University of Southern California Dissertations and Theses

The role of the campus instructor in student achievement in community college television instruction

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The role of the campus instructor in student achievement in community college television instruction

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Content THE ROLE OF THE CAMPUS INSTRUCTOR IN STUDENT ACHIEVEMENT IN COMMUNITY COLLEGE TELEVISION INSTRUCTION by Alfred Peter Fernandez 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) June 1976 Copyright © by Alfred Peter Fernandez 1976 UNIVERSITY OF SOUTHERN CALIFORNIA THE GRADUATE SCHOOL UNIVERSITY PARK LOS ANGELES, CALIFORNIA 90007 This dissertation, written by ________________ .Alf re~l Peter. Fernandez ___________________ _ under the direction of his _____ Dissertation Com- mittee, and approved by all its members, has been presented to and accepted by The Graduate School, in partial fulfillment of requirements of the degree of DOCTOR OF PHILOSOPHY ·----------------------------------------------------------------------------------· Dean Date _________ £-::_~'f_:_?_f __________ _ DISSERT TION COMMITTE E ACKNOWLEDGMENTS The author wishes to acknowledge the assistance and encouragement of the following persons during the course of this study: • My dissertation committee: Dr. Leslie Wilbur, Chairman Dr. M.A. Nottingham Dr. Ruth M. Sparhawk • The staffs of the Los Angeles, Long Beach, Rio Hondo, Santa Monica, and Ventura Com munity College Districts • The faculty and staff at the University of Southern California School of Education • My wife and family: Dolores, Tina, Virginia, Pam, and Steve 11 TABLE OF CONTENTS ACKNOWLEDGMENTS. • • • • • • • • • • • • • • • • • • LIST OF TABLES .. • • • • • • • • • • • • • • • • • Chapter I. II. III. THE PROBLEM ..• • • • • • • Statement of the Problem Purpose of the Study • • • • • • • • Questions to be Answered (Research Hypotheses) Research Problem and Hypotheses Definitions of Terms Organization of the Remainder ~f the Study REVIEW OF THE LITERATURE • • • • • • • • • • Introduction Historical Background of Instructional Television Attitudes Toward Instructional Television Advantages and Disadvantages of Instructional Television Achievement in Instructional Television METHODOLOGY. • • • Overview Research Design • • • • • • • • • • • • • Selection of Student-Subjects Instrumentation and Procedures Data Processing and Analyses Assumptions Delimitations Limitations . . 11 V Page 1 14 55 ... l.l.l. Chapter Page IV. ANALYSIS AND INTERPRETATION OF FINDINGS. . . 65 Analysis Interpretation of Findings V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS. . 81 Summary Conclusions Recommendations REFERENCES APPENDIXES • • • • • • • • • • • • • • • • • • • • • A. B ., C. Frequency, Mean Score, and Post Hoc Multiple Comparison Tables ... • • • • • Data Forms . Letters. . . • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 88 94 122 125 . l. V LIST OF TABLES Table 1. One-Way Analysis of Variance on Midterm and Final Examination Scores, Experimental Page Group vs. Control Group. . . . . . . . . . . 66 2. 3. 4. Two-Way Analysis of Final Examination Group vs. Control Variance on Midterm and Scores, Experimental Group, by Subgroup .. Chi-Square Analysis of Completion of Horne Television Course by Experimental and Control Groups ..•......•... Frequencies of Students in Total Sample in Each Category ..........•... 5. Frequencies of Students in the Los Angeles • • 68 • • 70 • • 94 Community College District in Each Subgroup. 98 6. Frequencies of Students in the Long Beach Community College District in Each Subgroup. 101 7. Frequencies of Students in the Rio Hondo Community College District in Each Subgroup. 104 8. Frequencies of Students in the Santa Monica Community College District in Each Subgroup. 107 9. Mean Scores of Experimental and Control Groups on Midterm and Final Examinations. . 110 10. Mean Scores of Total Student Sample in Each Subgroup on Midterm and Final Examinations . 111 11. Mean Scores of Student Subsample in the Los Angeles Community College Distr~ct on Midterm and Final Examinations . . . . . . . 112 V Table 12. 13. Mean Scores of Student Subsample in the Long Beach Community College District on Mid- term and Final Examinations ....... . Mean Scores of Student Subsample in the Rio Hondo Community College District on Mid- term and Final Examinations ....... . 14. Mean Scores of Student Subsample in the Santa Monica Community College District on Mid- Page • • 113 • • 114 term and Final Examinations. . . . . . . . . . 115 15. Post Hoc Multiple Comparisons of Total Student Sample Midterm and Final Examination Scores. . 116 16. 17. 18. Post Hoc Multiple Comparisons of Los Angeles Community College District Subsample Mid term and Final Examination Scores ..... Post Hoc Multiple Comparisons of Long Beach Community College District Subsample Mid term and Final Examination Scores ..... Post Hoc Multiple Comparisons of Rio Hondo Community College District Subsample Mid term and Final Examination Scores ..... 19. Post Hoc Multiple Comparisons of Santa Monica Community College District Subsample Mid- • • 117 • • 118 • • 119 term and Final Examination Scores. . . . . . . 120 vi CHAPTER I THE PROBLEM Statement of the ProbZem The use of television as an instructional tool has been steeped in controversy. From the very early days of television to the present time, educators for and against instructional television have argued over the relative merits and demerits of television as a medium for meaningful learning at all levels of the educational spectrum. College classes have been offered on television throughout the United States for approximately the last 20 years. These classes have been transmitted on closed circuit television, educational stations, and more recently on commercial television stations. However, the length of time that the classes have been offered and the number of stations that have carried these classes have not stilled the critics. In fact, college classes on television still are seen as being in the experimental stage. One of the major arguments against college classes on television is the lack of student contact with the 1 television instructor. To counter this obvious shortcoming, the campus instructor idea was initiated for classes offered on television. The campus instructor is a relatively recent innovation in educational television and as yet his role is not well defined. However, his purpose is to serve as an in-person liaison between the television instructor and the student. The campus instructor is to serve this role pri marily by being an available on-campus expert for the class and subject being offered on television in order to be able to communicate with the television students in some useful way. As stated above, the campus instructor is defined as the instructor who serves as the in-person liaison between the television instructor and the television student on the college campus where the student is enrolled. The campus instructor serves this role by communicating with the tele vision students through optional seminars, individual con ferences, telephone conferences, field trips, and other . experiences. As a result of both state law and a concern for lack of student contact with the television instructor for classes offered on home commercial television, the Southern California Consortium for Community College Television has 2 utilized the services of a campus instructor on each of the campuses of the Consortium. Other colleges and consortia have done likewise. The use of a campus instructor has quieted some of the criticism pertaining to lack of student contact for classes offered on television. Moreover, the use of a campus instructor appears to have appeased, to a large extent, the dissatisfaction of students who would otherwise have lacked contact with the television instructor. However, uncertainty still remains: Does the participa tion of a campus instructor for classes offered on tele vision really make a difference? In other words, does the participation and use of a campus instructor result in stu dents achieving at a higher level? Whether the campus instructor affects student achievement in television classes to any great extent is a question that needs to be answered. Research is needed to determine whether or not there is a relationship between the achievement of television students who utilize the services of the campus instructor as compared to those stu dents who do not. The present study was directed toward attempting to answer this question. It is hoped that infor mation derived from this study will contribute toward answering the foregoing question and thereby help to enlarge 3 our knowledge relating to college instructional classes on television. Purpose of the Study The present investigation was undertaken to ascer tain whether or not television students achieve at a higher level when they utilize the services of the campus instruc tor than when they do not. More specifically, this study was designed to: 1. Determine the extent to which a campus instruc tor affects student achievement for a class offered on home television as measured by mid-term and final examination scores 2. Determine the extent to which a campus instruc tor affects student achievement for a class offered on home television as measured by completion or lack of completion of the course 3. Ascertain whether there is a relationship be tween the sex of the student and achievement in the tele- . . vision course 4. Determine whether interaction effects take place between sex and experimental versus control group 5. Ascertain whether there is a relationship between the age of the student and achievement in the 4 television course. 6. Determine whether interaction effects take place between age and experimental versus control group 7. Determine whether there is a relationship between the units completed by a student and achievement in the television course 8. Learn whether interaction effects take place between units completed and experimental versus control group 9. Find out whether there is a relationship between ethnic group and achievement in the television course 10. Determine whether interaction effects take place between ethnic group and experimental group versus control group 11. Ascertain whether there is a relationship between college district attended by a student and achieve ment in the television course 12. Learn whether interaction effects take place between college district attended and experimental group versus control group. Importance oft~~ Study Classes for college credit offered on home tele vision are becoming increasingly important in the total 5 curricular offering of colleges and universities. Although television as an instructional medium for learning is still in the experimental stage, its renewed status for broad casting college credit classes on home commercial and edu cational television must be verified and justified by the development of a useful body of empirical research to sup port the beliefs and contentions of its supporters in this time of behavioral objectives, accountability, and cost effectiveness. The determination of whether the participation of the campus instructor affects the achievement of television students may have a bearing on the future role of the campus instructor. Moreover, this information may also have a bearing on future support for expanded college television offerings on home television. Questions to be Answered (Research Hypotheses) The central research question was as follows: Was there a difference in achievement between those television students who received the services of the campus instructor and those who did not? This study sought answers to the following questions (research hypotheses): 1. Was there a significant difference between the examination scores of students who received the services of 6 the campus instructor and those who did not? 2. Was there a significant difference in the com pletion rate between those students who received the ser vices of the campus instructor and those who did not? 3. Was there a significant relationship between the sex of the student and achievement in the television course and was there a significant interaction effect between sex and experimental group versus control group? 4. Was there a significant relationship between the age of the student and achievement in the television course and was there a significant interaction effect between age and experimental group versus control group? 5. Was there a significant relationship between units completed and achievement in the television course and was there a significant interaction effect between units completed and experimental group versus control group? 6. Was there a significant relationship between ethnic group and achievement in the television course and was there a significant interaction effect between ethnic group and experimental group versus control group? 7. Was there a significant relationship between college district attended and a~hievement in the television course and was there a significant interaction effect 7 between college district attended and experimental group versus control group? Research Problem and Hypotheses Research Problem The research problem was concerned with ascertaining the extent to which differences occurred in achievement on the part of two groups of television students: (1) an experimental group of students who were exposed to the ser vices of a campus instructor while taking a specific class on home television, and (2) a control group of students of comparable background who were exposed to a specific class on home television only. Research Hypotheses Relative to the research problem, the following hypotheses were formulated: On each of the five dependent variables represented by measures of the construct of achievement in the course expressed by examination scores, the mean score of the experimental population of students that experienced the services of the campus instructor would be higher than the mean of the comparison population of students that did not utilize the services of the campus instructor. 8 NuZZ Hypotheses The following null hypotheses were examined: 1. There will be no difference in achievement be tween those television students who received the services of the campus instructor and those who did not. 2. There will be no difference in the completion rate between those television students who received the ser vices of the campus instructor and those who did not. Corresponding to the subsidiary question concerning the extension of a possible relationship and/or interaction between the treatment variable and sex, age, units com pleted, ethnic group, and college district attended, the lack of a rationale for anticipated outcomes led to the formulation of the following null hypotheses: between between between between 3. There will be no relationship and interaction the 4 • the 5. the 6. the 7. treatment variable and sex. There will be no relationship and interaction treatment variable and age. There will be no relationship and interaction treatment variable and units completed. There will be no relationship and interaction treatment variable and ethnic background. There will be no relationship and interaction 9 between the treatment variable and college district. Definitions of Terms CaZifornia Community ColZege.--A two-year, publicly supported college offering lower division credit courses to qualified legal residents of California. Campus instructor.--An in-person liaison between the television student and the television instructor on the col lege campus where the student is enrolled; an available on campus expert for the class and subject being offered on television. ciosed-circuit television.--Transmission of a tele vision course or program to a specific and limited student audience (in education, usually on campus). Commerciai television station.--A television station in business for profit. Educationai teievision station.--Usually a nonprofit television station designed to transmit educational, cul tural, and public interest programs. Face-to-face teaching.--Live, conventional teaching in the presence of the instructor. 10 C Instructional television.--Any instructional method that relies primarily or exclusively on the television medium. Live instruction.--Viewing instruction as it is actually occurring, whether it be in person or through the television medium. Medium.--A total configuration of the technology and interaction between teaching and learning. Two media would be distinguished from each other if there were obvious and measurable differences in their respective configura tions. Thus, face-to-face instruction is a medium distin guishable from instructional television. One-way television.--Television transmission in the normal sense with no opportunity for students at the receiv ing end to communicate with the television instructor. Sample.--All of the student subjects included in this study representing four community college districts. Southern California Consortium for Community College Television.--A cooperative group of 26 community college districts with 34 colleges located in Southern California. 11 Subsample.--The students from one of the four com munity college districts, e.g., the Los Angeles Community College subsample. Subgroup.--The students representing one of the categories within the sample or subsample, such as sex, age, units completed, and ethnic group. Television consortium.--A group of colleges and/or universities for the purpose of producing, developing, and coordinating open-broadcast television courses and sharing the financial burden for such an endeavor. Television instructor.--The instructor of a course broadcast over the television medium. Two-way television.--Incorporates an audio and/or visual return capability that allows students to ask ques tions during a live broadcast. Videotape.--An audio-visual tape recording. A mag netic tape that carries both sound and visual information in the television industry. 12 Organization of the Remainder of the Study Chapter II presents a historical and theoretical framework for the dissertation idea. The chapter presents a review of the literature pertaining to instructional tele vision. Subtopics in this chapter include the historical background of instructional television, attitudes toward instructional television, advantages and disadvantages of instructional television, and factors in achievement in instructional television. Chapter III sets forth the methodology of the study. This chapter includes an overview, the research design, the selection of student-subjects, instrumentation and proce dures, data processing an<l analysis, assumptions, delimita tions, and limitations. Chapter IV delineates the findings of the study and presents an interpretation of findings. Chapter V includes a summary of the findings, con clusions, and recommendations. 13 CHAPTER II REVIEW OF THE LITERATURE Introduction The purpose of this chapter is to give the reader an overview of television as an instructional medium. The first part of the review consists of the historical background of instructional television. Next, the writer reviews recent and present-day attitudes of faculty, students, and adminis trators toward television as a teaching medium. The advan tages and disadvantages of the medium, as perceived by fac ulty, students, and administrators is also reviewed at this point. Following this, the writer attempts to acquaint the reader with a synthesis of recent research on achievement as it bears on instructional television. This includes descriptions and comparisons between open-circuit, closed circuit one-way, and closed-circuit two-way instructional television mediums with one another and with the live face to-face teaching medium. Then, achievement in instructional television is considered as it relates to student charac teristics. Finally, the partial participation of a live 14 • instructor (campus instructor) in the instructional tele vision process is analyzed. Historical Background of Instructional Television Educational television began in 1932 at the State University of Iowa. The University's electrical engineer ing department developed an experimental station using a "scanning disc" system rather than a picture tube. The University station offered over 400 programs that included lecture courses in art, botany, drama, engineering, and shorthand from the period of 1932 to 1939. By 1948, there were 40 commercial stations, 400 stations by 1950, and a coast-to-coast television network by 1952. Television had taken the country "by storm" and there was little doubt that television would be the medium of the future. However, education did not take immediate advantage of the television medium despite its fine start in Iowa. In 1948, there were only five universities in the United States utilizing the medium or developing plans to do so. The first nonexperimental television station owned by an educational institution began operations in 1950 at Iowa State College (now Iowa State University). Some of these pioneer colleges had built or planned to build television 15 studios to broadcast over commercial stations. In this same period Michigan State University became involved with closed-circuit television instruction. Fortunately, leaders within education, government, and industry had the foresight to bring about the reserva tion of television channels for education by the Federal Communications Commission on a national basis. This repre sented a crucial event in the development of television as a medium for education. As a result of the foregoing, the Federal Communications Commission reserved 242 television channels in the broadcast spectrum for educational stations. During this period of moderate expansion of broad cast instructional television, closed-circuit television experienced a parallel and more meteoric rise in development. Closed-circuit television became widely employed in univer sities for large lectures and for close-up demonstrations (Stanford University, 1962, pp. 334-336). By 1960-61, 400 institutions of higher learning in the United States had enrolled over 250,000 students in televised courses, both through closed-circuit (on-campus) and broadcast (off-campus) television. The space program with the development of satellites increased tremendously the possibilities for increased and worldwide transmission 16 of educational programs for students from elementary through the college level. It should be noted, of course, that television did not begin from point zero in the development of the concept of using media for the purpose of broadcasting educational programs. Educational radio really was the pioneer in the development of educational broadcasting. In 1917, the first educational radio station was established at the University of Wisconsin. There was considerable expansion of educa tional radio between 1920 and 1930. In 1926, the Associa tion of College and University Broadcasters was founded. The depression of the 1930s resulted in the failure of the great proportion of these experimental radio stations and only a few survived, primarily the stations affiliated with the publicly supported Land Grant Colleges (Stanford University, 1962, pp. 336-337). However, the great success predicted for educational radio was never attained, although there are many educational institutions using this medium today. The fact that educational radio fell short of its anticipated potential was probably due to the development of motion pictures and then, television. It has been stated that Thomas Edison said "motion pictures were the greatest tool ever devised by man and would supplant the classroom 17 teacher" (Smith, 1969, p. 257). As it turned out the first part of his prophecy was more applicable to educational television. Nevertheless, it is interesting to note that the National Association of Educational Broadcasters, founded in the twenties, was a group that provided early leadership in educational radio, and later in educational television and other media. Again, this group was instrumental in the later reservation of television channels. As early as 1930, this educational group conceived two concepts relating to the role of educational radio that are still very apropos today for educational television. These related concepts are as follows: 1 .... broadcasting as an instrument of general culture providing an alternative national program service for the mature adult and the out-of-school child; and 2. broadcasting as a systematized and sometimes total tool for formal education. (Stanford University, 1962, p. 338) Basically, these two concepts are still a very important part of the thinking of educators involved with the repro duction of meaningful educational courses today. In the postwar period, the educational broadcasting movement came to fruition with the conclusion that: 18 Educational broadcasting had reached a critical stage in its development; decisions made now would probably determine its pattern of success or failure for the next two decades. (Stanford University, 1962, p. 341) As mentioned earlier in this section, the crucial event for educational television occurred in 1952 when the Federal Communications Commission reserved 242 television channels for educational purposes. It is said that this action was "as significant and far-reaching in its implications as the Morrill Act of 1862 which created the Land Grant College system in the United States" (Stanford University, 1962, p. 344). It was felt, then, that the decisions of the Com- mission in reserving channels for educational television (as well as AM and FM educational radio stations) would assure the utilization of this new medium (television) that was repeatedly called "the most important invention since printing" (Stanford University, 1962, p. 344). Finally, the Stanford University publication succinctly stated: The problem no longer is whether to use television as a teaching instrument. The new questions are rather "where and when, " "for whom~• and "how of ten, " and "in what context." (p. 344) Zigerell and Chauso.w (1974) stated, however, that instructional television followed a curve downward from enthusiastic acceptance and support, in many quarters, the fifties to the moderate acceptance of the sixties. . in An 19 upward swing has begun again and it appears that the edu cational climate of opinion is right to bring the external degree and continuing education programs into the home as well as to off-campus locations. Attitudes Toward Instructional Television Television in education is here to stay, not because it has won enthusiastic acceptance, but because it can be an effective, economical, and labor-saving way of bringing instruction simultaneously to large numbers of stu dents. Faculty Attitudes Toward Instructional Television According to Chu and Schramm, The research evidence makes attitudes toward instruc tional television seem rather ·more favorable than one would expect from the experience reports that circulate. Regardless of this evidence there is good reason to think that some resistance among teachers has been aroused wherever and whenever television has been intro duced for purposes of direct teaching. Sometimes this has taken the form of vigorous opposition; sometimes merely dissatisfaction or insecurity. (1967, p. 61) Chu and Schramm (1967) indicated that some of the factors that affect teacher attitudes toward instructional television are how teachers perceive the medium as a threat to replacing the classroom teacher, to replacing direct con tact with students, and to reducing the effectiveness of 20 instruction. Other factors include faculty conservatism, especially as to their attitudes toward using modern tech niques and educational innovation and experimentation (p. 6 8) • Dubin and Hedley (1969) reported that faculty reaction to instructional television ranged from neutral to strongly negative. However, faculty believed that instruc tional television was as good or better than conventional instruction in holding student attention. It is interesting to note that junior faculty and faculty who had taught a number of large lecture classes tended to favor the intro duction of instructional television. Reid and MacLennan (1967) stated that faculty atti tudes had often been more negative than those of students: In higher education, the negative attitudes of the faculty have been the greatest impediment to the use of television. A common faculty criticism is that television courses reduce on-campus enrollments. Gross (1972), in her comparative study between television and on-campus students, reported that television enrollment in most courses did not reduce on-campus enrollment in the same courses. Gross (1968) stated that there has been no consensus in studies on attitudes of teachers toward the television 21 medium. Chu and Schramm (1967) reported that administrators were more likely to be favorable toward instructional tele vision than were t 2achers. A significant portion of teach ers and students had initially negative attitudes toward instructional television; these negative attitudes tended to lessen, but not necessarily disappear with time and appro priate administrative behavior. Student Attitudes Toward Instructional Television Reid and MacLennan (1967) commented that students' opinions .are most probably a function of the attitudes of their teachers and/or the quality of the instruction pre sented to them by means of television. In most cases, stu dent attitudeshavenot been a serious barrier to the use of instructional television. Student attitudes toward instructional television are affected by how much teacher contact they think they will have, relative abilities of television and classroom teachers, whether they find instructional television boring or interesting, the nature and quality of the televised courses they have seen, and the conditions of viewing instructional television (Chu & Schramm, 1967, p. 69). 22 According to Dubin and Hedley (1969), students accept instructional television favorably before and after it is introduced. Moreover, general acceptance of instruc tional television on the part of students has increased through time. In fact, students receive instructional television more favorably after they have experienced it. Also, most students feel they learn at least as much from a television course as they do from a conventional course. However, given a choice between a televised course and a live, conventional course, most students will choose the live course. On the other hand, if the students are faced with the choice between a television course and a large lec ture course, they will modify their attitudes in favor of the television course. There is no doubt that students will select the television course if they feel they will get a better lecturer in the television presentation (pp. 73-84). There is evidence of a Hawthorne effect among stu dents beginning to use instructional television, but there is no firm evidence that attitudes toward the medium neces sarily improve or worsen with time. Also, liking instruc tional television is not always correlated with learning from it (Chu & Schramm, 1967). 23 In the Michigan State University study on classes offered over closed-circuit television, 90 percent of the students were willing to take additional classes on tele vision after completion of a course taught by this medium. These same students as a whole did not feel that their institution (Michigan State University) was a depersonaliz ing place. It was also determined in this study that many students entered the television classes with a negative atti tude that gradually became more positive with experience with the medium. However, when given the choice, most stu dents stated a preference for a live lecture over a closed circuit television lecture (Davis et al., 1969) Gross (1972) reported that students liked the con venience of television classes best. However, she also reported that students indicated they needed more instruc tional guidance. Gold (1972) stated that younger students tended to be more critical than older students. Also, two out of three students said they would enroll again in television courses. Burke's (1971) area of greatest interest related to student attitudes. Many of the actual criticisms of tele vised instruction did not deal with inherent or necessary 24 limitations of television. Similarly, many of the praises were not directed to any unique quality of television. For example, one of the major criticisms of a University of Indiana government class offered on television centered around the quiz sessions which were live. Further, the common complaint of television students against the inabil ity to ask questions during lectures was relevant to the television m2dium, but not exclusively. Also, criticism of textbooks, testing methods, and time of class offerings were not unique to television. Burke (1971) reported that what students liked best about television instruction were guest interviews, illus trations, films, interesting lectures, tight organization, and supplementary lesson outlines, none of which are inher ent to the medium of television. Obviously, the point Burke was trying to make was this: When instructional tele vision is being evaluated, in comparison to traditional on campus classes, be sure that opinions and attitudes that are inherent to the medium of instruction are separated from those that are not. Gross (1968) reported that there has been no con sensus in studies on attitudes of students toward television as related to previous experience or exposure to the medium. 25 Advantages and Disadvantages of Instructional Television "Television is neutral; it is neither educational nor instructive; it is a means and not an end. It is sim ply an instrument that can be used to do certain kinds of educational jobs, and the quality and dimensions of these jobs are the primary consideration of educators who are interested in using TV. It cannot of itself perform important educational functions, and it cannot be expected to do so.'' (Dubin & Hedley, 1969, quoting C.R. Carpenter, p. 14) Many of the foregoing faculty and student attitudes are based on what is perceived to be the advantages and dis advantages of the television medium when compared to the traditional, live, face-to-face medium. The following two sections enumerate the advantages and disadvantages of instructional television as perceived by faculty, students, and administrators and inherent in the medium itself. Advantages In general, television courses allow for the selec- tion of the most talented faculty. Faculty can be the most talented within a college or university or within an entire consortium of institutions. It encourages the sharing of the best faculty among institutions. Also, because faculty are in the spotlight, lectures are better prepared, orga nized, and researched (Burke, 1971; Williams, 1969). Being able to view and hear famous specialists or well-known 26 personalities as primary teachers or in guest interviews is a real asset (Burke, 1971). The teacher who has been a television instructor is always a better instructor because of his experience. Another great advantage is the medium itself. Pro fessionally prepared illustrations, film clips, and other inserts can easily be incorporated into the television lec ture (Burke, 1971). The television courses compress time and space and edit reality. This medium can utilize vir tually all of the classroom tools of instruction. Close up demonstrations can be shown. Television can reproduce itself by videotape and other methods, thereby making class scheduling more practical (Smith, 1969). In addition, vid eotape lectures can be and are repeated for student con venience (DeJong, 1975). From the student point of view, there are many advantages. The medium makes available courses for students who for reasons of time or money cannot otherwise undertake higher education (DeJong, 1975). For example, the medium provides an opportunity for adults because classes can be offered at home. Adults can pursue higher education, up grade professional or technical skills, or attain general knowledge in countries or areas where they cannot gain 27 admission to the normal higher education systems. It pro vides a medium for education in rural areas or places dis tant from learning centers (Paulu, 1969). It can be uti lized to offer higher education to home-bound handicapped persons, mental patients, convalescents, and prison inmates (Williams, 1969). In addition, home viewing is convenient in that it provides a front seat in the classroom and the elimination of driving and parking problems (Hoban, 1963). The television course can be an enriching experience for the college student when combined with other teaching techniques and media (Zigerell, 1969). It provides a change of pace, often a lift from the classroom. It is becoming more and more evident that certain students do well with this teach ing medium. It demands, and therefore concentrates atten tion (Stanford University, 1962). Obviously, it prevents a few students from monopolizing the class session with ques tions that interrupt or divert flow of information (Hoban, 1963). It is an excellent medium for continuing education opportunities. From an administrative viewpoint, there are obviously great advantages. Home television instruction serves as an extension of the college and it can be an economical and labor-saving medium. It is a mass or large group medium; no 28 group is too large (Smith, 1969). For closed-circuit classes, additional sections of a course can easily be added with the same instructor (Williams, 1969). The course can be repeated on tape without additional cost (DeJong, 1975). It saves on resources because the home television student, for the most part, does not occupy a classroom or parking space. Best of all, achievement is comparable to classroom based instruction (DeJong, 1975). Disadvantages There are many real and perceived disadvantages attributed to the television instructional medium. Teacher resistance itself is a major problem. Faculty are greatly threatened by the medium. They often perceive instructional television as a way of replacing the classroom and replacing direct contact with students. Another common disadvantage is that the individual classroom teacher feels that his course is superior to a television course, contrary evidence notwithstanding (DeJong, 1975). He feels that television is designed for the large group approach that is, in his mind, the antithesis of individualized instruction. Again, faculty feel a real or imagined danger of being restrained by pressure groups on controversial issues and the expres sions of opinions that are unpopular (Smith, 1969). 29 ' Disadvantages of instructional television as a medium include the fact that it is a one-way communication medium; the absence of feedback creates serious problems (Smith, 1969). The television instructor cannot answer questions, cannot tell when he is being misunderstood, does not know when he is boring and when he is impersonal (Wil liams, 1969). Also, television forces the viewer to accept the lecture or program at the rate it is transmitted (Smith, 1969). In another vein, one needs a television set with the ability to pick up the transmission signal. Poor reception can sometimes be a problem (Gold, 1972). Important student-use drawbacks of instructional television are that viewing times may be inconvenient, domestic interruptions in home viewing may take place, there is a lack of student contact and social support of fellow students, and more self-discipline is required on the part of the students. What is most frustrating for students is the delay in answering questions (McIntosh, 1970; Stein, 1972). The television class lacks the spontaneous inter change, thus handicapping stimulation between teacher and student (Williams, 1969). Moreover, it is difficult or impossible to take adequate notes. If given a choice, most students prefer live instruction (Larimer & Sinclair, 1969). 30 Administrative disadvantages include start-up costs that can be high. Individual colleges cannot produce quality productions because of cost and other resources. Amateur productions are unsuitable because of comparisons with com mercial productions from a technical point of view (DeJong, 1975). Also, it is difficult to find and rent quality tele vision courses. In addition, scheduling courses at bene ficial times with local commercial and educational stations can be a problem. Finally, there tends to be a high attri tion rate of students from open-circuit television courses that causes others to view the medium in a negative light (Cohen, 1971). Achievement in Instructional Television The medium is not of doubtful value from the stand point of instructional effectiveness. Quite the con trary, and there is a mountain of data to prove that teachers can teach effectively via TV and students can learn effectively--that is, as learning is measured in the conventional ways. There is no evidence, however, that students learn more from TV than from conventional instruction--only as well. (Zigerell, 1969, p. 73) Reid and MacLennan (1967) noted that many adminis trators and researchers expressed disappointment at the fre quency with which nonsignificant differences in learning resulted from comparisons of face-to-face and televised instruction and they seemed to regard this finding as a 31 negative result. However, a review of the literature on comparative studies demonstrated that if media were effec tive, it followed that there would be no significant differ ences between them. Moreover, there was a practical value in such results in that consistent findings of nonsignifi cant differences in learning from different instructional methods gave administrators some confidence that several alternative methods of instruction were available for use and allowed them to choose which one should be used in a specific situation on the basis of considerations other than relative instructional merits. Gross (1968) endeavored to cover all the studies that had been conducted to assess the effectiveness of edu cational television. Her search was limited to those stud ies that followed a somewhat experimental approach. Gross (1968) attempted to obtain an overall view about what had been learned relative to the effectiveness of television as a learning medium. She warned the reader, however, to approach the conclusions with caution, since many of the studies reviewed in her paper would not meet the require ments of acceptable experimental methodology and/or had not been replicated. On the other hand, she maintained that her review was valuable in that it provided a guide as to what 32 had been done in this research area. Of course, the basic question was, "Do students learn from television?'' Gross (1968) stated that "this now seems so trite as to be hardly worth asking" (p. 1). How ever, it was apparent that many of the earlier studies dealing with the medium dealt with this topic. Gross pointed out that it was evident that these earlier studies demonstrated that students did learn from television and she cited various references for those interested in this aspect of the topic. Chu and Schramm (1967) also illustrated that tele vision instruction had frequently been compared with no instruction. They pointed out that a surprisingly large number of studies pursued this format. They stated that several studies demonstrated that indeed students did learn from television when compared with no instruction. In most studies, though, television learning had been measured against conventional, live instruction or with some absolute or assumed standard. When comparing televi sion instruction against conventional teaching, Chu and Schramm (1967) indicated that in the 393 comparisons sum marized in 1962, the great majority showed that there was no significant difference between the two i~structional 33 media. Another 421 comparisons between instructional tele vision and conventional teaching were summarized in 1967 by Chu and Schramm with the same predictable result--no signif icant difference between the two instructional media in the great majority of the studies. Chu and Schramm (1967) reminded us that most of the studies used to compare tele vision instruction with conventional instruction utilized classes that were either taught completely by television or completely in the conventional manner. They went on to say that these were unreal comparisons because in most teaching situations, television instruction was incorporated in a learning context involving a live classroom teacher. Dubin and Hedley (1969), in their extensive study on college instruction by television, analyzed actual data in 42 comparative studies that included 348 comparisons. All the comparisons were between an experimental class taught through the medium of instructional television and a control class receiving no television instruction. Dubin and Hedley only selected studies that met their predetermined criteria. The required criteria were as follows: 1. Only comparative achievement of American col lege and university students taking courses for credit were measured. 2. The comparisons were based upon courses of at least one term duration. 34 3. Comparisons involved students receiving no tele vised instruction and those receiving some or all of their instruction by television. 4. Comparisons were based on groups which had written identical tests or examinations. 5. Comparative achievements were reported in group mean scores (not GPA, letter grades, or group medians) (Dubin & Hedley, 1969, p. 2). Stickel!, reporting in 1963, examined 250 compari sons of instructional television with face-to-face instruc- tion. He applied an unusually stringent criterion for in terpretability of results on the comparisons and concluded that 10 studies fully met his requirements. Out of the total of 33 studies that he evaluated, only 3 showed sig nificant differences in achievement between the 2 media (Jamison et al., 1974). Jamison et al. went on to say that when highly stringent controls are imposed on a study, the nature of the controls tends to force the methods of presen tation into such similar formats that only no significant differences will be found. In other words, when instruc tional television takes advantage of the potential the medium offers, then perhaps significant differences may be found. In a three-year experiment by the City Colleges of Chicago, the achievement of community college students was compared with those viewing television and studying at home 35 and with students taking the same conventional courses live in college classrooms with the same instructors who taught the courses on television. A comparison between the achieve ment of students viewing television and studying at home with students watching television lessons on campus and receiving follow-up instruction in the classroom was also studied. When evaluated, it was concluded that television was an effective means of offering college courses to at home students in all subject areas explored in the project (Erickson & Chausow, 1960). Waechter (1973) undertook an achievement study of students enrolled in one of the first classes to be offered by the Southern California Consortium for Community College Television. The course was Health Education, offered in the Fall of 1970. The study included all of the students enrolled in the course via broadcast television at 18 com munity colleges in the Los Angeles area as well as all stu dents who enrolled for two sections of conventional instruc tion in the same course at Long Beach City College during the same semester. In both instances, the course was taught by the same instructor. Waechter (1973) attempted to ascertain whether stu dents taking a community college transfer course via broad- 36 I cast television achieved at a comparable level to students taking the same course on a college campus in the tradi tional classroom atmosphere. The study showed that the students in the classroom performed significantly better than did students taking the course on television. Females scored better than did males in both groups. However, stu dents in the classroom situation performed significantly better regardless of sex, income level, units completed, and age. Gross (1972) reported on two courses offered by the Southern California Consortium for Community College Tele vision in 1972. Approximately 8,000 students were enrolled in these two courses. Gross made comparisons between the television students and the on-campus students in the same courses. There was no significant difference in the grades received by the two groups, although the television students exhibited a higher dropout rate. Achievement and Closed-Circuit Television on Campus The principal interest of this dissertation revolves primarily around learning from open-broadcast television instruction received at home and how the campus instructor affects this learning. However, there have been a consid- 37 erable number of studies that have compared achievement of students in conventional, face-to-face courses with the achievement of students in courses taught on campus via one way closed-circuit television, two-way closed-circuit tele vision, and comparisons between the achievement of students taking courses via one-way closed-circuit television and two-way closed-circuit television. Courses taught by one way television means that the student has no opportunity to interact with the television instructor during the telecast. Two-way closed-circuit television courses incorporate an audio-return capability that allows students to communicate with the television instructor during the telecast. A brief summary of the findings of some of these studies might be useful in their applicability to the primary area of inter est in this dissertation. Dubin and Hedley (1969) stated unequivocally after the most intensive analyses of numerous studies that there was no evidence to dispute the conclusion that one-way tele vision was as good as other instructional media. In other words, face-to-face instruction was no better than one-way instructional television. Lee (1971) reported in his study on instructional television at Scarborough College at the University of Toronto that it was determined that there was 38 no significant difference in student achievement between live (face-to-face) and one way television classes taught on campus. Davis et al. (1969), in their study of Michigan State University students taking courses over one-way closed-circuit television announced that the overall distri bution of grades for students who saw lectures live was not significantly different from those of students who saw lec tures on television. This study involved 25 different courses and 14,000 students. The usual criticism of one-way instructional tele vision, whether it be delivered live or on videotape, closed-circuit or open broadcast, is that it does not permit immediate and direct feedback from students to instructor. It does not allow students to ask questions or enter into a discussion with the instructor and the class as a whole. The development of two-way television instruction was an attempt to obviate the foregoing problem by providing audio facilities to enable students to communicate with the live television instructor during or directly after the broadcast. There have been technical difficulties in implementing this technique. Moreover, the technique requires that both stu dents and instructor adapt to the instruments necessary to achieve two-way communication (Dotterweich, 1971). 39 Larimer and Sinclair (1969) reached several conclu sions in reference to two-way television instruction. Firs~ they stated that two-way television instruction appeared to produce inhibition of interaction between students of the class at different ends of the television channel and be tween students of the class at one end. Second, they re ported that this method tended to produce negative atti tudes on the part of the students toward the course being taught in this fashion and toward the medium of instruction. Finally, they stated that the students taking the class via two-way television achieved significantly lower than the students taking the same course at the same time face-to face with the instructor. In spite of knowledge of the above, students still preferred two-way television instruc tion to one-way television instruction. Dubin and Hedley (1969) stated flatly that two-way television instruction is significantly inferior to face-to face instruction. The authors speculated that perhaps the required adaptation of students and instructors to sophisti cated and sometimes complex technology needed to achieve two-way communication may have a distracting effect on stu dent learning and subsequent performance on examinations. They went on to say that two-way television had not worked so far. 40 Student Characteristics and Achievement One should distinguish between two kinds of audi ences for instructional television: the open-circuit or TV college audience and the on-campus closed-circuit audience. The former is highly motivated and eager to learn. They are people who have been deprived of classroom experiences dur ing their lives. The latter audience, the closed-circuit audience, is another situation. The televising of a mediocre, talking classroom per formance makes them feel they are second-class citizens, deprived of the in-the-flesh mediocrity of the conven tional classrooms .... They do not willingly settle for an electronic simulation of ordinary classroom instruction. (Zigerell, 1969, p. 76) The conventional instruction does, at least, have a personal interaction, no matter how ordinary it may be. The Stanford University (1962) ten-year study, . in describing the typical college-age on-campus student, stated that students were used to classroom interaction and asking a question when they felt the need to ask one. Many of the students were serious about career goals and they tended to regard a television screen as a place to look for entertain ment, not a place to study with a professor. On the other hand, the confirmed television enthu siast was more likely to be interested in television courses 41 than was someone less attracted to the medium (Corporation for Public Broadcasting, 1974). Zigerell and Chausow (1974) concluded that the at home television student, who is typically a highly motivated, mature adult, tends to outperform his counterpart in age and ability taking evening courses on campus. Moreover, the average student of normal college age watching a television course in the classroom will not perform satisfactorily unless he is supplied with follow-up classroom instruction on a regular basis. Zigerell (1969) reported that the typical student in the TV college (City Colleges of Chicago) was from 28 to 30 years old, married, and a parent, with his sights set on a career or self-improvement. His scores on intelligence and standard entrance tests placed him in the upper half of the college-bound students throughout the country (p. 75). As one writer put it, the TV college home-viewing audience as a group displayed the traits that characterize the lower-middle classes: a de3ire to get ahead, a desire to become a discriminating consumer of both material and cultural commodities, a desire to make profitable use of time, et cetera. Two-thirds were women and two-thirds stated that they planned to complete the community college program (Zigerell, 1969, p. 75). 42 Hoban (1964) dealt with some aspects of the motiva tion of adults for earning college credits by enrolling in courses offered by the College of General Studies of the University of Pennsylvania. More specifically, the study concentrated on the problem in terms of the adult's decision between alternatives and to relate each choice to differen tial characteristics of students. Consequently, the con ventional indices of student achievement, such as grades, were ignored in favor of examining the precondition of course enrollment of these adult students. The basic research instrument was a 28-item ques tionnaire covering a range of sociological characteristics, reasons for seeking credit and/or degrees, prior college education, amount of college education, amount of college education of spouse and friends, preferences for on-campus or televised courses, distance of residence from the campus, time of viewing, whether alternative times were available, et cetera. The questionnaire was administered to 251 adults who had enrolled in the televised courses. A parallel-item questionnaire was prepared for adults enrolling in on-campus courses. Most of the students in Hoban's 1964 study, includ ing those in on-campus courses as well as those in televised 43 courses, were adult, fully employed persons or housewives attending college part time. Women outnumbered men by a small percentage in both groups. There was no difference between the groups in terms of family income, education of spouse and friends, and prior education of both groups. Four significant characteristic differences were found between those choosing televised courses and those enrolling in on-campus courses only: these differences were age, marriage, distance of residence from campus, and a more sporadic history of college attendance coupled with a larger accumulation of college units. Television courses were accepted more by those stu- . dents who had enrolled in them than among those who had not. However, given a free choice, approximately 50 percent of the telecast-course enrollees preferred on-campus courses. For the large proportion of those not already in possession of a college degree, commitment to the baccalaureate degree was a precondition to enrollment in televised courses. Students enrolling in Great Britain's Open Univer sity possessed similar traits to television students described in the foregoing paragraphs. They came from dif ferent backgrounds and socioeconomic groups and exhibited widely varying abilities. For the most part, they were 44 mature part-time students who needed to study at different speeds and would develop at different rates (McIntosh, 1970, p. 229). On the other hand, students of New York University's Sunrise Semester, according to Stein (1972), were mostly people with one or more degrees or those who had never taken a college course in their lives. The program attracted doc tors, lawyers, businessmen, teachers, and retired profes sionals. Many of them were trying to make up for cultural deficiencies or maintain their intellectual lives. Also, many housewives, workingmen, and others who regretted not having more education enrolled in the program (p. 51). Gold (1972) reported on two courses offered by the Los Angeles Community College District through the Southern California Consortium for Community College Television in the spring of 1972. These courses enrolled 2,500 students. Of these, 69 percent were female and 31 percent were male, and the average age of the students was 33 years. Gross (1972), in her comparative study of 8,000 television students, concluded that the typical television student was a married female with some college education taking courses part-time for a degree. Of these, 49 percent classified themselves as either a housewife or a student, 45 11 percent classified themselves as a teacher, and 71 per cent reported that they had completed less than two years of college. Chu and Schramm (1967) inferred that mean scores suggested that the unmotivated viewer learned more in the classroom, while the motivated viewers learned more at home. Motivational factors such as social support (others doing the same thing), competition, and interaction between stu dents by exchange of ideas could be weakened by viewing courses at home. Chu and Schramm (1967) stated that factors operating in favor of students viewing courses at home included the Hawthorne Effect (feeling special) and the pressure for passing the course was great enough to induce students to put in extra work to offset the disadvantage of working at home. However, the authors readily admitted that these statements were in the realm of speculation. The real question is: If we must let students view the program at home, to what extent will the lack of social support, the lack of competition, and the lack of inter action and supervision impair the amount of learning, if so, what can educators do to make up for these pos sible shortcomings of home viewing? (Chu & Schramm, 1967, p. 48) One suggested approach of increasing students' motivation to learn via the television medium was to provide 46 reasonably quick and steady information to students regard ing their progress and results of learning. Another approach was to get the students more deeply involved in the learning task by some kind of participation. Snow and Soloman (1968) pointedly stated that vir tually nothing was known about the teaching effectiveness of instructional media. They further asserted that after all these years of doing it, little was known about what con stitutes effective teaching. They recommended that educa tors in media design teaching treatments to fit students of particular aptitude rather than the average person. They continued their criticism by reminding educators that instructional technology must be conceptualized by combining learning theory with individualized differences. In their paper, Snow and Soloman asked two very interesting questions relating to the above; namely, what aptitude variables are particularly relevant for filmed and/ or televised instruction and what media attributes are par ticularly likely to interact with these aptitudes? They went on to report their findings in a study dealing with those very questions. They concluded that face-to-face instruction was best for highly active, self-assured, assertive individuals, while the film condition was better 47 for persons characterized as passive observers who lacked self-confidence and were dependent on others. Another apti tude variable that they reported was responsibility. They reported that low-responsibility students such as those who were unable to stick to tasks that were not of interest to them seemed to do better with live, conventional instruc tion. Finally, they stated that their findings were sug gestive only and represented unrepZicated hunches. But they stressed that more work should be done in this area. Achievement and the Campus Instructor With all big projects, the pattern is to combine broad casting with other methods of instruction. Broadcast ing, then, is regarded as supplementary to day classes, night classes, correspondence. (Paulu, 1969, p. 81} It has been stated that some of the most successful uses of instructional television resulted from the mutual cooperation of the studio instructor and the classroom instructor; that is, the two instructors working as a team toward the same learning goals (Chu & Schramm, 1967, p. 6). The euphemism, the independent learner, has come to be used to describe students receiving learning at the other end of a nearly one-way learning process. This approach is ques- ' tionable in an integrated multimedia approach (McIntosh, 1970, p. 229} 48 There is a problem of a lack of student-teacher con tact in courses offered on home television and how this affects achievement. This problem is, of course, related to the primary question this dissertation is attempting to answer. The question is asked again and again: "In what way would the lack of immediate feedback limit the effective ness of teaching and the effectiveness of learning?" (Chu & Schramm, 1967, p. 22). Would the lack of student contact with the television instructor result in the student feel ing a lack of emotional support? If the student did feel this way, would this lack of emotional support affect the student's incentive for learning? These questions are par tially answered in the previous section concerning student characteristics and achievement. Certain proponents of instructional television main tain that repeated showings of a television program will result in more learning, up to a point. On the other hand, directed follow-up, if available, is said to be more effec tive than repeated showings of the television program (Chu & Schramm, 1967, p. 33). Although the direct follow-up that is available for closed-circuit television students is not available for home television students, a campus instructor, as described in this study, can provide a certain amount of 49 follow-up. The basic means of student interaction in the TV college of the City Colleges of Chicago in 1960 were the telecasts, learning materials, readings, and mail-in assign ments. Telephone conference hours were also utilized by the television instructor and the section instructor (campus instructor). Personal conferences and examination sessions represented another means of communication (Erickson & Chausow, 1960, pp. 30-31). Zigerell and Chausow (1974), in their final study on the TV college of the City Colleges of Chicago found that the unselected student of normal college age watching a television course in the classroom would not perform satis factorily unless he was supplied with follow-up classroom instruction on a regular basis. Today in t~e City Colleges of Chicago, television credit courses are coordinated with correspondence, seminars, lectures, conferences, and tele phone interaction. Students enroll in person at one of the local campuses. Administrators believe that enrolling on campus gives students a feeling of belonging. At each cam pus, a regular member of the faculty acts as television co ordinator (campus instructor). The final examination of each course is taken on campus (DeJong, 1975, p. 17). In Maryland's College of the Air, a faculty member 50 from each participating department in each of the three colleges in the consortium serves as course coordinator (campus instructor). These coordinators oversee the exami nations, provide workshops, and provide telephone confer ences. One recommendation of the coordinators was that student-teacher contact be required early in the semester so that the student could be better oriented to the nature and requirements of the course (Cohen, 1971, pp. 36, 40). In their study of the literature, Chu and Schramm (1967) reported that students did not seem necessarily hand icapped by the lack of prompt feedback to the instructor. On the other hand, they indicated that the lack of oppor tunity for students to raise questions and participate in free discussion would seem to reduce the effectiveness of learning from instructional television, especially if the students were fairly advanced and the material in the course was somewhat complicated. Students in general have been dissatisfied because of a lack of free discussion in tele vision teaching. However, Chu and Schramm (1967) felt that the question that needed to be answered was to what extent learning would actually be affected because of a lack of feedback (pp. 49-50). This question is closely related to the primary research questions of this dissertation. 51 One rather interesting study reported by Chu and Schramm (1967) involved a group of elementary teachers. These teachers were divided into two groups. One group received weekly lessons in mathematics instruction over television, the other group was provided with live lecture discussion sessions by the same instructor. Then half of the teachers in each of these two groups received consultant services averaging five visits per teacher in addition to the regular lessons. It was found that in the group of teachers taught by television, the consultant services brought about greater mathematics achievement as well as a more favorable reaction toward the television teaching program. Conversely, for those teachers taught in the live, conventional manner, the consultant services made no differ- ence. The authors concluded that the opportunity for ques tions and discussion improved learning from television, whereas discussion was already present in the face-to-face lecture discussion group and therefore the consultant ser vices did not add to learning (p. 51). Where some kind of live instruction, such as a dis- cussion section, demonstration, or laboratory period, . 1S combined with televised instruction, one ·s forced to the conclusion that instructional television is no longer 52 inferior to face-to-face instruction (Dubin & Hedley, 1969, p. 13). Hoban (1964) stated that there is every reason to believe that there should be less learning in a television class. There is an absence of classroom give-and-take that characterizes some of the most effective teaching. There is little opportunity to adjust to individual student differ ences and needs. The student is not able to feed back his responses, to indicate his lack of understanding, or to clear up noncomprehension with a question. Consequently, most educators believe such conditions are less favorable and the student is not as well informed. Furukawa (1969) indicated that there is a need for student-teacher contact (campus instructor) to keep students motivated in community college television courses. In Europe, a live teacher-counselor is always an integral part of television instructional programs. A visitor in Poland stated that after a televised lecture by a university pro fessor at one of the consultation centers, there was a dis cussion between the students and the center counselor (Paulu, 1969, p. 61). Gross (1972) reported in her study of 8,000 television students that the most frequent criticism by the students was their inability to ask a question. This 53 situation has been partially rectified by the Southern Cali fornia Consortium for Community College Television by the implementation of the campus instructor concept. Gross (1968) reviewed many studies that dealt with supplementary activities after the TV lesson was completed. The question of their effectiveness seemed to depend on whether or not these supplements were in addition to the television lessons, thus requiring increased time, or whether they were substituted for part of the lesson. In the former case, studies tended to show increases in learn ing. However, other studies indicated that there was no significant difference between the learning by students viewing the televised classes only and that of students who experienced some form of additional class discussion. 54 CHAPTER III METHODOLOGY Overview This chapter describes the methods and procedures that were implemented in order to answer the research ques tion; that is, to determine the extent to which a campus instructor affects student achievement for a class offered on home ~elevision. The research design, selection of student-subjects, instrumentation and procedures, data pro cessing and analysis, assumptions, delimitations, and limi tations are presented. Basically, this chapter delineates how the study was designed and formulated, how the data were collected, and what statistical tests were employed. Research Design This investigation involved the posttest-only con trol group design (Campbell & Stanley, 1963, p. 25). This design was selected because it was the strongest and most appropriate for the dissertation. The design was utilized to test the following null hypotheses: 55 1. There will be no difference in the achievement of the course between those students who re ceived the services of the campus instructor and those who did not. 2. There will be no difference in the completion rate of the course between those students who received the services of the campus instructor and those who did not. 3. There will be no relationship and interaction between the treatment variable and sex. 4. There will be no relationship and interaction between the treatment variable and age. 5. There will be no relationship and interaction between the treatment variable and units completed. 6. There will be no relationship and interaction between the treatment variable and ethnic background. 7. There will be no relationship and interaction between the treatment variable and college district. The independent variable examined in the study was the services of the campus instructor in the Child Growth and Development course offered by the Southern California Consortium for Community College Television in the fall semester, 1974. The dependent variable was achievement in the course. There were five classification variables includ ing sex, age, units completed, ethnic background, and col lege district attended. The major control method for perti nent variables was randomization. 56 Selection of Student-Subjects The students selected for the study were from four community college districts in the greater Los Angeles area. These students were enrolled in Child Growth and Develop ment, a class offered on home commercial and educational television by the Southern California Consortium on Community College Television in the fall semester, 1974. Details as to the number of students initially selected from each dis trict are shown as follows: District Los Angeles Community College District Long Beach Community College District Rio Hondo Community College District Santa Monica Community College District Total Number of Students 300 100 100 100 600 The 300 students selected from the Los Angeles Com munity College District reflect the equivalent of three col leges, since the district includes nine colleges and their television enrollment is centralized in one office for all nine colleges. The four community college districts were selected to reflect as closely as possible the community college pop ulation of the greater Los Angeles area. Students were selected on a random basis, using a table of random numbers. 57 The group of students who had access to the campus instruc tor was considered the experimental group. The group of students who had no contact with the campus instructor was called the control group. Instrumentation and Procedures The control group was chosen early in the fall semester, 1974. These students were not permitted to re ceive any information regarding the campus instructor and the services that he provided. Students in the control group who learned about the campus instructor in some way, and took advantage of the services of the campus instructor, were later removed from the group. These students were removed on the basis o f attendance, admission, and tele phone records kept by the campus instructor of all seminars, review sessions, individual conferences, and telephone conferences. A total of 300 students was selected from the remaining students on the rosters to represent the experi mental group. Course rosters at the four college districts in question were used to determine midterm and final examina tion scores. Final grade rosters were used to ascertain the grades earned by the total student sample. Comparison of 58 the final grade rosters with the class rosters was made to 7 I determine those students who completed the class and those ! who did not. Information on age, sex, units completed, ethnic background, and college attended was obtained from the applications for enrollment in the television class. Where demographic data were lacking, the writer did follow-up searching. First, approximately 200 telephone calls were made in an attempt to obtain missing information. Where this method was not successful, the writer then went to the ' original transcript and admission files at the four college districts. Finally, the writer developed a follow-up ques tionnaire that was. sent to all subjects whose demographic data were still lacking. A second follow-up questionnaire was sent to those subjects who did not respond to the first questionnaire. As a result of the approaches described above, nearly complete demographic data were obtained on al ~ I the subjects utilized in this study. Instructions for Individual Campus Cooperation Duties of campus instructor in each college dis trict.--The campus instructor in each college district was given the following instructions: 59 1. Keep attendance records of all students who attend optional seminars (name and day). 2. Keep attendance records of all individual con f~rences with students (name and day). 3. Keep records of all telephone conferences with students (name and day). 4. Keep records of any other student contact (name and day). Requested cooperation for each college district.- The following requests were made to each college district: 1. Make available admissions information on tele vision students. 2. Make available midterm and final examination scores of television students. 3. Make available completion of course information on television students. 4. Permit random selection of television students who will not receive information or services of campus instructors, including optional seminars. Data Processing and Analyses Data obtained on each student included sex, ge, college units completed, ethnic group, college district attendance, midterm examination scores, final examination scores, whether or not the student completed the course, and whether the student belonged to the experimental or con trol group. A data processing card was key-punched with the appropriate data for each student included in the statistical 60 analyses. The statistical tests were calculated on the computer. For the purposes of this study and for expediency in the data processing and statistical analyses, the subjects in this study were categorized as follows: Sex (subgroups) Subgroup 1 Subgroup 2 Age (subgroups) Subgroup 1 Subgroup 2 Subgroup 3 Subgroup 4 Subgroup 5 Units Completed Subgroup 1 Subgroup 2 Subgroup 3 Subgroup 4 Male Female 16-23 24-29 30-39 40-49 50+ years years years years years (subgroups) 0-29 units 30-59 units 60+, no baccalaureate degree Baccalaureate degree or higher Ethnic Group Subgroup Subgroup Subgroup Subgroup (subgroups) 1 Afro-American 2 Asian-American 3 Spanish surname 4 All others College District Subsample 1 Subsample 2 Subsample 3 Subsample 4 (subsamples) Los Angeles Community College District Long Beach Community College District Rio Hondo Community College District Santa Monica Community College District Completed Course (subgroups) Subgroup 1 Yes Subgroup 2 No 61 Groups Group 1 Group 2 Experimental (received treatment) Control (did not receive treatment) Additional information included students' midterm scores and final examination scores. The same standardized midterm and final examination tests were used in each of the four dis tricts. One-way analyses of variance calculations were con ducted between experimental and control groups on midterm and final examination scores. Two-way analyses of variance calculations were conducted between the treatment variable and with each of the remaining variables, including sex, age, units completed, ethnic background, and college dis trict attended. Chi-squareanalyseswere calculated to determine the relationship between the experimental and control groups in reference to students completing the course. Frequency counts of student data were also run by the computer with respect to group, completion of course, sex, ethnic group, age, units completed, and college district for the entire student sample. Frequency counts of student data were also run for all the above entries for each individual college district. 62 Mean scores were calculated on experimental and control groups for the total sample and subsamples on mid term and final examination scores. After the initial statistical data were analyzed, post hoc multiple comparisons of the total student sample and subsample midterm and final examination scores were conducted. Assumptions 1. It was assumed that the research design, data analyses procedures, and control methods selected for this study were appropriate. 2. It was assumed that the test instruments and records designed and selected for use in this study would yield information considered valid and reliable for pur poses of this study. 3. It was assumed that the subjects in the experi mental and control groups would be similar and comparable in this study. Delimitations The sample in this study was limited to community college students enrolled in the Child Growth and Develop ment course in the fall semester, 1974, in the four community college districts described previously. 63 Limitations 1. Sample size was limited to 600 students. 2. The degree of cooperation by teaching, adminis trative, and testing personnel connected with this study affected the outcome of the study. 64 CHAPTER IV ANALYSIS AND INTERPRETATION OF FINDINGS Analysis Initially, 600 subjects from the four community college districts in the Los Angeles County area were selected for this study. However, only 538 subjects were actually utilized--59 subjects in the control group were removed from the study because they found out about, and ultimately received the services of, the campus instructors, and 3 subjects were dropped from the experimental group because of insufficient data. Research Hypothesis 1--There will be a significant dif ference between the examination scores of students who receive the services of the campus instructor and those who do not. NuZZ Hypothesis--There will be no difference in the achievement of the course between those students who receive the services of the campus instructor and those who do not. Tables 1 and 2 present the summaries of the one-way and two-way analyses of variance tests. These analyses were performed to determine whether or not there were significant differences between the experimental and control groups of 65 Table 1 One-Way Analysis of Variance on Midterm and Final Examination Scores, Experimental Group vs. Control Group Midterm F Value Total Student .07 Sample Los Angeles 1.69 College District Long Beach .706 College District Rio Hondo .130 College District Santa Monica 3.39 College District *Significant at a - .05 **Significant at a= .01 1, 1, 1, 1, 1, df 304 169 38 51 40 Final F Value df 2.75 1, 268 .203 1, 149 .026 1, 33 1.96 1, 43 7.56** 1, 37 66 the total student sample and subsamples. As determined by analyses of both midterm and final examination scores, there was no significant difference between the experimental group and thi~ control group for the total student sample. There was a significant difference in achievement in favor of the experimental group in the Santa Monica College District, as shown by the final examination scores. There were no . sig- nificant differences between the experimental groups and and the control groups in the other three districts, as de termined by both the midterm and final examination scores. An interesting finding was discovered in the post hoc mul tiple comparisons for the total student sample (see Table 15 in Appendix A). Here, significant values were calculated in favor of the experimental subgroups aged 16-23 and 30-39 over the control subgroups aged 16-23 and 30-39. Two-way analyses of variance were performed on both the midterm and final examination scores. Table 2 presents a conc1~e and condensed summary of these analyses. Again, the analyses were done for the total student sample and for each of the four college districts. For the tests between the experimental groups and the control groups, the results were consistent with those presented in the one-way analyses of variance; there was only a significant difference in 67 °' (X) Table 2 Two-Way Analysis of Variance on Midterm and Final Examination Scores, Experimental Group vs. Control Group, by Subgroup LA College Long Beach Rio Hondo Santa Monica Source of All Students District Only District District District Variation Midterm Final Midterm Final Midterm Final Midterm Final Midterm Final Group (G) .40 2.80 1.79 .11 1.00 .71 .96 1.44 3.13 7.00* Sex (S) 68.86** 32.51** 15.75** 9.25** 4.12* 4.64* 32.33** 19.16** 3.05 .22 Age (A) 2.65* 2.51 1.13 .84 3.07* 2.99* 2.36 .65 2.48 6.66** Units (U) 7.45** 3.31* 3.73* 3.57** 1.39 1.35 1.89 1.63 1.66 .96 Ethnic (E) 18.67** 15.68** 23.23** 19.07** 3.39* 2.23 .89 1.01 .96 .36 Coldist (CD) 12.07** 13.00** - - - - - - - - G X S .95 2.42 .16 .19 1.23 .34 .08 .74 1.38 .79 G x A 1.29 1.85 1.79 .71 2.46 2.57 1.04 1.53 .61 .09 G XU .11 .43 .25 .34 4.22* 1.93 1.53 .11 .61 .06 G x E .82 1.36 .57 .80 1.66 .85 .02 .00 .48 1.14 G x CD 1.66 1.70 - - - - - - - - * Significant at a= .05 ** Significant at a= .01 favor of the experimental group in the Santa Monica College District. ReseaPch Hypothesis 2--There will be a significant difference in the completion rate between those stu dents who received the services of the campus instruc tor and those who did not. Null hypothesis--There will be no difference in the completion rate of the course between those students who received the services of the campus instructor and those who did not. Table 3 illustrates the chi-square analyses of the home television course for experimental and control groups in the total sample and subsamples. These analyses were per formed to determine whether there were any associations be tween the treatment (knowledge of campus instructor) and the subgroups completing or not completing the course. The sub samples analyses groupings included experimental and control groups versus district. The subgroups analyses groupings consisted of groups versus sex, age, ethnic group, and units completed. Out of the twenty chi-square analyses, only one showed an association between treatment and completion. The significant association occurred for the Santa Monica College District. Within the Santa Monica District, the experimental group completed the course in a higher propor tion than the control group at a statistically significant level (a.= .05). 69 Table 3 Chi-Square Analysis of Completion of Home Television Course by Experimental and Control Groups Response Frequency Yes No Chi-Square Value Total Sample Experimental Control Los Angeles District Experimental Control Long Beach District Experimental Control Rio Hondo District Experimental Control Santa Monica District Experimental Control Sex: Males Experimental Control Sex: Females Experimental Control Age: 16-23 years Experimental Control Age: 24-29 years Experimental Control * Significant at a - .05 152 117 83 68 16 19 27 17 26 13 47 21 105 95 19 25 46 36 145 124 64 46 34 28 23 21 24 29 45 30 100 94 47 41 39 37 .3683 .2674 .7457 .7411 4.141* 1.2922 .0359 1.2273 .3628 70 Age~ 30-39 years Experimental Control Age: 40-49 years Experimental Control Age: 50+ Experimental Control Units: 0-29 Experimental Control Units: 30-59 Experimental Control Units: 60+ Experimental Control Units: BA or above Experimental Control Ethnic: Afro Experimental Control Ethnic: Asian Experimental Control Ethnic: Span. Surname Experimental Control Ethnic: Other Experimental Control Table 3--Continued Response Frequency Yes 50 32 23 16 14 8 68 58 37 28 24 18 23 13 20 11 4 2 18 11 103 82 No 35 25 18 12 5 7 80 73 29 20 12 20 21 10 29 14 3 2 20 16 79 82 Chi-Square Value .1007 .0260 .7596 .0784 .0586 2.8051 .1097 .0689 .1604 .2806 1.5073 71 Research Hypothesis 3--There will be a significant rela tionship between the sex of the student and achievement in the television course and a significant interaction effect between sex and experimental group versus con trol group. Null Hypothesis--There will be no rela tionship and interaction between the treatment variable and sex. As demonstrated by Table 2, the two-way analyses of variance summary, and Tables 10, 11, 12, 13, and 14 in Ap pendix A that list the mean scores for the subgroups of the total sample and subsamples, there was a significant differ ence in achievement in both the midterm and final examina- tion scores in favor of females over males in the total stu- dent sample and the Long Beach, Los Angeles, and Rio Hondo College Districts. There was no significant difference between the achievement of males and females in the Santa Monica College District. There were no significant inter action effects between sex and experimental versus control groups. Research Hypothesis 4--There will be a significant re lationship between the age of the student and achieve ment in the television course and a significant inter action effect between age and experimental group versus control group. Null Hypothesis--There will be no rela tionship and interaction between the treatment vari able and age. Again, the reader is referred to Table 2, the two way analyses of variance summary, and the mean scores of the subgroups of the total sample and the subsamples in Tables 72 10, 11, 12, 13, and 14 in Appendix A. There was a signifi cant difference in achievement between age subgroups, as determined by using the total student sample for the mid term examination only. The cause of the significant dif ference is apparent in Table .10 in Appendix A, which illus trates that the 40-49-year-old subgroup (X = 74.13), the 30-39-year-old subgroup (X = 70.99), and the 24-29-year-old subgroup (X - 70.46) did much better than the 16-23-year-old subgroup (X - 66.06). Within the individual college dis- tricts, there were some significant differences in achieve- ment between age subgroups for both the midterm and the final examination scores in the Long Beach District. Once more, it can be seen in the mean scores (Table 12 [Long Beach] in Appendix A), that the older subgroups, namely 24-29, 30-39, and 40-49-year-old subgroups, achieved at a higher level than the 16-23-year-old age subgroups. In the Santa Monica College District, a significant value was obtained for the final examination scores only. Again, as in the previous cases, the older subgroups did signifi cantly better than the 16-23-year-old subgroup. There were no other significant values obtained. In other words, the different age subgroups did not perform at significantlydif- 1 ferent levels in both the Los Angeles and Rio Hondo College I 73 Districts. There were no interaction effects between age and experimental versus control groups. Re s earch Hypothesis 5--There will be a significant relationship between units completed and achievement in the television course and a significant interaction effect between units completed and experimental group versus control group. Null Hypothesis--There will be no relationship and interaction between the treatment variable and units completed. Please refer to Table 2, the two-way analyses of variance summary, and mean score Tables 10, 11, 12, 13, and 14 in Appendix A. There was a statistically significant relationship in the number of units completed by the stu dents and achievement in the television course for the total sample of students, based on both the midterm and final examination scores. For the total student sample and for the Los Angeles Community College District, on both the midterm and final examinations, students from higher unit completion categories consistently outperformed students from a lower category. In other words, students with a bac calaureate degree or higher had higher mean scores than students from the next highest category (60 units plus), and so on. However, the greatest and most consistent differ ence in achievement among all the districts occurred between those students who had earned a baccalaureate degree or higher as compared to those students who had not. There was 74 no significant relationship in achievement between students in different unit completion categories in the Long Beach, Rio Hondo, and Santa Monica College Districts. There were no interaction effects between units completed and experimental versus control groups in the total sample and subsamples, with the exception of the mid term examination scores in the Long Beach College District. The writer feels that the significant value here should be ignored because of the small subgroup sizes between the interacting subgroups (see Tables 6 and 12 in Appendix A). Research Hypothesis 6--There will be a significant relationship between ethnic group and achievement in the television course and a significant interaction effect between ethnic group and experimental group versus control group. NuZZ Hypothesis--There will be no relationship and interaction between the treatment variable and ethnic background. Refer to Table 2, the two-way analyses of variance summary, and mean score Tables 10, 11, 12, 13, and 14 in Appendix A. There was a significant relationship between achievement on both midterm and final examination scores and ethnic subgroup for the total sample and for the Los Angeles Community College District. There was a significant rela tionship between achievement on the midterm scores and eth nic subgroup for the Long Beach Community College District. 75 For the total student sample, the Other ethnic sub group, which consists for the most part of persons of Cau casian background, outperformed the Afro-American, Asian American, and Spanish-surname subgroups (see Table 15 in Appendix A). Asian-American and Spanish-surname subgroups had higher mean scores than the Afro-American subgroup. The same pattern prevailed in the Los Angeles Community College District (see Table 16 in Appendix A). In the Long Beach College District, the minority sample sizes were too small to interpret the significant F value for the midterm scores. There were no interaction effects between ethnic subgroups and experimental versus control groups. Research Hypothesis ?--There will be a significant re lationship between college district attended and achievement in the television course and a signifi cant interaction effect between college district attended and experimental group versus control group. Null Hypothesis--There will be no relationship and interaction between the treatment variable and col lege district. Analyses of differences between achievement of stu dents from different college districts could only be done with the total student sample (see Table 2 for two-way analyses of variance F values and Table 9 in Appendix A for mean score values). There was a significant relationship between college district attended and achievement in the 76 course. Santa Monica College District students achieved at the highest level, followed by the Los Angeles, Long Beach, and Rio Hondo Districts. There was no interaction between college district and experimental versus control groups. Interpretation of Findings Differences in achievement between those students who received the services of the campus instructor and those who did not were significant for the Santa Monica College District and two age subgroups. Moreover, the mean scores I on the final examinations were higher for the students who received the services of the campus instructor as compared to those who did not in the Long Beach and Rio Hondo Dis tricts, although the differences were not significant (see Tables 12 and 13, Appendix A). Conversely, the students in the Los Angeles Community College District who did not have access to the services of the campus instructor achieved at a slightly higher level than those who did. One can speculate that in the Los Angeles College District, a larger proportion of the students did not take advantage of the servicesofthe campus instructor and this might account for the reversal in achievement between the experimental and control groups as compared to the other districts. Conversely, the Los Angeles College District had 77 the highest completion rate, 58 percent, compared to the 42 percent for Santa Monica, the district with the highest achievement rate and where the campus instructor apparently made a difference in achievement. Again, in comparing completion frequencies (see Tables 5 through 8, Appendix A), only the Santa Monica Col lege District produced a significant difference in terms of completion of the course when comparing those students who had access to the campus instructor to those who did not. However, the Los Angeles and Rio Hondo College Districts had higher course completion rates by the experimental groups (access to campus instructor) compared to the control groups although not at high enough levels to be significant. Females achieved at a higher rate compared to males in the total student sample and in three of the four dis tricts. Males performed better in the final examination in the Santa Monica College District. The three middle age subgroups (24-29, 30-39, and 40-49) outperformed both the SO-plus-year subgroup and the 16-23-year subgroup. However, the 16-23-year subgroup achieved stgnificantly and consistently at a lower level in every instance, compared to the three middle age subgroups. Many factors might have been in operation here, such as 78 motivation, discipline, commitment, and study habits. All this might be explained by students failing to take advan tage of the campus instructor, since his services were optional and since the experimental 16-23-year age sub group performed at a significantly higher level than the control 16-23-year age subgroup. The relationship of units completed to achievement is classic in terms of what one would expect for the most part. Students with four-year degrees did achieve at a con sistently higher level. Students with more than 60 units did better in almost all cases, compared to persons in lower unit categories. Persons in the first two categories, that is, 0-29 units and 30-59 units, performed about equally. It would stand to reason that a person with more college expe rience would do better than a person with less experience. As far as comparisons between ethnic groups are con cerned, the Other category (Caucasian majority) consistently achieved at a higher level than the three remaining sub groups. The Spanish-surn me subgroup performed at a higher level than the Afro-American subgroup. The Asian-American subgroup was really too small to be compared properly. How ever, the Asian-American group tended to fall in the middle at a level roughly equivalent to that of the Spanish-surname subgroup. In general, it appears that the differences in 79 achievement between the subgroups is a reflection of socio economic factors such as amount and quality of previous education. The differences in achievement of students from the different districts are probably reflections of the same situation--a difference in socioeconomic factors. There were essentially no interaction effects between the five factors of sex, age, units completed, ethnic groups, and district of attendance with the treatment, access to the campus instructor. Therefore, it can be stated that persons in any of the categories of sex, age, educational level, ethnic group, or college attended did not respond to a greater or lesser degree to the availability of the campus instructor. 80 CHAPTER V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS Summary The use of television as an instructional tool has been steeped in controversy. Nevertheless, college classes have been offered on television throughout the United States for approximately the last twenty years. In spite of this, television in education is still a sleeping giant. Its potential as a medium is still largely untapped. Its po tential for helping change and reshape learning and teach ing processes is still unrealized (Zigerell, 1969, p. 74). One of the major arguments against college classes on tele vision has been the lack of student contact with the tele vision instructor. To counter this obvious shortcoming, the use of a campus instructor was initiated for classes offered on television. Whether the campus instructor affects student achievement in television classes was the primary question of this dissertation. The research of the literature resulted in a pres entation of a historical review of instructional television, 81 J a reexamination of the attitudes of faculty, students, and administrators toward instructional television, the advan tages and disadvantages of instructional television, and, finally, anin-depth look at achievement in instructional television. The methods and procedures implemented to answer the research questions included the use of the posttest-only group design. A total of 600 subjects who enrolled in the Child Growth and Development course offered by the Southern California Consortium for Community College Television in the fall of 1974 were randomly selected from faux community college districts in the Los Angeles area. These student subjects were divided into an experimental group who had access to the campus instructor and a control group who was denied access to the campus instructor. One-way and two-way analyses of variance, chi-square analyses, and post hoc multiple comparisons tests were uti lized to answer the primary and subsidiary research ques tions. Assumptions, delimitations, and limitations were also defined. The findings of these research questions are sum marized below. Conclusions 1. As a whole, there was no difference in the 82 achievement of students who had access to the services of the campus instructor compared to those students who were denied access to the campus instructor. 2. Access to the campus instructor did not make a difference in the completion or lack of completion of the course by the students. 3. Females achieved at a higher level than males. 4. Students in the age group from 24 to 49 years achieved at a higher level than the normal college-age stu dents ranging in age from 16 to 23 years. Whether the 24- to-49-year-old student group performed at a higher level than students older than 49 could not be determined con clusively. 5. Students with baccalaureate degrees performed at a higher level than students who had not completed a four year degree. Students with more than two years of college achieved at a higher level than those students who had accumulated less than two years of college. 6. Students in the Caucasian majority achieved at a higher level than minority students. However, there are indications that socioeconomic factors were partially re sponsible for the differences. 7. There were differences in achievement between 83 the students attending the four college districts. Again, there were socioeconomic indicators in evidence to partially explain the differences. 8. In general, access to the campus instructor did not work in favor of or to the detriment of persons of a particular sex, educational level, ethnic group, or college district attendance. Access to the campus instructor did make a difference for persons 16-23 and 30-39 years of age. 9. In spite of the fact that the campus instructor did not, in general, affect the achievement of students, his services should be retained for psychological, sociological, and public relations reasons; and for those individual stu dents who do benefit from the services of a campus instruc tor. The literature strongly supports this conclusion. 10. As a result of this study, it is evident that there is a difference in the extent and nature of the ser vices provided by the campus instructor in the four districts included in the study. Consequently, the services of the campus instructor should become more uniform and should be increased in some cases. Recommendations 1. It is recommended that this study be replicated to determine again whether or not there ·is a difference in 84 achievement between students who have access to the campus instructor and those who do not, particularly since there was a significant difference in one of the four districts and for two age groups. However, in a future study, it is recommended that the four campus instructors cooperate in providing the exact and same number of services. It is also recommended that similar districts (such as one college districts of the same size) be compared. 2. The role of the campus instructor in community college television needs to be defined and studied in de tail. What should be the nature and extent of his duties? How uniform should his duties be from district to district? Should his duties be uniform within a consortium? Do the extent and nature of his duties affect student achievement? What should be his remuneration and teaching load? What kind of supportive services, facilities, and supplies should be provided him? What should be the extent of his briefing and preparation for his assignment? There are other related questions. 3. It is recommended that a study be undertaken to determine the student characteristics that affect achieve ment in home television and why females enrolled in greater numbers and achieved at a higher level in this study; also 85 why different age groups and different socioeconomic groups achieved at a higher level in this and other studies. Again, it is recommended that an effort be made to ascertain the ideal student population that is most responsive to home television instruction. It should also be determined whether interaction effects between student characteristics affect achievement. 4. The examination of achievement in mean scores and statistical calculations in this study suggests that there is no relationship between level of achievement and completion of television courses. A study should be pur sued to attempt to extract those factors or services that affect student course completion in home television courses. 5. A study should be undertaken to attempt to de- termine what socioeconomic and cultural factors affect stu- dent achievement in home television courses between dif- ferent ethnic groups and college districts (if any). All-important to good teaching is an awareness of student response and attitude. But this dimension of the teacher-student relationship is completely absent in the exclusive use of videotape as the teach ing medium. Accordingly, some means of student feed back should be introduced into the remote teaching situation to replace the lost live-class reactions. (Dotterweich, 1971, p. 40) 86 R E F E R E N C E S t"l "'7 • , . I REFERENCES Burke, R. C. Instructional television: Bold new venture. Bloomington: Indiana University Press, 1971. Campbell, D. T., & Stanley, J.C. Experimental and quasi experimental designs for research. Chicago: Rand McNally, 1963. Carlisle, R. D. B. College credit through TV: Old idea new dimensions. Lincoln, Neb.: Great Plains National Instructional Television Library, 1974. Chu, G. C., & Schramm, W. Learning from television: What the research says. Washington, D.C.: National Association of Educational Broadcasters, 1967. Cohen, J.M. Maryland's Community College of the Air. Junior College Journal, 1971, 42(2), 33; 36; 40. Corporation for Public Broadcasting. KOCE-TV needs assessment surveys: Audience analysis telephone survey. Costa Mesa, Calif.: Coast Community Col lege District, 1974. (ERIC Document Reproduction Service No. ED 091 015) Davis, R., et al. Student attitudes, motivations shown to influence reception to televised lectures. College & University Business, 1969, 46(5), 59-63. DeJong, A. A model for cooperative management of community college television. Unpublished doctoral disser tation, University of Southern California, 1975. Dotterweich, W.W. teaching. 39-42. Enhancing the effectiveness of remote Audiovisual Instruction, 1971, 16(2), Dubin, R., & Hedley, R. A. The medium may be related to the message: College instruction by TV. Eugene: University of Oregon, 1969. 88 Erickson, C. G., & Chausow, H. M. Chicago's TV college: Final report of a three year experiment. Chicago: Chicago City Junior College, 1960. Evans, R. I., Smith, R. G., & Colville, W. K. The univer sity faculty and educational television: Hostility, resistance, and change. Houston: University of Houston, 1962. Furukawa, F. M. An analysis and appraisal of transfer credit courses via a commercial television channel from selected community colleges in Los Angeles County. Unpublished doctoral dissertation, Univer sity of Southern California, 1969. Gold, B. K. Spring 1972 survey of ITV dropouts, Los Angeles City College, August 1972. (ERIC Document Repro duction Service No. ED 065 115) Gross, L. S. A study of two college credit courses offered over television by the Southern California Consor tium for Community College Television. Long Beach, Calif.: Long Beach Unified School District, 1972. (ERIC Document Reproduction Service No. ED 076 013). Gross, L. S. Experimental research in educational televi sion (Research Resume No. 37). Burlingame: Cali fornia Advisory Council on Educational Research of the California Teacher Association, January 1968. Hoban, C. F. Determinants of audience formation and reac tion to early-morning TV college credit courses. Philadelphia: The Institute for Cooperative Research, University of Pennsylvania, 1963. Hoban, C. F. Determinants of adult enrollment in televised college credit courses--Part 1: Social characteris tics and reactive behavior. Philadelphia: The Institute for Cooperative Research, University of Pennsylvania, 1964. Jamison, D., et al. The effectiveness of alternative instructional media: A survey. 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Chicago: City Colleges of Chicago, 1974. 91 A P P E N D I X E S 92 APPENDIX A FREQUENCY, MEAN SCORE, AND POST HOC MULTIPLE COMPARISON TABLES 93 Table 4 Frequencies of Students in Total Sample in Each Category GROUP CODE I 1 ******************************* (297) (55.2%) I EXPERIMENTAL I I 2 ************************* (241) (44.8%) I CONTROL I I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I 0 100 200 FREQUENCY VALID CASES 538 MISSING CASES COMPLT CODE COMPLETED COURSE I 300 400 0 l **************************** (269) (50%) I YES I I 2 **************************** (269) (50%) I NO I 500 I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I 0 100 200 300 FREQUENCY VALID CASES 538 MISSING CASES SEX CODE I l *************** (143) (26.6%) I MALE I I 400 500 0 2 **************************************** (394) (73.4%) I FEMALE 94 SEX (continued) I I (WILD) * (1) I I Table 4--Continued I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I 0 100 200 300 400 500 FREQUENCY VALID CASES 537 MISSING CASES 1 AGE CODE I 1 ********************************** (132) (24.7%) I A16-23 I I 2 ***************************************** (158) (29.5%) I A24-29 I I 3 ************************************* (142) (26.5%) I A30-39 I I 4 ****************** (69) (12.9%) I A40-49 I I 5 ********** ( 34) ( 6. 4%) I A50+ I I (WILD) ** (3) I I I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I 0 40 80 120 160 200 FREQUENCY VALID CASES 535 MISSING CASES 3 95 Table 4--Continued UNITS UNITS TAKEN CODE I l ***************************** (279) (52.2%) I U0-29 I I 2 ************ (114) (21.3%) I U30-59 I I 3 ******** ( 7 4) ( 13. 9%) I U60+ I I 4 ******** (67) (12.5%) I BA OR HIGHER I I I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I 0 100 200 300 400 500 FREQUENCY VALID CASES 534 MISSING CASES 4 ETHNIC CODE I 1 ******** (74) (14.9%) I AFRO I I 2 ** (11) (2.2%) T ASIAN l I I 3 ******** (65) (13.1%) I SPANISH SURNAME I I 96 ETHNIC (continued) CODE Table 4--Continued 4 ************************************ (346) (69.8%) I OTHER I I (WILD) ***** (42) I I I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I 0 100 200 300 400 500 FREQUENCY VALID CASES 496 MISSING CASES 42 COLDIST COLLEGE DISTRICT CODE I l *************************** (261) (48.5%) I LA I I 2 *********** (97) ( 18. 0%) I LONG BEACH I I 3 ********** {88) (16.4%) I RIO HONDO I I 4 ********** ( 92) ( 17. l % ) I SANTA MONICA I I I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I 0 100 200 300 400 500 FREQUENCY VALID CASES 538 MISSING CASES 0 97 Table 5 Frequencies of Students in the Los Angeles Community College District in Each Subgroup GROUP CODE I 1 ************************************** (147) (56.3%) I EXPERIMENTAL I I 2 ****************************** (114) (43.7%) I CONTROL I I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I 0 40 80 120 160 200 FREQUENCY COMPLT CODE COMPLETED COURSE SEX I 1 *************************************** (151) (57.9%) I YES I I 2 ***************************** (110) (42.1%) I NO CODE 1 2 I I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I 0 40 80 120 160 200 FREQUENCY I ****** (53) (20.4%) I MALE I I ********************** (207) (79.6%) I FEMALE I I I ......... I ......... I ......... I .......... I ......... I 0 100 200 300 400 500 FREQUENCY 98 AGE Table 5--Continued CODE I l *************************** (51) (19.5%) I Al6-23 I I 2 *************************************** (76) (29.1%) I A24-29 I I 3 *********************************** (68) (26.1%) I A30-39 I I 4 ********************** (42) (16.1%) I A40-49 I I 5 ************* (24) (9.2%) I A50+ I I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I 0 20 40 60 80 100 FREQUENCY UNITS CODE UNITS TAKEN I l ******************************* (118) (45.2%) I U0-29 I I 2 *************** (55) (21.1%) I U30-59 I I 3 ************ (43) (16.5%) I U60+ I I 4 ************ (45) (17.2%) I BA OR HIGHER I I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I 0 40 80 120 160 200 FREQUENCY 99 ETHNIC CODE TABLE 5--Continued I l **************** (60) (26.0%) I AFRO I I 2 *** (6) (2.6%) I ASIAN I I 3 ****** (21) (9.1%) I SPANISH SURNAME I I 4 ************************************* (144) (62.3%) I OTHER I I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I 0 40 80 120 160 200 FREQUENCY 100 Table 6 Frequencies of Students in the Long Beach Community College District in Each Subgroup GROUP CODE 1 I *************************************************** I EXPERIMENTAL I I (50) (51.5%) 2 ************************************************ (47) (48.5%) COMPLT CODE 1 2 SEX CODE 1 2 I CONTROL I I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I 0 10 20 30 40 50 FREQUENCY COMPLETED COURSE I ******************* (35) (36.1%) I YES I I ******************************** (62) (63.9%} I NO I I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I 0 20 40 60 80 100 FREQUENC'f I *********** (20) (20.6%) I MALE I I **************************************** (77) {79.4%) I FEMALE I I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I 0 20 40 60 80 100 FREQUENCY 101 AGE Table 6--Continued CODE I l *********************************** (34) (35.4%) I Al6-23 I I 2 ************************* (24) (25.0%) I A24-29 I I 3 ********************** (21) (21.9%) I A30-39 I I 4 ************ (11) (11.5%) I A40-49 I I 5 ******* (6) (6.3%) I A50+ I I I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I 0 10 20 30 40 50 FREQUENCY UNITS UNITS TAKEN CODE I l **************************** (54) (58.1%) I U0-29 I I 2 ************ (21) (22.6%) I U30-59 I I 3 ********* (14) (15.1%) I U60+ I I 4 *** (4) (4.3%) I BA OR HIGHER I I I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I 0 20 40 60 80 100 FREQUENCY 102 Table 6--Continued ETHNIC CODE I 1 ****** (9) (10.2%) I AFRO I I 2 ** (1) (1.1%) I ASIAN I I 3 ***** (8) (9.1%) I SPANISH SURNAME I I 4 ************************************ (70) (79.5%) I OTHER I I I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I 0 20 40 60 80 100 FREQUENCY 103 Table 7 Frequencies of Students in the Rio Hondo Community College District in Each Subgroup I GROUP CODE 1 *************************************************** (50)(56.8%) I EXPERIMENTAL I I 2 *************************************** (38) (43.2%) I CONTROL I I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I 0 10 20 30 40 50 FREQUENCY COMPLT CODE l COMPLETED COURSE I ********************************************* (44) (50.0%) I YES SEX I I 2 ********************************************* (44) (50.0%) CODE l I NO I I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I 0 10 20 30 40 FREQUENCY I ******************************* (59) (67.0%) I MALE I I 50 2 **************** (29) (33.0%) I FEMALE I I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I 0 20 40 60 80 100 FREQUENCY 104 AGE CODE 1 Table ?--Con t inued I *************** (14) (16.1%) I A16-23 I I 2 ********************************** (33) (37.9%) I A24-29 I I 3 ******************************* (30) (34.5%) I A30-39 I I 4 *********** I A40-49 (10) (11.5% ) I I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I 0 10 20 30 40 50 FREQUENCY UNITS TAKEN I UNITS CODE 1 *************************************************** (50)(56.8%) I U0-29 I I 2 ************************* I U30-59 I I (24) (27. 3%) 3 ************** (13) (14.8%) I U60+ I I I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I 0 10 20 30 40 50 FREQUENCY 105 ETHNIC CODE I 2 ** ( 2 ) ( 2 . 4 % ) I ASIAN I I Table ?--Continued 3 **************** (29) (34.1%) I SPANISH SURNAME I I 4 **************************** (54) (63.5%) I OTHER I I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I 0 20 40 60 80 100 FREQUENCY 106 Table 8 Frequencies of Students in the Santa Monica Community College District in Each Subgroup I GROUP CODE 1 *************************************************** (50)(54.3%) I EXPERIMENTAL I I 2 ******************************************* (42) (45.7%) I CONTROL I I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I 0 10 20 30 40 50 FREQUENCY COMPLT COMPLETED COURSE SEX CODE I 1 ********************* (39) (42.4%) I YES I I 2 **************************** (53) {57.6%) I NO I I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I 0 20 40 FREQUENCY CODE I 1 ******* (11) (12.0%) I MALE I I 60 80 100 2 ****************************************** (81) (88.0%) I FEMALE I I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I 0 20 40 60 80 100 FREQUENCY 107 AGE Table 8--Continued CODE I 1 ********************************** (33) (36.3%) I A16-23 I I 2 ************************** (25) (27.5%) I A24-29 I I 3 ***********~************ (23) (25.3%) I A30-39 I I 4 ******* (6) (6.6%) I A40-49 I I 5 ***** (4) (4.4%) I A50+ I I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I 0 10 20 30 40 50 FREQUENCY UNITS UNITS TAKEN CODE I l ****************************** (57) (62.0%) I U0-29 I I 2 ******** (14) (15.2%) I U30-59 I I 3 *** (4) (4.3%) I U60+ I I 4 ********** (17) (18.5%) I BA OR HIGHER I I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I 0 20 40 60 80 100 FREQUENCY 108 Table 8--Continued ETHNIC CODE I 1 **** (5) (5.4%) I AFRO I I 2 ** (2) (2.2%) I ASIAN I I 3 ***** (7) {7.6%) I SPANISH SURNAME I I 4 **************************************** {78) (84.8%) I OTHER I I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I . . . . . . . . . I 0 20 40 60 80 100 FREQUENCY 109 Table 9 Mean Scores of Experimental and Control Groups on Midterm and Final Examinations Total Sample Experimental Control Los Angeles College District Experimental Control Long Beach College District Experimental Control Rio Hondo College District Experimental Control Santa Monica College District Experimental Control Midterm 70.337 70.621 71.14 74.15 72.48 68.76 59.97 58.41 77.93 69.60 Final 65.711 62.92 62.60 63.66 64.38 63.58 61.44 54.06 80.88 70.31 110 Table 10 Mean Scores of Total Student Sample in Each Subgroup on Midterm and Final Examinations Midterm Final Exper. Control Total Exper. Control Total Sex Male 60.45 56.14 59.01 58.92 49.46 55.90 . Female 75.37 74.70 75. 0 5 68.75 66.19 67.53 Age 16-23 66.44 65.79 66.06 64.74 55.44 59.46 24-29 68.24 73.50 70.46 65.11 67.19 66.03 30-39 72.63 68.53 70.99 68.06 62.12 65.74 40-49 72.08 77.31 74.13 62.96 67.88 64.98 50+ 72.87 69.75 71.79 65.14 60.00 63.27 Units 0-29 66.96 68.51 67.76 64.37 61.37 62. 98 30-59 68.91 68.17 68.57 63.00 61.61 62.40 60+ 72.19 73.10 72.59 67.58 61.78 65.10 BA+ 82.74 82.46 82.64 72.09 74.31 72.89 Ethnic Afro 58.55 58.80 58.65 53.90 48.09 51.84 Asian 75.75 56.00 69.16 63.50 43.50 56.84 Spanish 62.17 61.20 61.79 59.39 54.33 57.37 Other 74.49 74.72 74.58 69.53 67.11 68.46 College District Los Angeles 71.14 74.15 72.48 62.60 63.66 63.08 Long Beach 72.47 70.45 71.44 64.38 63.58 63.94 Rio Hondo 59.97 58.41 59.32 61.44 54.06 58.49 Santa Monica 77.93 69.60 74.96 80.89 70.31 77.36 111 Sex Age Table 11 Mean Scores of Student Subsample in the Los Angeles Community College District on Midterm and Final Examinations Midterm Final Exper. Control Total Exper. Control Total Male 61.95 64.13 62.52 54.88 53.83 54.59 Female 74.07 75.69 74.85 64.45 64.89 64.66 16-23 60.60 74.00 68.64 57.86 58.64 58.33 24-29 70.36 74.71 72.36 63.83 65.57 64.66 30-39 76.04 71.47 74.23 63.96 62.37 63.31 40-49 70.39 78.77 73.90 59.53 68.08 63.23 50+ 72.15 70.43 71.55 64.62 60.57 63.20 Units 0-29 66.78 71.12 68.86 59.69 60.65 60.16 30-59 67.71 72.93 69.71 59.47 61.00 60.07 60+ 75.50 75.69 75.59 66.29 64.00 65.14 BA+ 80.78 82.91 81.58 68.22 74.64 70.66 Ethnic Afro 56.17 59.78 57.75 48.81 48.09 48.52 Asian 76.33 66.00 73.75 59.67 45.00 56.00 Spanish 63.50 68.00 64.78 58.00 61.50 58.88 Other 77.36 80.44 78.71 67.39 69.28 68.24 112 Sex Age Table 12 Mean Scores of Student Subsample in the Long Beach Community College District on Midterm and Final Examinations Midterm Final Exper. Control Total Exper. Control Total Male 66.17 57.50 64.00 57.50 48.00 55.12 Female 75.39 71.89 73.36 68.50 65.41 66.55 16-23 75.50 53.67 62.40 63.75 44.40 53.00 24-29 67.33 76.00 71.28 59.20 71.20 65.20 30-39 77.60 80.42 79.25 70.00 71.00 70.58 40-49 70.33 79.00 72.50 64.50 77.00 68.72 50+ 72.00 65.00 68.50 None 56.00 56.00 Units 0-29 69.92 74.67 72.30 61.56 65.92 64.04 30-59 73.00 63.40 68.20 65.00 59.25 62.44 60+ 86.50 51.00 68.75 75.50 45.00 60.25 BA+ None 94.00 94.00 ~-Ione 90.00 90.00 Ethnic Afro 69.00 45.00 61.00 67.50 None 67.50 Asian None 46.00 46.00 None 42.00 42.00 Spanish 66.50 52.00 61.67 54.00 36.00 48.00 Other 73.73 74.47 74.13 65.58 66.47 66.10 113 Sex Age Table 13 Mean Scores of Student Subsample in the Rio Hondo Community College District on Midterm and Final Examinations Midterm Final Exper. Control Total Exper. Control Total Male 55.48 52.13 54.17 57.38 46.54 53.24 Female 78.67 75.17 76.92 75.67 73.60 74.73 16-23 74.00 60.00 62.33 75.00 50.00 56.25 24-29 57.31 64.00 59.65 56.90 63.67 59.44 30-39 57.50 50.38 54.91 61.69 45.29 55.95 40-49 78.33 67.00 73.80 71.00 62.00 67.40 50+ None None None None None None Units 0-29 56.73 51.00 54.31 55.82 46.25 51.79 30-59 66.11 63.63 64.94 63.78 60.00 62.25 60+ 59.00 74.50 62.44 67.29 63.00 66.33 BA+ None 66.00 66.00 None 55.00 55.00 Ethnic Afro None None None None None None Asian 74.00 None 74.00 75.00 None 75.00 Spanish 55.75 56.38 56.06 56.29 49.86 53.07 Other 61.20 60.62 60.97 63.59 56.73 60.89 114 Table 14 Mea-:-- -~ores of Student Subsample in the Santa Monica Community College District on Midterm and Final Examinations Midterm Final Exper. Control Total Exper. Control Total Sex Male 74.25 55.33 66.14 85.25 64.00 81.00 Female 78.57 73.16 76.71 80.09 70.83 76.82 Age 16-23 68.25 62.71 64.66 70.71 61.50 66.46 24-29 79.25 79.75 79.41 82.75 76.00 80.50 30-39 83.56 71.50 79.84 86.67 80.33 85.08 40-49 89.00 None 89.00 94.00 None 94.00 50+ 83.00 None 83.00 72.00 None 72.00 Units 0-29 74.29 72.25 73.64 81.19 72.50 76.43 30-59 77.25 66.57 70.45 75.50 66.80 70.67 60+ 83.00 None 83.00 72.00 None 72.00 BA+ 89.80 None 89.80 86.00 None 86.00 Ethnic Afro 69.50 None 69.50 81.00 None 81.00 Aslan None None None None None None Spanish 72.00 71.50 71.80 73.00 72.00 72.60 Other 79.50 69.30 75.71 82.00 70.00 77.88 115 I I I I I I Table 15 Post Hoc Multiple Comparisons of Total Student Sample Midterm and Final Examination Scores Midterm Final Group: Experimental > Control Group: Experimental> Control Sex: Female> Male** Sex: Female> Male** Age: 40-49 > 50+ 40-49 > 30-39 40-49 > 24-29 40-49 > 16-23* 50+ > 30-39 50+ > 24-29 50+ > 16-23 30-39 > 24-29 30-39 > 16-23* 24-29 > 16-23* Units: BA+ > 60+** BA+ > 30-59** BA+ > 0-29** 60+ > 30-59 60+ > 0-29* 30-59 > 0-29 Ethnic: Other> Afro** Other> Asian Other> Spanish** Asian> Spanish Asian> Afro Spanish> Afro Coldist: Santa Monica> * ** Rio Hondo** Santa Monica> Long Beach Santa Monica> Los Angeles Los Angeles> Rio Hondo** Los Angeles> Long Beach Long Beach> Rio Hondo** Significant at a - .05 Significant at a - .01 Age: No test significant except: 16-23 (experimental) > 16-23 (control)* 30-39 (experimental) > 30-39 (control)* Units: BA+> 60+** BA+> 30-59** BA+> 0-29** 60+ > 30-59 60+ > 0-29 0-29 > 30-59 Ethnic: Other > Afro** Other · > Asian* Other > Spanish** Spanish > Asian Spanish > Afro Asian > Afro Coldist: Santa Monica> Rio Hondo** Santa Monica> Long Beach** Santa Monica > Los Angeles** Long Beach> Rio Hondo Long Beach> Los Angeles Los Angeles> Rio Hondo* Santa Monica (exp.) > Santa Monica (control)** 116 Table 16 Post Hoc Multiple Comparisons of Los Angeles Community College District Subsample Midterm and Final Examination- Scores --------------------------------- --- Midterm Group: Control> Experimental Sex: Female > Male** Age: All tests were not significant Units: BA+ > 60+ BA+ > 30-59** BA+ > 0-29** 60+ > 30-59 60+ > 0-29** 30-59 > 0-29 Ethnic: Other> Afro** Other> Asian Other> Spanish** Asian> Spanish Asian> Afro* Spanish> Afro* * Significant at a - .05 ** Significant at a - .01 Final Group: Control> Experimental Sex: Female > Male** Age: All tests were not significant Units: BA+> 60+ BA+> 30-59** BA+> 0-29** 60+ > 30-59 60+ > 0-29 0-29 > 30-59 Ethnic: Other> Afro** Other> Asian* Other> Spanish** Spanish> Afro* Spanish> Asian Asian> Afro 117 □ Table 17 Post Hoc Multiple Comparisons of Long Beach Community College District Subsample Midterm and Final Examination Scores MiG ' erm Final Group: Experimental> Control Group: Experimental> Control Sex: Females > Males* Age: 30-39 > 50+ 30-39 > 40-49 30-39 > 24-29 30-39 > 16-23** 40-49 > 50+ 40-49 > 24-29 40-49 > 16-23 24-29 > 50+ 24-29 > 16-23* 50+ > 16-23 Units: All tests were not significant Ethnic: No tests on ethnic- N too small * Significant at a - .05 ** Significant at a - .01 Sex: Females > Males* Age: 30-39 > 50+ 30-39 > 40-49 30-39 > 24-29 30-39 > 16-23** 40-49 > 50+ 40-49 > 24-29 40-49 > 16-23 24-29 > 50+ 24-29 > 16-23* 50+ > 16-23 Units: All tests were not significant Ethnic: No tests on ethnic- N too small 118 Table 18 Post Hoc Multiple Comparisons of Rio Hondo Community College District Subsample Midterm and Final Examination Scores Midterm Final Group: Experimental> Control Sex: Females> Males** Group: Experimental> Control Age: 40-49 > 30-39** 40-49 > 24-29* 40-49 > 16-23 16-23 > 24-29 16-23 > 30-39 24-29 > 30-39 Units: BA+> 60+ BA+> 30-59 BA+> 0-29 30-59 > 60+ 30-59 > 0-29* 60+ > 0-29 Ethnic: All tests were not significant * Significant at a - .05 ** Significant at a - .01 Sex: Females> Males** Age: All tests were not significant Units: 60+ > BA+ 60+ > 30-59 60+ > 0-29* 30-59 > BA+ 30-59 > 0-29* BA+> 0-29 Ethnic: All tests were not significant 119 Table 19 Post Hoc Multiple Comparisons of Santa Monica ~ommunity College District Subsample Midterm and Final Examination Scores Midterm Final Group: Experimental> Control Sex: Females> Males Group: Experimental> Control* Sex: Females> Males Age: 30-39 > 24-29 30-39 > 16-23* 24-29 > 16-23* Units: All tests were not significant Ethnic: All tests were not significant * Significant at a - .05 ** Significant at a - .01 Age: 30-39 > 24-29 30-39 > 16-23** 24-29 > 16-23* Units: All tests were not significant Ethnic: All tests were not significant 120 APPENDIX B DATA FORMS 121 STUDENT DATA FORM NAME MAIDEN SEX BIRTHDATE SS NUMBER ADDRESS CITY STATE, ZIP PHONE ETHNIC GROUP COLLEGE UNITS COMPLETED PREVIOUS MIDTERM FINAL GRADE 122 TELEVISION STUDENT SURVEY Please print NAME: SEX: Male Female BIRTHDATE: COLLEGE UNITS COMPLETED PRIOR TO FALL, 1974--Check one: 1. Freshman 0-29 2. Sophomore 30-59 3. Sophomore 60 or more 4. A.B. or Higher Degree ETHNIC BACKGROUND--Check one: 1. Afro American 2. Asian American 3. Spanish Surname 4. All Other 123 . ' APPENDIX C LETTERS 124 Dear In the Fall of 1974, you enrolled in a Child Growth and Development Course on television offered by the Los Angeles Community Colleges. In order to produce future television courses that will better meet the interests and needs of our television student body, I have been authorized to conduct a study on our television student audience. Therefore, I would sincerely appreciate your filling out the information on the enclosed form and returning it in the enclosed self-addressed envelope as soon as possible. AF/jc Enclosures Very truly yours, Alfred P. Fernandez Dean of Instruction, Ventura College 125 Dear In the Fall of 1974, you enrolled in a Child Growth and Development course on television offered by the Los Angeles Community Colleges. Not too long ago, we requested some information from you regarding your enrollment in this course. The purpose of this request was to help us produce future television courses that would better meet the needs of our television student body. Perhaps in the midst of the holiday season, this request was mis placed. Since I have been authorized to conduct a study of our television student audience, I would greatly appreciate your filling out the information on the enclosed form and returning it in the enclosed self addressed envelope. Please won't you help us do a better job? AF/jc Enclosures Very truly yours, Alfred P. Fernandez Dean of Instruction, Ventura College 126

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Asset Metadata

Creator Fernández, Alfred Peter (author)

Core Title The role of the campus instructor in student achievement in community college television instruction

School School of Education

Degree Doctor of Philosophy

Degree Program Education

Degree Conferral Date 1976

Publication Date 06/01/1976

Defense Date 05/24/1976

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

Tag OAI-PMH Harvest,Television in higher education

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC25308

Unique identifier UC25308

Identifier Ph.D. Ed '76 F363 (call number),etd-FernandezA-1976.pdf (filename)

Legacy Identifier etd-FernandezA-1976

Document Type Dissertation

Format theses (aat)

Rights Fernández, Alfred Peter

Internet Media Type application/pdf

Type texts

Source 20230120-usctheses-microfilm-box5 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given.

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA

Repository Email cisadmin@lib.usc.edu