a ion ve ~1 t ained n.c a t 3c • ~ q LStior:1. ire has been evise lo fir:, o t t .c I. ... tn: L· 10,). l · 1..:li.::.i··on st1 1 nt is and ,..h - ~t he .tbo t ce t · n aspects of th lnstructi na l T..!l "is= on le< se an. · 1 c ·~- --ions 1n t~- qt.1~stior,:1aire , b t do not •rri.te you na:;-;e . ·n ~ .,n~ ·crs y o give will nut e c n- c t your 11. t.; a1 , •,1y , b 1 :-1ill fo- r'r'- c ... th e -:ill rt, t stir:ii 5tt! - . T'.:1. • yo11 for your co·,pe .-.tion. ? ·' · \J • -. , ,,.,. ~ :\. - ~.~ ' ~ Instr 1ction;1.l T~ c.~:jo.n j·c::1 . .,_t - ::•:i v_,, ·t,f }- t1•· ·1-~'" 1 .ry of th's s t·1 - 1 y , 11 lc:- se "" r i e you r n 1.! • r.,l ~1 1 .c:.rc; i:::1c·..., ;:111 l t" ,t 1 t n ..:1.: ·1r,1te f..:on th~ lUcS ionnaire . ---------- ·--·-·----- .. -- -- -- -- -- -- - ·-·--··- ---·-----··------- ·- Z.i '"c. .:~ 1 55 APPENDIX B QUESTIONNAIRE 156 157 LOS GE LES COH'• fiJ.' !TY COLLEGE IJISTR ICT I STRUCTI01 ' L Tt:LEVIS IO, Q U E S T I O N A I R E Pl a. e du no rite yo r na:;,e. This q 1 cs ionnairc will not be identified by name and the r ~ ons~· will rcoa in confidential. , 1 thou.;r._ .... ,1 -hers to al 1 qucs t ion a e a. prccia tcd, feel f ce to le ve blank spaces. Please· ,· ea ch ck r.i rk (✓) 1cre appro i::i.te. 1. • !a le Fc m.1le 2. A~e : 17 - 21 S2 - 66 'l s. , 1. 1n...,~e __ Rlack 0.1. j l!nt, l Ot ~r , · ·up, ti n 22 - 26 27 - 31 67 or over DivorccJ \'lidowcd l 3 32 - 36 37 - 51 5 or r:1nre 8. 9. 10. 11. 12. Last high zcl ol grade co pl tcd: 9 10 11 12 Number of college units complet d (do not count Instructional Television units): 0 1- 6 7-15 16-30 31- s 46-60 61-120 121 or more 1 wnb r of ITV classes taken, including current c:las .;es: l 2 3 5 or more Ar you no ·nrol lcd 1n on-c:rn us cL sscs? Yes No Bcfo C 31.'.h ten , he C oice of which typ of class to give by ITV .i st be 1:-ide. Ba ·e o your o· ... n exp.:1 i,·ncc, inJicatc how · mpo r ,_1 t each t:, t'~ of cl;:i.ss lis ed b~ lo .. i.s as . 1. typ of class to give by I1V. Place your c, :ck 1 lrk shn,; tl a t th ,_ ty 1c o lc, g 'c s a le fro'":1 1 to sho· 11 :~o · rn or ~ nee" class i.s "One o · t h . ,11o·; t 1r., ort ant types." s C a 1 e to 9 to 158 ----- - 0 ~ .0, ~ r 't c On •~ of the r.ios t of C · ss .'.lp•)r- im r)r- ir,:por :l t tance tance Ly es 1 s 1 2 3 '.> 6 '1 a 9 ' ------------ ------- 1 2 3 4 s 6 7 8 9 ------------------- ----- ---·----·-------- 1 2 3 s 6 1 9 ------ --· -·---- ------------------- 1 2 3 4 5 6 7 8 ') ---------------------------- ·--- i..blic l.f f,:irs 1 2 3 5 6 7 9 ---- ·- __ ,.. ____ _ -------- -------------· 1 2 3 4 5 6 7 8 9 ---------·-------··------ ---- --- -------·------ P ... o ;:;b l yes __ PTO;J;'l)ly 0 -- --- --·- ·- .. -- . --- . -- ~ - --- 14. Have you ever enrol l e in on - c nn, us clas ses given at one of the Lo · Ang~les co rrJ111 m · ty col l eg~ ? Yes No 15 . Are you la nnin to en roll in on -: campus classes at a L os. An ge l es co rr~:?w1it y colle 0 e in t he n ~r f ut ure? Y es No 16 . P ac ~ a L~~~k ~a r k i n he box nes t cl o cl y dcscribin yo 1r ag r eement or d~ s a~rccrn•n t with t he ~tat c.cn t i v ~n a t th e l e ft. ..:ifA EME T S1RO:GLY R:E Sll'O, 'G LY AGREE U. 'OEClOEU DIS,\GR~.:E 0 I S1 G RE E 159 - -·------ -----·---------------..-----1----....-----------t------- 'lhc t. t b'ok..; are well re l ate l ti"' ro1e l e~-;ons ----- -- --- -- -------------------1------ ------•-----;------ IL i · co~y to cont~c t he ur.3t.: f:1c i 1 i • Hor for dis u<;sion tie- t t! 1 ~v-LSc 1 -l--s::-o -- - ----------- ------+----+---------~------ arc to0 : 1 w -- - -------- ----------- ---- ------------- T )O · ,'J ~l ' .. ,ph 1si · ·.5 Jlac d o n t 1c ► .xrtnc\:s -- - - . -- -------------- --- -- ----------- ~ x ., , - ~ t c : . 1 · L n a t h e pr~Jp~::r _tJ~i~' 'in t 1 • __ ': _a_!: ___________________ _ 1~ . l . " 1~ .::G:1s , re 1 ~ • ·1c n _,._ i -------·-- o t CO'l.' n j en:. t i 1°,CS ---_- -- ----- _· ______ --_--_--_-_-_-_-_ A l ot of \;o- · i · ~- p~cted I --------- 1--- • \ I. . f;. t' C 0: s .. ;1 ll t ! 'C 1 ~ 'S _j O I! s c·) · o l r 1i•:e p:tcc too I uic k ------- -------- - . ----- .. - ------ ---- -------· ----- - - ----------------------- , :o r e t1:. t.to ... :i< "1r, ··ho11ld C. :15•5 j 111-::: ---- - - . - -· --- ··---··--·---------+ '} Jl C l I.. :: :; () :1 r •~ ;\ - - . - ------ --- ----- ------- ------- ---- I ... i s t' a , y k 1 .: ·~ ) u . ·; th , h t' h · .: :· ,') n s ---- - -------- ··-------------- --- ..__ _______ _ 17. What ma<le you choose ITV o ·er a class at a college campus? (Please cheer. one only) Uniqu ncss of course content __ _ 0pportuJ1i ty to ,~ark at oy own pace __ Unable o corunut to a coll gc __ Convenience of class schcJ· le Ot er (pl ase dc~cribe} -------------------- · 18. hnat 1s the 1i..1in benefit you get ou t of yuur 11Y cl :;s ? (Please ch c on only) .. atisfy subject n.:ittcr or unit rcquiremen~ for college __ Opportunity to "'·i n now 1~ zc f r current r f11turl! · ob ers_, 1 i ntC;rest J.nd scJf-im ro emcnt U i s rcqui re for Gt · 11 or t r stu.k: t aid program __ Other (pl c35C dLscribc) 19. Plc. se ac.d ai y co 0 nnent yo1 ~:1y h 1\' rog .. 1rdin the t V cl :tss 'i .i;-, th t n,ay l~ l us i -:-,pr vc he 11 ' r ~ r.im . ·------------- ------------------- ----------- ---- -- ·--------·- .. _ .. ____ ---- ---- ·--- -· ----- -· ----- - ---------- --------- - ------ ---- ---·--·- -------- 1hJ1k yo t for y0 : 160 APPENDIX C STUDY SUfvlMARY MAILED TO RESPONDENTS 161 162 I os Ano·clc Co1n11u dministr.1ti e Ofliu, : 21~0 W t lympic s An I ... Cal 1fomi 9 ao., ~ or TII n :c. ~ u-sHc J( l! ni, h:111n.l1or 1'!0!',l(P f' RICII.IA,', ::',{ 0 r1< ,IUt..•<r A'tTll l:R H . 1!1.0;\ ~;.l. tAl!lA.S W . LA f' 1.1.F:iTE J. Wlf.LI M RO/CO RALPH n1r 11 .nso.s. Ph 0 . Kr.:-. :'\£T H S. \'A~ lll:-0- GT :-;, Ph 0 . f1 U>£R1C A. \\ Y ATT DC<.-u· TI' St ,. ent Aug1.:st, 1975 co~~l t~d il Ir.structio~~l Tels-'Vision r, :1.~1~ t .e S;'rj~lu c ·:es-'.cr ~ ... ou j_ C::ic.Jtf'd '.\t sheet . l ; 'P io ; · ·e ., co--.1 o: -i-...... ., =-:---·•r" d2 t:i ·-••- L, . ....... , .....,. _- J - ...,L;._ W"-- - .. ... 4 coyy o the s1.u .~..:1I"' J r cr-::r:-t is -~clo 3•-: hLrc,;it. . The i: .. orn"1tio;1 ga~: 1 rr 1-,·11 r:·ovc ·: ry r."l~f l to ,,,.. l / · crt...-i. Tb \.:1 r. .J a c:tl.n t .ro •.'...,h t.~e in t .8 jJ .. l .ra esl · o~:l:'ij 1~e • :-i• ·1:. of t e of I.::tr 1 ct-:0:1:1 Tt:lc i~ion LOS ANGELES COMMUNITY COLLEGES in truction tcllavisi n , ...,... __ u 163 855 N. Vermont Avenue Los Angeles, Ca 90029 :p 1ng l':)75 lT Qu •~ ionn ire R ults Swnm ry R port umber o stud n s a Ex mina ions: 1,254. spond n s : 810 ( 4. pre n) Sex Mal Female Age 2 or young r 27-31 32-36 37-51 52 or older rital Sta us Single Married Divorced Widowed Working Laid off At school Unable to work Keeping house Retired 375 435 164 154 145 245 102 174 522 97 17 Per e n 46.3 53.7 20 . 2 1 . 0 17.9 30 . 2 12 . 21. 5 4.4 12 . 0 2 .1 579 71. 16 1. a 131 ]6. E hnic Grou Bl ck 115 0 · nish Su1n m Jl Orien al 25 Caucas1 n 565 0 ·h r '> o Rs ons 1 5 Occura ion Prof ss1on · l or '· a ri l Cler 1c~:1 or Sud n Hom mak r r o csponsc lv. · 17" 4 0 75 11 2 71 ~4 10 0 12 1. 2 0 3 8 15 7 . 4 , o R s ns 1.5 How importan is for Classes leadj; g ee Ar and music a recia ion Vocational skills deve]o men Hobbies and crafts Public affairs General interes 1 2 3 4 Pr ent l . 2 7.5 3 . 1 9 . 8 3 . 6 1. ,.P . 7 15.1 13 . 8 . 8 High st HS G , Completed lOt 11 h 12 h r o spo s 1-15 1 -3 0 31-4 5 its 5 .4 4 - 0 5 .4 1. OT1 X X X 5 1 o r nor r o GSI on!:' us Jo E sponse ITV? ( ~ n shown X X X 7 8 9 Pr ~umb r Cent 11 5 13 20 747 14 87 134 81 74 1.4 .6 1. 6 2.5 92 . 2 1. 7 10 . 7 16.5 10 . 0 9.1 113 13 . 9 308 38.0 13 1. 532 5 . 7 1 40 29 . 7 38 4 . 7 by x) ot Im .,or ant Very Impor ant What ;n e ):'.O"<.l choose I'I'V over Uniq11en ss 0 cours, con ent 0 portunity to work at my own pace Unabl to c..or,Jnute to a col l eg umber o Dependents None 269 (33.2%) "1 class on a r re J 9. 3 174 21. 5 47 5 . 8 On 13 (16.8° 6 ) coll ( "Chec k one nt C'onv n1 nc 0 class hour O her re son 1ore than -Jo Respons Two 16G (20.5 0) one rea~on Three or more 239 ( 9 . 5%) onli'.") umber Percent 231 28 . 5 73 9 . 0 21 2 . 1 108 13 .3 164 2 Wh tis the main bcn it you ge ou your J'T'V class? ("Ch ck one only") nt Number Percent Uni s required for GI 210 25. Bill or other aid 46 5.7 for 0th r enefit 44 5.4 1 11. 2 v1o e than one checked 15 1.9 Satisfy subjec matter or uni r quirement for colleg Opportunity to widen knowledg current or utur job Personal interest ands lf-irn rovement 29c: 3 .4 1 o ResJ_X>nse 109 13.5 Indicate or wi h s a cment. (1 an shown by x) Statement The textbooks are well related to the lessons It is easy to continue th facilitator for discussion The tel vis d lessons r too slow Too much emphasis the extbooks Exams are g iv1=n 1 e 1n the cours a convcnien The tex books do not go to The pace of oo quick ~-1ore textbook work should e assi ned The lessons end too soon I is easy to keep up with h lessons The xams are well related to he lessons The xams are locations close o .. o The ITV lessons are too long Expect to enroll in more ITV.? Yes Maybe No Maybe Not o .espons Will vou enroll in an O - Campus LACCD class? Yes No o Response 401 327 8 28 46 um er 427 325 5a 49.S 40. 4 1.0 3.5 5.7 p re n r,,2. 7 40. l 7.2 S rongly Agr 1 Agr C 2 X X X Undecid d 3 Disagree 4 X < X X X X Strongly Disagree 5 umber Percent ,..,e of cJ c1ss you enroll in:- ~ .) d dnfini e type 269 33.2 Un ecided; de ends on offerings 259 32.0 No Response 282 34.8 any comment e for ITV Number Percent offering some comm •n 283 34 . 9 o Comrnen 527 65.1 umber of respondents 1 .... ques ing a copy of thjs summarv: 517 (63.8 percent) W tis the main b n fit you g V class? ( "Ch ck one only") cen Satisfy subject m ter or uni Units required for GI requiremen for coll ge 210 Opper unity to wid n knowledg for 25.9 Bill or other aid O hr benefit current or future job 91 Personal interest ands lf-improvem nt 2 ~ 11. 2 36 .4 More than one checked No Response Indicate agreement or t. (Me n shown by x) Statement 'I'h are well is easy facili ator o continu he course or discussion The televis oo slow Too much empr,asis is plac d on . e x books rxams are given at he roper im in the course he ITV lesso s ~re given a con A lo from The lessons do oge her well Th he lessons is oo quick More textbook work sho'..lld be assigned The lessons end oc soon I s eas y to kee up with he lessons The exams are v.: 11 related 0 the lessons ~he exams are giv n at locations close to my holTle The ITV lessons are oo long Agree 1 A r 2 X X X X X X Undecided 3 X X Disagree 4 X X X X X X rcent J rumber Percent Expect to enroll Wh of closs ~> in more ITV? wo enroll in? --=----=--------- Yes 401 4 . 5 'efinite type Maybe 327 40.4 Undecided; depends 0 taybe Not No Response 8 28 46 1.0 3.5 5 .7 Will you enroll in an Num r ere nt On-Cam us LACCD cl ss? on offerin s o Response comment or ITV 269 33.2 259 32.0 282 34.8 X 164 2 umber Percent 46 44 15 5.7 5.4 1.9 109 13.5 Strongly Disagree 5 Yes No 427 3 S 58 S?.7 40 .1 umber Percent off r·ng some comment 283 34 . 9 o Response 7 . : No Commen 527 65.1 umber of respondcn re UPS .;..:KJ ~ co1, · of his swnm rv: 517 ( 3 . 8 percen ) APPENDIX D SPRING 1975 ITV APPLICATION/ENROLLMENT FORM } 165 MM TY C LLEGE D STRICT Spring 1975 COLLEGE CREDIT BY TELEVISION LAW FOR THE SEVENTIES - with DONALD P. LYDEN , . . ., ~ l • -. f 'T ~ P~~ ~ '/, In co peration with the Con ortium for Community Coll ege T levi ion 166 ROB RT RU DA ALMANZA 1931 Born in hihuahua, Mexi o 1950 1952 1954 19 55-56 1956 1956-62 1957-58 1958-64 1958-64 1964-70 raduat d from John . Fremont High chool, Los Angel s, 'alif rnia A.A., Los Angeles ity ollege, Lo Angeles B.A., Univer ity of California, Lo Angeles Tea hin 1 As i tant, University of alifornia, L s Ang les M.A., Univ ·r ity of alifornia, Lo Angeles Military ervice, United tates Army Director Unit d tates Army Education Cent ·r, Wild flecken, We t G rmany Tea her, Los Angeles Unified School District Instructor, Los Angeles City ollege Extended Day Instructor, Los Angeles City College 1970 Coordinator of Financial Aids, Los Angeles ity ollege 1971 -76 Graduat Stud nt, University of Southern California , Los Angeles 1970- Assistant Dean, Admissions, Los Angeles City College

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Creator Almanza, Roberto Rueda (author)

Core Title Student perceptions of the Los Angeles Community College District instructional television college credit program: an appraisal

School School of Education

Degree Doctor of Philosophy

Degree Program Education

Degree Conferral Date 1976

Publication Date 01/12/1976

Defense Date 01/12/1976

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

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