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A Comparative Study On The Effectiveness Of The Filmstrip, Sound Filmstrip, And Filmograph For Teaching Facts And Concepts

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A Comparative Study On The Effectiveness Of The Filmstrip, Sound Filmstrip, And Filmograph For Teaching Facts And Concepts

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Content This dissertation has been Mic G1-1 702
microfilmed exactly as received
McBEATH, Ronald Jam es. A COMPARATIVE
STUDY ON THE EFFECTIVENESS OF THE
FILMSTRIP, SOUND FILMSTRIP, AND
FILMOGRAPH FOR TEACHING FACTS AND
CONCEPTS.
University of Southern California, Ph.D., 1961
Education, psychology
University Microfilms, Inc., Ann Arbor, Michigan
A COMPARATIVE STUDY ON THE EFFECTIVENESS OF THE
FILMSTRIP, SOUND FILMSTRIP, AND FILMOGRAFH
FOR TEACHING FACTS AND CONCEPTS
by
Ronald James MeDeath
A Dissertation Presented to the
FACULTY OF THE GRADUATE SCHOOL
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF PHILOSOPHY
(Education)
January 1961
UNIVERSITY O F S O U T H E R N CALIFORNIA
GRADUATE SCHOOL
UNIVERSITY PARK
LOS ANGELES 7. CALIFORNIA
This dissertation, written by
.....................BonaldL Jmuss.. M cB eaJth.....................
tinder the direction of h\J9....Dissertation C om
mittee, and approved by all its members, has
he e/I presented to and accepted by the Dean of
the Graduate School, in partial fulfillment of
rcf/uirements for the decree of
D O C T O R O F P H I L O S O P H Y
Date J a n u a r y , 3 9^1
DESSERTATIQN COMMITTEE
CX.'S. SV,
/ \ Chairm an
ACKNOWLEDGMENT
The research reported herein was supported by a
grant from the United States Office of education, Depart
ment of Health, Education and V u ’ elfare.
TAHLE OP CONTENTS
ACKNOWLEDGMENTS ...................................
LIST OP TABLES ...................................
Chapter
I. THE PRQbLEM AND DEFINITIONS OP TERMS USED .
The Problem
The Importance of the Problem
Methods of Procedure
Limitations of the Study
Definition of Terms Used
Summary
ll. REVIEW OP RELATED LlTEiulTURE............
iBooks and Journals Related to this Study
General Research Related to the Study
Filmstrips and slides versus silent
films
Filmstrip versus sound films
Illustrated pamphlets versus sound
films
Filmstrips versus flat pictures
Filmstrips versus lectures
Illustrated pamphlet versus printed text
■Summary
Research Directly Related to the .Study
Film versus filmstrip of story board
Film versus film of story board
Summary
III. iuETtiOD OF PROCEDURE .....................
Preparation of materials
Selection of content
Preparation of script and story Doard
Photographing the filmstrips
Recording the sound tracks
Producing the filmograph
Preparation of Testing Instruments
The pilot study
Selection of experimental population
V
Chapter Page
Administration of the Experiment
Assembling the Data
Statistical Analysis
Summary
IV. PRINCIPAL FINDINGS ....................... 47
Test Reliability
The Population
Test Results
Kean gain between pre-test and post-test
iuean gain between pre-test and retention-
test
Summary
V. SUitikARY, CONCLUSIONS, AND liL C Oki-.JS N DA TI ON 3 70
Summary
Statement of the problem
Method of procedure
Findings
Analysis of variance on the mean gain
oetween pre-test and post-test
Analysis of variance on the mean gain
between pre-test and retention-test
Conclusions
Recommendations
^ISLIOGaAPHY ..................................... 76
APPENDIX, a. Raw Data of the Twenty-four Subgroups
in the Experimental Population . . 83
APPENDIX. 13. Warner's Socio-Economic Scale .... 108
APPENDIX C. Test Forms......................... 113
APPENDIX D. Filmstrip Script .................. 125
APPENDIX E. Production Advisers ................ 130
ge
49
50
52
54
55
56
57
59
61
63
64
65
LIST OP TABLES
Reliabilities for Pre-test, Post-test, and
Retention-test ...........................
Means and Standard Deviations of the Matched
Groups for Age, Intelligence Quotient,
Socio-economic Status, and Sex ..........
Mean Intelligence Levels for the Pour Methods
for iuale and Female.......................
Analysis of Variance on the Mean Gain Between
Pre-test and Post-test
Tukey Test for Significant Gap Between the
Rank Ordered Mean Gains of the Pour Methods
for Gain #1 and Gain #2 ..................
Mean Gains Between Pre-test and Post-test for
tne Pour Methods at the Three Intelligence
Quotient Levels by Sex ...................
Mean Gains Between Pre-test and Post-test and
Adjusted Kean Gains with Variables Removed
for the Pour Methods by Sex ..............
Kean Gains Between Pre-test and Post-test for
the Pour Methods by Three Intelligence Quo
tient Levels .............................
Mean Gains Between Pre-test and Post-test for
the Three intelligence Quotient Levels by
Sex.......................................
Analysis of Variance on the Mean Gain Between
Pre-test and Retention-test ..............
mean Gains Between Pre-test and Retention-test
for the Pour Methods at the Three Intelli
gence Quotient Levels by Sex ............
Kean Gains Between Pre-test and Retention-test
for the Pour Methods by Sex ..............
vi
vii
Table Page
13* Mean Gains Between Pre-test and Ketention-test
for the Four Methods at the Three Intelli
gence Quotient Levels ....................... 66
14* Mean Gains Between Pre-test and hetention-test
for the Three Intelligence Quotient Levels
by S e x ........................................ 68
CHAPTER I
THE PROBLEM AND DEFINITIONS OP TERMS USED
In the learning process the Btudent must put forth
intellectual effort if he is to develop understanding and
extend his knowledge. But education is a dual process of
teaching and learning. In the teaching process the in
structor has a responsibility for making a clear presenta
tion. Not only must the presentation be clear to be effec
tive, but it should also be interesting and stimulating.
A variety of audio-visual techniques are available to fac
ilitate the communication between the teacher and the stu
dent and thereby improve the teaching-learning situation.
Over the past forty years an ever-growing amount of
research has been published regarding the effectiveness of
various audio-visual media in presenting knowledge. Early
research was primarily of a comparative nature examining
differences between the effectiveness of one medium and
another. In more recent years a trend has developed toward
testing specific factors within particular types of media.
Due to technological developments and developments
within the arts the media available are constantly expand
ing. These developments require continuation of tradition
al effectiveness studies. They further complicate addi
tional studies of specific elements in each medium.
1
2
Among such newer developments in audio-visual ma
terials is the filmograph. It is produced by photographing
still pictures on motion picture film. The illusion of
movement is created by camera movement, use of the sound
track, and other filmic effects. Very little research was
available in the published literature regarding the teach
ing effectiveness of the filmograph. Some studies had been
conducted comparing films and filraographs, but none compar
ing filmstrips and filmographs.
The Problem
It was the purpose of this study to compare the re
lative effectiveness of four filmic methods of presenting
facts and concepts. The four filmic methods were:
1. Captioned filmstrip.
2. Captioned filmstrip with narration.
3. Sound filmstrip.
4. Filmograph.
The study attempted to answer the following ques
tions with equivalent groups of students on a post-test
given immediately after the presentation and on a retention
test given three weeks later:
1. is one method superior or inferior to the other
methods?
2. Do boys learn better from the media than girls?
3. Do students with a higher intelligence quotient
3
learn oetter than those with a lower intelligence quotient?
The study attempted to verify the hypothesis that
the filmograph could teach more effectively than the other
media.
The Importance of the Problem
Advances in knowledge in almost all fields, and
especially in science, have increased the instructional
task of the classroom teacher. More knowledge must be pre
sented to today's students than those of the previous gen
eration, but still in the same amount of time. Hence the
teacher must have not only a deeper and wider understanding
of his subject matter but also the best instructional tech
niques for its presentation.
A careful survey of the available literature showed
that a considerable number of studies comparing the teach
ing effectiveness of various instructional techniques had
been completed. In the area of filmed material many stud
ies have been conducted but none were available comparing
the filmograph with filmstrips. The writer felt that a
study comparing the effectiveness of the filmograph and
filmstrips would show whether the filmograph, because of
its use of movement and other motion picture techniques,
could be a more effective teaching tool than the captioned
or sound filmstrip. This information would be of value
both to the teacher and to the producer.
4
An experiment comparing the effectiveness of the
filmograph and filmstrips is a logical extension to re
search conducted by May and Lumsdaine (16:18). These men
compared the effectiveness of a filmed story board and a
motion picture film based on the story board. The filmo
graph is essentially the efeme as a filmed story board but
is usually more polished. The researchers found no statis
tically significant difference between the teaching effec
tiveness of the media.
Methods of Procedure
The writer’s concern for this area of experimenta
tion developed from his attempts to make effective presen
tations of historical information over television by using
sound effects and still pictures. This led into the area
of filmographs and sound filmstrips.
A review of the literature revealed the lack of
research in this area and led to the major hypothesis of
this study. After writing a formal statement of the prob
lem, the general procedure for comparative experimental
studies was followed:
1. Production of suitable filmstrips and filmo
graph.
2. Creation of testing instruments.
3. Selection of the experimental population.
4. Pilot study to refine testing instruments and
procedures*
5. Administration of the experiment.
6* Assembling of the data*
7* Statistical analysis of the data.
8. Preparation of the report of the study.
Chapter III covers these steps of the procedure in
detail. Advice and assistance on the problems of research
design, statistical analysis, and preparation of data for
machine processing was given by Angus MacLean.
Limitations of the Study
The presentation of facts and concepts by the four
media was made to sixth grade students.
Definition of Terms Used
The definitions below should be considered as being
specific to this study.
Captioned filmstrip.— A planned sequence of still
pictures on 35mra film with an explanatory caption on each
frame.
Captioned filmstrip with narration.— A captioned
filmstrip accompanied by a simple, clearly-enunciated read
ing of the words printed on each frame.
Sound filmstrip.— The same sequence of still pic
tures as aoove but without the printed captions on each
frame. Titles and labels appeared on frames where clarifi
cation was considered necessary. The sound was a more ex
pressive narration with appropriate background music. Ad
vancement for each frame was signalled to the projectionist
by a "tone" on the sound track.
Filmograph.— A 16mm motion picture composed of the
same sequence of still pictures as the filmstrips and the
same sound track as the sound filmstrip. It included
standard optical effects for pop-ons and pop-offs, fade-ins
and fade-outs, art-frame movement, and camera trucks and
pans.
Summary
This chapter has described how the problem was con
ceived, why it is important, and has presented a formal
statement of the proolem. The steps taken in the general
procedure have oeen noted, limitations of the study estab
lished, and the specific terms particular to this study
defined.
CHAPTER XI
REVIEW OP RELATED LITERATURE
Over the past forty years increasing numbers of
studies have been completed regarding the effectiveness of
audio-visual materials and methods in education. A system
atic search was made through the available literature to
find what other experimenters had contributed in the areas
related to this study. A survey was made of reference
sources such as IficClusky's Bibliography (17), Allen's re
view in the Encyclopedia of Educational Research (1), Doc
toral Dissertations in Audio Visual Education by Moldstad
(46, 47)» Doctoral Dissertations Accepted by American Uni
versities (20), The Journal of Applied Psychology (43)»
The Reader's Guide to Periodicals (18), and The Educational
Index (19).
Books and Journals Related to this Study
Among the literature examined was a review by Dale,
Finn, and Hoban in the Forty-Eighth Yearbook of the Nation
al Society for the Study of Education, Audio Visual Materi
als of Instruction (11); Hoban and van Ormer's summary,
Instructional Film Research (27); the National Society for
the Study of Educational Yearbook, Mass Media and Educa
tion (12); Experiments on Mass Communication (13) by Hov-
land, Lumsdaine, and Sheffield; two volumes of Ins truetion-
7
8
al Film Research Keporta (24, 25); May and Lumsdaine's
Learning from Films (16); eight volumes of Audio Visual
Communication Keview (34); and several dissertations (52,
53, 54, 55, 56). The review of the literature showed that
there was little research available which could be consid
ered as being directly related to this study.
Limits were established in the following survey to
include only those studies which could be considered rele
vant. The review is in two parts. The first part summar
izes the research related in a general way under the fol
lowing headings:
1. Filmstrips and slides versus silent films.
2. Filmstrips versus sound films.
3. Filmstrips versus flat pictures.
4. Filmstrips versus lectures.
5. Illustrated pamphlet versus sound films.
6. Illustrated pamphlet versus printed text.
The second part outlines the studies which were
considered to be directly related to this investigation.
The studies were comparisons of:
1. Film versus filmstrip of story ooard.
2. Film versus film of story board.
General hesearch related to the Gtudy
Filmstrips and Blides
versus silent films
The early research comparing the effectiveness of
films and filmstrips was conducted before the introduction
of the sound film. In one of the first comparisons re
ported, James (8:190) showed that there was no statistical
ly significant difference in the effectiveness of the two
media after objective tests were given to eighth grade stu
dents in a controlled situation. Care was taken to make
the two presentations as alike as possible. Actual picture
and subtitle frames from the science films were cemented
together to make the filmstrip.
Two studies similar to the aoove were conducted in
1924. kcClusky (8:91), in his experiment, showed a silent
film to one group and a series of slides with oral presen
tation to a second group. The two parallel groups of sixth
through eighth grade students were given presentations as
nearly alike as possible by using slides taken directly
from the film. The content and organization of the film,
The Life History of the monarch Butterfly, was maintained
in the slide presentation. Altuough half the film showed
live action, the controlled investigation showed that this
particular subject matter could ue learned equally well in
a still slide presentation. A similar result was reported
by LcClusky and LcClusky (8:244) following their investiga
tions with fifth through eighth grade students using two
films, Lumoering in the North Woods and Iron and Steel.
Here the investigators compared films with slides plus sub
titles and oral comments. In a study (8:333) using a film
10
to teach handwork at the same grade levels, the slide pres
entation did not teach as effectively as the film.
Brown (35)» making an investigation in 1928, found
the filmstrip more effective than the film in teaching fac
tual information about physiology at the junior high school
level. The filmstrip was made from frames of a 35mm ver
sion of the film and the content was kept similar. No pre
test was given to the small groups of matched pairs. Brown
concluded that the difference in effectiveness was due to
the greater amount of comment that the filmstrip permitted.
The comparisons of filmstrips and slides with mo
tion pictures found, in general, that the projected still
pictures were about as effective in teaching factual infor
mation as silent films (8, 35).
Filmstrip versus sound films
After the introduction of sound into motion pic
tures, there was a considerable amount of conjecture as to
its value. Studies comparing filmstrips and sound films
have tended to come up with results supporting the earlier
research. In 1942, Goodman (40:358) reported a study com
paring sound and silent filmstrips with sound and silent
films at the sixth and seventh grade levels. The films
were on safety topics. By selecting twenty frames for the
filmstrip from a 35mm version of the film and by using the
same verbal content, the silent media and their respective
11
sound versions covered the same material. In each case
teBts showed immediate significant differences in favor of
the silent media, but in a retention-test given thirty
days after the presentation no significant difference in
results was obtained.
Vernon's experiment (50), in 1946, compared the
effectiveness of film and filmstrip when each medium was
used in conjunction with usual instruction. The filmstrip
used by Vernon was produced from 140 frames of photographs
and captions taken or adapted from the film. No signifi
cant difference was found from the effects of these two
methods used on the British naval trainees in the study.
This result may have been influenced partially by the ex
treme length of the filmstrip. The highest scores were
obtained by those students who were taught by using films
and filmstrips in combination.
Carson (36) reported, in 1947, an experimental
study made by the ocottish Educational Film association on
eleven and twelve-year-old school children. A long and an
abbreviated version of a filmstrip about American cowboys
were compared with a film. The subject matter, in all
cases, was comparable, but not identical. ihe gains in
knowledge on a forty-item true-false and multiple-choice
test were significantly higher in the filmstrip groups.
In teaching two units of a course on nursing arts
to pre-clinical nursing students, Heidgerken (41) compared,
12
in 1948, three methods of presentation. The investigation
showed that there were no significant differences among
filmstrips, motion pictures, and filmstrips integrated with
motion pictures, when these were combined with conventional
methods during twenty-eight hours of instruction. The vis
ual media took up about 10 per cent of the time. The re
sults of this study were undoubtedly influenced by the sev
eral factors which entered into the design of the experi
ment. These factors included twenty-four instructional
groups, procedures, and teacher variability. it is not
considered by Hoban (27:VI, 29) that the media were an im
portant influence in the experiment Decause the time de
voted to them was only a fraction of the total instruction
al time.
An investigation, in 1948, oy Johnson (42) dealt
with the uses of films and filmstrips, used separately and
in comoination, as a supplement to usual instruction in
mathematics. Comparisons were made with matched groups re
ceiving usual instruction only; the results showed that the
combination of films and filmstrips helped significantly in
retention-tests. There had oeen no significant difference,
however, in the immediate post-tests. The investigator
noted that many of the teachers participating in the study
had never used or seen a mathematics film or filmstrip be
fore and only limited time was available for preparation.
In 1948, Jackson (52) investigated the effective-
13
nesa of teaching the .oible to high school students. He re
ported that a film and a filmstrip, made from the frames of
the film, taught equally well. In 1953, Slattery (30) com
pared silent filmstrips with sound films in teaching facts
and concepts in social studies at the fifth grade level.
The filmstrip was found to be significantly superior.
Laner (44), in 1954, tested the effectiveness of a
film versus a filmstrip made from retouched frames of the
film. The content was to teach a simple performance of re
pairing a broken sash cord in a window. The performance
was divided into twenty-three sub-operations for purposes
of comparison. In only one sub-operation of the twenty-
three did the film group do significantly better. Of the
seventy-five men who were in the study, thirteen saw the
filmstrip and sixty-two saw the film. Both groups were
told there would be a performance test after the presenta
tion. The results of the test offered no evidence as to an
advantage due to motion representation*
Hovland, Lumsdaine, and Sheffield (13s129), in
1949> reported a comparison between an Army filmstrip and a
similar forty-three-rainute Army film on map reading. The
film was partly live action and partly animated. The
thirty-nine-item test contained half verbal items and half
maps and diagrams. The Army trainees learned slightly, but
not significantly more from the filmstrips.
Ortgiesen (55) conducted a study comparing the
14
effectiveness of selected filmstrips and films in teaching
a unit on soil conservation to ninth grade students. The
study was reported in 1954. Eight filmstrips and five
sound motion pictures were selected on the subject of soil
conservation. A unit of work covering ten class periods of
fifty-five minutes was developed and study guides were
printed. The 753 students were divided into three groups.
One group had usual instruction with filmstrips, the second
had usual instruction with films, while the third, the con
trol group, had usual instruction only. Wherever possible,
each teacher taught a control group as well as both experi
mental groups. The time needed for the filmstrips and mo
tion pictures was taken from the times usually used for
group recitation and discussions.
The controlled experiment showed statistical signi
ficance in favor of the visual media. The educational
filmstrips were more effective than sound motion pictures,
and each was more effective than the regular teaching with
printed materials.
The studies comparing filmstrips and sound films
have shown that the one media generally is as effective as
the other in teaching factual information. The superiority
of the filmstrip in some cases may have been due to the
slower rate of development used in the presentation (40,
50, 36, 41, 27, 42, 52, 30, 44, 13, 55).
Illustrated pamphlets
versus sound films
Gibson and others (26), in 1947, reported a study
in which they compared the effectiveness of three media for
teaching facts and principles in a new system of aerial
gunnery. The first medium was an animated cartoon with a
logical but light treatment. The second medium was a
fifty-page, pocket-size, illustrated manual to be read in
half an hour. The third medium was a half-hour illustrated
lecture organized around nineteen slides made from illus
trations used in the manual.
Pour groups of 100 to 130 men were tested, one be
ing used as a control group. The test consisted of twenty-
five five-choice items, some of them pictorial. The film
group was significantly superior to the other two groups in
an immediate test and also in a retention-test two months
later. No significant difference was found between the
other two groups.
Hichardson and Smith (49)» in 1947, compared ani
mated films with illustrated pamphlets. The topics of mal
aria, hookworm, and tuberculosis were presented to matched
groups of junior and senior high school students. No
introduction or follow-up was used with either films or
pamphlets. The same teachers made presentations to control
as well as to experimental groups. Three hundred and
thirty-seven students participated in the study. A fifty-
16
two item test waB developed and used for a pre-test one
week before the presentation and as a retention-test one
month after the presentation. Short individual tests were
used immediately after each presentation.
The retention-test showed a considerably higher
percentage increase in gain among the film viewers than
among the readers. Superiority was more pronounced in this
retention-test, which covered all three topics, than it was
in the short individual tests given immediately after the
presentation of each topic. As in the Gibson study, the
animated films taught more in less time.
both the studies showed that the films were super
ior to the pamphlets in teaching effectiveness and both
taught in less time (26, 49).
Filmstrips versus flat pictures
Sprague (56), in 1955» found that there was no sig
nificant difference in the ability of sixth and seventh
grade boys to learn factual scientific information from
visual methods, whether the visual aid presenting the in
formation was: (1) a commercially-made filmstrip, (2) an
organized collection of free and inexpensive flat pictorial
material matched to the commercially-made filmstrip in
factual information and verbal content, (3) a filmstrip
photographed from the collection of flat pictorial material,
or (4) a combination of teacher-made filmstrip and the col-
17
lection of flat pictorial material. The study was con
trolled and eight equated groups of students were used.
This study showed no superiority of one medium over the
other (56).
Filmstrips versus lectures
Abramson (32), in 1952, studied the relative effec
tiveness of two methods of teaching a course in mechanics
to students in a metropolitan high school where various
socio-economic factors produced a general lack of interest
in school work. One type of instruction combined the use
of recitation, demonstration, film, supervised study, and
laboratory exercises. He compared this to a method using
the projection of pictorial ideographs as slides, each
slide followed by several "thought" questions which focussed
on certain elements and relationships in the slides.
Achievement was measured oy specially prepared
tests given immediately and two months later. The slide
group achieved significantly more learning than the control
group on all three units of instruction on both the immedi
ate and the retention-tests given two months later.
Stampolis and Sewell (31 J, in 1952, compared the
use of four filmstrips with lectures in teaching economic
concepts to university students. The filmstrip method was
significantly superior to the lecture method in one case,
Dworkin and nolden (37), in 1959, compared film-
18
strips with. lecture method, four forty-five-rainute sound
filmstrips of 150 frames, produced by the authors, were
tested on 120 graduate engineering students. Half were
taught by the regular lecture and half by the filmstrip.
The content of the two media were similar. The teacher who
gave the lecture also wrote and recorded the scripts for
the filmstrips. The sound was recorded on an inexpensive
tape recorder and the audible tone was made by striking a
tumbler with a teaspoon. The viewing conditions were not
ideal and light leaks from windows slightly degraded the
picture.
A few days after the presentation the matched
groups were given a mid-terra examination covering the en
tire half of the semester's work, including the four exper
imental lectures. A statistical analysis of the grades
showed that taere was no significant difference between the
two methods of teaching.
Comparisons of filmstrips and lectures showed that
under some circumstances the filmstrip is superior to the
lecture (32, 31, 37).
Illustrated pamphlet versus
printed text
Myers (54) compared the effectiveness of presenting
the same suoject matter (the Story of Marco Polo) Dy comic
strip and by a descriptive passage of prose based on the
pictorial and veroal content in the comic. The sample pop-
19
ulation of 671 high school students was matched into two
equivalent groups. A multiple-choice verbal test of 114
items was administered after the presentation.
The findings indicated that there was a small dif
ference in the general effectiveness of the two media. The
print medium was statistically superior when used solely
and also when used as reinforcement. It might be observed
that in this particular experiment the picture quality in
the comic may have tended to confuse rather than clarify.
The printed text was a more effective tool than the
comic strip for presenting information in this study (54).
Summary
Prom the research surveyed, it may be concluded
that no one medium is at all times superior to any other.
Under some special circumstances, however, the filmstrip
has proved to be superior while in others the film was more
effective. In one comparison a text proved more effective
than an illustrated pamphlet. Hooan has noted that the
superiority of the motion picture may result from its
greater adaptability for portraying interacting events,
while filmstrip superiority may be due to the slower rate
of development used in the actual presentation of the film
strip to the audience (27:VI, 29).
Research Directly Related to the Study
After a thorough examination of the available lit
20
erature, two separate studies were located which are direct
ly related to this investigation.
Film versus filmstrip
of siory hoard
Zuckerman (51), in 1954, reported an attempt to
find an economical way to conduct pre-release testing for
educational films. From the story board of a film, 262
frames were selected to make a filmstrip. The film was
used to familiarize jet pilots with speed limitations and
load limits of the F86A. The sound track of the film was
recorded on a disc. One hundred and eighty airmen of com
parable background experience were randomly assigned to re
ceive instruction by the film and uy the filmstrip with the
recording. The presentation took place in comparable
classrooms and for the same amount of time, A twenty-six-
item multiple-choice test was given to check gains in
knowledge.
There was no statistically significant difference
between the effectiveness of the media, hence Zuckerman
concluded that the filmstrip could be used to reliably pre
dict the effectiveness of the film (51),
Film versus film of
siory board
In 1958, ^ay and Lumsdaine (16:18) reported on a
similar type of study with a film on seasonal changes. In
their case, however, the pencil sketches selected from the
21
story board were not photographed onto still 35mm film, but
on 16mm motion picture film. The narration of the film was
put on a sound track to accompany the filmed pencil sketch
es. This type of production is very similar to a filmo-
graph, the essential difference being that the filmograph
has more polish.
Pour classes of fifth grade pupils were subjects in
the experiment. They were randomly divided into halves,
and while one half saw the film the other continued with
regular schoolwork. After seeing the film, the first group
of students took a ninety-one-item test while the other
half saw the pencil-test version, both groups were allowed
as much time as they needed, aoout twenty minutes, to fin
ish the test.
A random selection of fifty pupils in each group
was made for convenience of analysis, ho pre-test was
given, out it was assumed that, due to randomizing, the
groups were insured for substantial initial equality. A
comparison of the mean scores showed that there was no
significant difference in learning between the crude pen
cil-test and the polished final film.
In their evaluation of the study, i . , a y and Lumsdaine
noted that, besides the major variable involved, there
were others which might have influenced the results. They
concluded that, for teacning the kind of material important
in understanding seasonal changes, a crude presentation
22
such as the pencil-test film can teach at least as well as
a polished color-film costing ten times as much. It was
partly the results and suggestions of the studies in this
section which led to the present investigation.
The filmed storv board taught as effectively as the
color-film (16).
Summary
A systematic review of the literature was conducted
to locate research in the general area of the investiga
tion. The comparison of silent filmstrips and slides with
motion pictures found that, in general, still pictures were
about as effective in teaching factual information as si
lent films. Experiments conducted since the introduction
of sound films have tended to support the earlier research.
The varying results regarding the effectiveness of
the different media are perhaps confusing and are definite
ly inconclusive regarding medium superiority. Dale and
others (5)» who prepared the article on audio visual re
search in the Encyclopedia of Educational Research, as re
cently as 1950 noted that "further controlled experiment
is needed to estaDlish definite generalizations relative
to the effectiveness of films."
Educators have progressed considerably in their
acceptance of the effectiveness of audio visual materials
and techniques in education. Problems arose as each new
23
type of presentation developed through the stages of
slides, filmstrips, and films, before and after the intro
duction of sound. Each type of presentation has a particu
lar value. Teacher preferences for one type of medium over
another considerably influence the use being made of the
various media.
CHAPTER III
iiETHOD OP PROCEDURE
The basic purpose of this study was to compare the
effectiveness of presenting the same factual information to
students by: (1) captioned filmstrip, (2) captioned film
strip with narration, (3) sound filmstrip, and (4) filmo-
graph.
In general the only safe way to make quantitative
comparisons of the effectiveness of two ways of pre
senting material in a film appears to be that of pre
senting the same subject in two or more different ways
to equivalent groups of pupils and using the same test
materials as the criterion of effectiveness. (16:264)
In accordance with this idea of u.ay and Lumsdaine,
a carefully-planned design was formed and put into opera
tion so that maximum control could be maintained. The fol
lowing methods of procedure developed:
1. Preparation of materials.
2. Preparation of testing instruments.
3. Selection of experimental population.
4. Administration of the experiment.
5. Assembling the data.
6. Statistical analysis.
The remainder of this chapter covers the steps outlined
above.
24
Preparation of Materials
Selection of content
The challenge of making a contribution to the
existing audio-visual materials in the Los Angeles area was
as much a motivating element in the subject matter selec
tion as finding a content area which was not covered al
ready. A discussion with audio-visual librarians revealed
that there was a shortage of materials on the South Pacific,
an area which was of special interest to this investigator.
A recent curriculum expansion in sixth grade social studies
had allowed more time to be spent on hew Zealand. The in
vestigator decided to add an extra link to studies about
the Pacific and develop a script around the exodus of the
Maoris from Polynesia, their sea voyage to hew Zealand, and
their way of life in hew Zealand before and after the ar
rival of the white settlers.
Preparation of script and
siory board
Although familiar with the story, the author sought
reference material to help maintain accuracy and authentic
ity. Such references as The Encyclopedia Britannica (15),
The Maori As He Was (2), and The Changing Maori (14) were
searched for both pictorial and verbal content. After de
veloping a rough outline, experts in this subject matter
area at the University of Southern California were consult
ed and refinements were made where necessary. It was de-
26
cided to limit the filmograph to a 400* reel and the film
strip to a maximum of seventy-two frames as this is the
usual length for materials at the sixth grade level. In
designing the story board a script break-down waB made of
the story into the significant parts. The parts considered
as necessary to present the students with the total concept
were as follows:
1. The exodus from Polynesia.
2. The sea voyage.
3. The way of life, arts, crafts, and culture in
New Zealand.
4. Problems arising on the arrival of white set
tlers.
5. How the problems were resolved.
6. The way of life in ftew Zealand today.
A segment of the total time was proportionately
given to each step bo that no part of the story would re
ceive undue emphasis. Allowance was made for a revision of
key points in the presentation and then the exacting pro
cess of expressing essential facts in an interesting cap
tion and picture was begun. An arbitrary limit of four new
facts was set for each caption and a determined attempt was
made to work well within this limitation. 3o that specific
statements of fact could be made in each frame, the rough
outline of the story was rearranged in caption form to con
form with the limitations. A significant guide as to which
27
essential facts should oe outlined in the script was ob
tained while developing seventy multiple-choice questions.
The sketches were drawn so that they would contrib
ute to the students' knowledge by presenting relevant cues
and not inhibit learning through distracting cues. Care
was taken to ensure that the pictorial element was not de
ficient in detail, definition, or clarity. Refinements and
revisions were made of Doth the verbal and pictorial state
ments following advice given to the producer by profession
al artists, filmstrip producers, and motion picture produc
ers, who were consulted for advisement (Appendix E).
Approval by media experts.— Before moving into pro
duction, arrangements were made with the Audio-Visual Dir
ectors of Los Angeles County, Los Angeles City, Pasadena,
Long Beach, and Alhambra school districts to preview and
evaluate the story board. The panel were met individually
and were most helpful. Through their kind co-operation
some valuable suggestions were noted regarding minor chang
es which could make the production more effective at the
sixth grade level. The changes were made and the final
script and story board accepted.
Finished art work.— From the refined story board
sketches, black-and-white drawings, 9" x 12" in size, were
made with felt-tipped pens. Shadows and perspective were
achieved through water-color washes and dry-brush technique.
Retouching of the art work was done by a professional art-
28
iet.
Printing the captions.— A aeries of experiments was
conducted to find an efficient yet inexpensive means of
putting the captions on the filmstrip. The approved form
was achieved by using an electric IBM typewriter with ex
ecutive type. A carbon ribbon was used on good-quality pa
per. The captions were United to three lines and each
line to four-and-three-quarter inches in length. The typ
ing was single-spaced with three spaces between captions.
Enlarging the captions.— A Leica 3g camera,
equipped with a 50mm f2 summitar lens set in a focamount,
was mounted on a Leitz focaslide. The total unit was at
tached to a Leitz Valoy II copy stand. The copy was made
on Kodak 35mm Micro-Pile film rated at ASA 40. Two KF2
lights (No. 2 photo floods with built-in reflectors) were
mounted in portable light stands and set at an angle of 45°
from the copy. An incident light-exposure meter with a
flat photo-disc was used when determining the correct ex
posure and light placement. Glass covered the typed cap
tions to keep the copy flat.
The captions were photographed and the film was de
veloped in Dektol, a high-contrast paper developer, diluted
one-to-one. Enlargements from the negatives were made on
Dupont Varigam T, glossy white, double weight, 8£" x 11"
paper. The enlargement was standardized so that the long
est line would be printed 9" in length. Kodak D-72 devel-
29
oper diluted one-to-two was used for the paper, By over
developing the prints, the typed letters were made to ap
pear thicker so that the captions, in their final form of
black print on white paper, had a similar appearance to
regular print.
Photographing the filmstrips
An addition was made to the copying equipment for
filming the caption filmstrip, a double-frame mask, cut
from heavy black construction paper, was mounted on a board
with Acme pins to enable accurate registration. The mask
enabled the producer to put two single pictures on the
douole-frarae film area. The board was secured by "C"
clamps to the copy stand.
The pictures and captions were put into numerical
order, from the first to the seventy-second. The pictures
were then paired successively and, by using a transparent
guide, were placed exactly on paper which had been Acme-
punched. The pictures were photographed successively in
pairs and the captions were adjusted in place at the base
of each picture. 3y placing glass over the mask which cov
ered the pictures and captions, sharpness was maintained.
The sound filmstrip was photographed by repeating
the aoove process without using the captions. Headlines
were placed on pictures where some clarification was con
sidered essential due to the lack of a caption or where it
30
was thought it might make the media more efficient. The
filmstrips were developed in D-76, diluted one-to-one, and
the negatives sent to a commercial printer. The laboratory
attached leader to each negative and spliced the two film
strips together to form a continuous loop. One hundred
feet of film were printed.
Recording the sound tracks
Two separate sound tracks were needed. The first
was used for both the filmograph and the sound filmstrip.
The second was made to be used with the caption filmstrip
only. The verbal content of each sound track was the same
except for two sections. In the narration for the caption
filmstrip the Maori names of the canoes are not spoken, but
in the sound filmstrip version they are. The second dif
ference was in the section about the war dance. In the
caption version the students are told that the Maoris
chanted a war dance and made frightening faces, whereas in
the sound version the students hear the chant. The differ
ence in these two sections seemed essential media differ
ences where the one medium may have had an advantage over
the other.
The sound track for the caption filmstrip was made
so that it would resemble, as much as possible, the way a
good teacher would read the captions on the filmstrip to
his class. Clear enunciation and appropriate pacing were
31
considered essential. Only the words which appeared in
the caption were read in this narration. Any headlines or
titles were left for the student to read by himself. A
period of approximately four seconds was allowed between
captions.
The narrator was asked to be more expressive, while
still keeping the enunciation clear, for the filmograph
sound track. The period between captions was set between
three and four seconds, except for where a change of pace
was considered necessary. A musical background was select
ed from appropriate recorded n.aori singing, it was re
recorded so that it would introduce and estaolish a new
mood and also help indirectly to round out the idea of
maori culture. After rehearsals were finished, the narra
tion was completed to the satisfaction of the producer and
narrator.
The war song, or haka, was rehearsed oy a group of
fifteen male students and several tracks recorded, r'rom
these tracks the one which seemed most appropriate was
chosen. The haka was spliced into the narration and then
a synchronised mix was made of the musical Dackground and
the narration. The completed filmograph track was recorded
on 16mm magnetic film.
For the sound filmstrip, the filmograph sound track
was used and re-recorded with an audible tone on the new
track at the exact moment the filmstrip should be turned on
32
to the next frame* In each case the narration followed the
picture. The new track was recorded on one-quarter-inch
magnetic tape. Copies of each sound track were made for
insurance against breakage or loss.
Producing the filmograph
The narration, pre-recorded on 16mm magnetic film,
was run through a sound reader to locate the exact sync
point for changing the picture. The required frame was
identified by the footage counter on a sync machine. The
narration followed the introduction of the picture in all
cases. The time period which lapsed between picture intro
duction and narration varied from one-tenth of a second to
three seconds, depending on the tempo desired. This period
was also partly determined by the complexity of the pic
tures. Since the camera to be used had a frame counter,
the sync points were recorded on the shooting script by
footage and frames rather than by footage only.
The shooting script was designed to give the
photographer all the information needed to film the pic
tures. Seven columns were made to convey the following
information:
1. Total footage.
2. Reel footage.
3. Reel frames.
4. Picture number.
33
5. Field size.
6. Framing center.
7. Remarks.
To find the total footage the sync points located
on the sound track were recorded sequentially in the first
column. The footage was recorded in feet and frames.
Since the camera held only one-hundred-foot reels, it was
necessary to introduce a reel-footage column. This column
showed the sync points for each reel in feet and frames.
The column showing reel frames was tabulated by
multiplying the footage by forty and adding the number of
frames, since there are forty frames to the foot in 16mm
film. To be sure there would be no confusion, each picture
was clearly numbered and the number was recorded in column
four.
A twelve-inch field guide was used to determine the
field size and framing of each picture while the pictures
were being mounted on Acme-punched paper. The data was re
corded in columns five and six. Information concerned with
trucking, zooming, pop-ins, and fades was placed in column
seven.
The animation stand.— A modified Kodak Cine Special
camera, equipped with an Ektar f1.4 lens, was mounted on a
Bowlds animation stand. The equipment was made available
by the Cinema Department at the University of Southern Cal
ifornia. The lights were part of the stand and the voltage
34
was regulated to 90 volts to give an Incident light inten
sity of 125 foot-candles•
The glass platen on the stand was used to keep the
art work flat* Acme registration pins kept the mounted art
work lined up in the manner decided upon in advance. Qne-
hundred-foot reels of Kodak Plus X 16mm negative film, with
a speed of ASA 80, were used for filming. A series of cal
culations were necessary to determine the speed of the zoom
and trucking shots before the shooting script could be com
pleted.
Photographing the filmograph.— Due to the complete
ness of the pre-planning, the filming was now a mechanical
procedure. The filmograph was shot, frame by frame, ac
cording to the shooting script. The calibrated north-south
and east-west hand wheels were adjusted so that the table
would be in the required place for the desired framing.
An electric motor moved the camera up or down to the re
quired field size.
Printing the filmograph.— The negative was devel
oped and the sections spliced together. The 16mm composite
magnetic sound track was re-recorded to 16mm optical track.
A sound release print was then made.
Preparation of Testing Instruments
The statistical design chosen required two equiva
lent forms of the test to be administered to the students,
35
one in the pre-test and the other in the post-test. So
that two forms of at least twenty-five questions in each
could be made, an original test of seventy items was built*
The questions were made so that they were related to the
words and pictures in each frame of the filmstrip and each
sequence in the filmograph* All the questions were multi
ple-choice with four possible answers in every question.
The original test was constructed while the script
was being prepared* The construction of the test contrib
uted towards the clarity of the script. Questions were de
signed for facts and concepts in the cognitive area rather
than the affective area of Dehavior* The test was organ
ized to cover as many as possible of the cognitive areas of
knowledge categorised by Bloom (3)* The division may be
noted in the list below:
1* Specifics.
2. Terminology.
3. Specific facts.
4. Conventions.
5. Trends and sequences.
6. Principles and generalizations.
7. Theories and structures.
Care was taken to see that the questions did not cue each
other and that none of the four choices was the obvious
answer nor obviously not the answer.
Prom the original seventy questions, sixty which
36
appeared to meet the established criteria were chosen. To
check on the reliability of the teBt it was decided to con
duct a pilot study. A school district was sought with
children who could be considered comparable to those se
lected for the experiment. The Alhambra school district
was found to be very co-operative and four sixth grade
classes, totalling 133 students, were made available. A
meeting was held with the teachers and they were told the
basic idea of the experiment. Each of the teachers assured
the investigator that the subject matter of the media had
not been touched upon in the classroom and that it would
not be before the presentations. Since no pre-test was to
be administered this precaution was considered essential.
The pilot study
Each class was given a two-minute tape-recorded
message informing them that they were part of an experi
mental study. They were told that the material dealt with
the i.iaoris of New Zealand, where they came from, how they
travelled, how they lived in new Zealand in the past, and
their way of life today. The presentation was made so that
each of the four media was used, one in each class. The
sixty-item test was administered immediately after the
presentation, tw o test forms were given out to the stu
dents, one being the reversal of the other. The front page
of the test form was an instruction sheet giving a sample
37
question and showing the student how to check the answer*
The instructions were read before continuing with the test*
The test showed a statistical reliability of .85*
using the Kuder-Richardson formula 20. An item analysis,
for difficulty and discrimination, was made on the results
of the test* The questions were then paired for these two
qualities and similar subject matter. Two questions were
replaced so that two thirty-question tests would be essen
tially the same* The questions were arranged in increasing
order of difficulty from one through thirty. One test was
mimeographed on a yellow paper and the other on white. In
the final study the students were to be given one form in
the pre-test, the other form in the post-test, and the two
forms in the retention test three weeks later.
It was decided to hand-score the tests in the ex
periment so instructions were included on the front page to
show, by example, how the answers should be cnecked (Appen
dix C).
Selection of the Experimental Population
The choice of subject matter limited the population
to the sixth grade. Since a spread of socio-economic stat
us was desired, the population was selected from three
available school districts. The superintendents of the
East Whittier City School District, the Montebello Unified
School District, and the Whittier City School District
kindly gave permission to carry out the study in their
30
schools, providing this was agreeable to the principals In
volved*
Twenty sixth grade classrooms were selected from
ten different areas. It was agreed by the committee that
a cross section of students of varying socio-economic sta
tus should be available from the areas chosen* The princi
pals and teachers concerned were met and acquainted with
the plans for the experiment. An hour was assigned and
the date arranged for giving the pre-test, the presenta
tion, and the post-test; a half hour was also set for a
day three weeks later for the retention-test. The time set
depended upon school arrangements and full co-operation was
gained in each case so that the experiment would not con
flict with any special activity the school might be arrang
ing.
Upon the recommendation of the superintendent, the
schools made the cumulative records available so that in
telligence quotient, age, sex, and father's occupation
could be recorded for each student. This information was
kept confidential and students' names and the names of the
schools were omitted from the tables tabulating the re
sults (Appendix A). The students involved had all been
given the California Test for Mental Maturity within a per
iod of nine months prior to this study.
The socio-economic status of the students was de
termined by using a scale reported by Warner (22:140),
39
Warner based his rating on the occupational status of the
father* The scale is divided into seven categories (Appen
dix B)• In cases where the information in the cumulative
folder was too general or incomplete regarding the father*s
occupation, the student was questioned by the classroom
teacher* In some isolated cases approximations had to be
made since the students were not certain of their father1s
occupation* The final scaling was used to show that there
was a comparatively even spread of socio-economic status
throughout the four groups*
When matching the students into four groups, IQ,
age, sex, and socio-economic status were considered. The
matching was done in such a way that five classes were in
each group and the total number of boys and girls in each
group was approximately the same* in only one instance was
it necessary to have two classes from the one school in the
same group.
The investigator noted that there were extremes in
IQ and checked with the classroom teachers regarding any
children who had extreme reading difficulty or language
difficulty. The scores from these few children were not
included in the statistical analysis.
Administration of the Experiment
Arrangements were confirmed with principals and
teachers two weeks before the experiment. Assurances were
40
given that the content would be new for the students* A
survey of the viewing conditions in each school was made by
the Investigator so that the children in each class would
receive presentations that could be seen and heard with
comparable ease* Conditions varied considerably in room
size, but only slightly with regard to room darkening. In
each school the presentations were made in the room which
was customarily used for projection.
The pilot study had alerted the investigator to the
necessity for testing all equipment, adjusting sound levels
and focus, and also for setting up the room before the
presentation. The same equipment, borrowed from the Uni
versity of Southern California, was used for all projection
and sound reproduction. There were no breakdowns and good
quality was maintained throughout the experiment. An Ampro
motion picture projector, .Vollensak tape recorder, and
Viewlex filmstrip projector were used.
The day before the experiment the school was con
tacted and arrangements confirmed. On the day of the ex
periment the investigator set up the necessary projection
equipment before school and tested it. School equipment
was availaole if any proolem had arisen. The appropriate
materials were then threaded into the equipment and left
ready for projection. The speaker was placed near the
screen in all cases.
The experiment was begun after the usual schoolday
41
preliminaries were completed, The teacher introduced the
investigator as having come from the district office to
conduct an experiment. The investigator then played a tape
so that each class had the same introduction. The students
heard that, just as manufacturers test their products to
make refinements, so do the makers of films and filmstrips.
They then heard how they could help in the study; that the
material was about the Maoris of New Zealand, how they had
come to New Zealand, and their way of life before and after
the arrival of the white settlers. The students were then
told that they would have a test to see how much they al
ready knew and that, after seeing the presentation, they
would have a different test from the results of which the
investigator could tell how well they had been taught by
the materials. To help prevent unnecessary anxiety, the
students were told that the resuits would not appear on
their final reports, but that they would be made known to
them by their teacher.
The pre-test was distributed so that students sit
ting beside each other had different forms of the test.
Reading books were left accessible by the students so that
they would not be idle after completing the test. No time
limit was placed on the students and the instructions
printed on the front page of the test required them to ans
wer all the questions and mark only one choice in each
question. The students put their names on the test and the
42
instructions were read with them by the investigator. Af
ter each student had completed the pre-test— about fifteen
minutes— and all the tests had been collected, the room was
darkened for projection or the students were taken, without
talking, to the projection room.
The filmograph presentation required the investiga
tor to turn on the projector and, after the end title, turn
it off. The focus and sound levels had been previously ad
justed.
For the sound filmstrip presentation sufficient
leader was spliced onto the sound track to allow the inves
tigator to depress the "play" button, see that the machine
was running, and walk back to the filmstrip projector. The
filmstrip projector had already been turned on, but left on
the opaque frame before the title frame. As soon as the
first tone was heard, the filmstrip was turned on to the
title frame and then moved on one frame as each tone was
heard.
The caption filmstrip with narration presentation
followed the same pattern as the sound filmstrip, except
that there was no audiole tone on the sound track. In this
case the investigator paused for two to three seconds after
the narration before turning on to the next frame. In one
sequence of six frames only, a one-second pause was made
between frames oecause of the brevity of the narration.
During the presentation of the caption filmstrip
43
without any narration, the investigator allowed six seconds
for each full line of the caption so that the method would
be standardized for the five classes, The classroom teach
er adjusted the lights for the presentation in each class
room visited.
The presentation was completed and the students re
sinned their seats under normal classroom conditions. The
post-test was distributed so that all students received the
alternate form. The forms were collected upon completion
and the students who were finished read quietly. The test
ing and presentation were completed within an hour and, in
all cases, between recesses so that there would be no un
necessary disturbances. Children with special duties which
conflicted did not take the test, before leaving the
classroom the teacher was reminded that a retention-test
would be given in three weeks. The teacher was asked not
to tell this to the children and not to encourage discus
sions regarding the content of the film.
Three weeks later the retention-test was adminis
tered. For this test both forms were stapled together to
make a sixty-question test. The packaging was done so that
students seated Deside each other would begin work on a
different form. This was done as an added precaution
against copying.
Assembling the Data
The tests were hand scored. The total scores from
44
the three teste, showing which form, the yellow or white,
they had been scored on, were entered on a ledger sheet to
gether with the IQ, age, socio-economic status, and sex of
the students. The gains from the pre-test to the post-test
and from the pre-test to the averaged retention-test score
were alBO recorded on the form (Appendix A),
Statistical Analysis
The data were then statistically treated to check
on the reliability of the tests and to find if there were
any significant differences in learning from the media.
The statistical treatment of the test scores was focused
around the mean gain uetween the pre-test and the post-test
and then the mean gain oetween the pre-test and the reten
tion-test. A method was sought which would allow all of
the mean gains within each series of tests to be tested for
significance. The analysis of variance and the correspond
ing test for significance based upon the P distribution
permitted this to be done.
The analysis of variance (7:315) deals with vari
ances rather than standard deviations and standard errors.
The rationale of the analysis of variance is that the total
sum of squares of a set of measurements composed of several
groups can be analyzed or broken down into specific parts,
each identifiable with a given source of variation. One
part is the sum of squares oased on variation within the
45
several groups, and the other is the sum of squares based
upon variation between the group means.
By dividing the larger variance by the smaller the
variance ratio is obtained. The variance ratio, or F, may
be checked in tables to determine the significance at the
.05 or .01 level taking degrees of freedom into account.
If the P test shows there is a significant variance among a
group containing more than two means, then a further test
would be applied to find whether there is a significant
difference between one mean and any other mean.
The Tukey test (7:331) was applied when it was
found that tnere was a significant variance between the
four methods. The test for a significant gap between the
four methods revealed tnat there was no significant gap be
tween adjacent means when they were arranged in order of
magnitude.
The Tukey test is applied oy taking t at some de
fined level of significance, for example, at the 5 per cent
level, for the degrees of freedom available and then solv
ing for
Significant gap * (t.05)(/?)(Sx)
where Sx is defined as oy the formula
C " — S
&x mM
and t.05 is the tabled value of t at the .05 level for the
degrees of freedom associated with the mean square within
46
groups.
The t test of individual means was not applied to
the test findings after the analysis of variance showed a
significant ¥ ratio, since it involves the hypothesis that
the samples have been drawn at random from a common popula
tion (10:264)* When making a t test of two extreme means,
however, the two sample means have not been selected at
random for comparison.
Summary
The method of procedure was outlined in detail in
this chapter. The preparation of the filmed material and
testing instruments was discussed. An account of the meth
od used for selecting the population was covered, the ad
ministration of the experiment rated, and the chapter con
cluded with a discussion of the assembling of the data and
notes on the statistical techniques used.
CHAPTER IV
PRINCIPAL FINDINGS
The experiment was conducted under conditions which
were kept as closely as possible to normal or usual class
room conditions. The classrooms were checked to see if
they were comparable and the projection facilities and en
vironment were also tested. In order that any unknown
classroom variables would be randomized, for each of the
four methods the classes in each group were selected from
various schools.
Each group consisted q£_five classes. The four
groups were formed in such a way that tney could be consid
ered as equivalent groups. It is difficult in an experi
ment of this nature to match the groups exactly, out an at
tempt was made to match on such factors as age, intelli
gence quotient, sex, and socio-economic status. Reliable
information on each of tnese factors was obtained from the
school records.
This chapter will state the findings on the relia
bility of the testing instruments, give the findings on the
matching of the population in four groups, and present the
findings of the tests. Certain interpretations and impli
cations will oe stated when relevant.
47
Test Reliability
The reliability of each test was calculated by the
internal consistency method. The Kuder-Richardson formula
20 was used for establishing the reliability of the pre
test from the results of the pilot study. On both the
post-test and retention-test the Kuder-Richardson 21 , a
more simplified formula, was used. Since the number of
items in the post-test was thirty, whereas the number of
items used in the other tests was sixty, the Spearman brown
formula (10:492) was used to adjust the estimated reliabil
ity for purposes of comparison. It was possible to use the
Spearman Brown formula since the two forms of the test were
equivalent.
In Table 1 the results of the reliability tests
show that the pre-test reliability was .85, the post-test
reliability .72, and the retention-test reliability .75.
The Population
Bince four methods were to be used on the students
in the experiment, an attempt was made to match the stu
dents in each of the four groups. The factors considered
when matching the four groups of five classes were total
number, age, intelligence quotient, sex, and socio-economic
status. The statistical evidence of matching may be noted
in Table 2. When four means were to be compared, the test
was made between the highest and lowest mean.
49
TABLE 1
RELIABILITIES POR PRE-TEST, POST-TEST,
AND RETENTION-TEST
Lean Variance
Standard
Deviation
Reliability
Coefficient
Pre-test 43.61 58.88
6.67 .85
Post-test 23.28 11.50
3.39
.72a
Retention-test 38.63 51.79
0
CM
•
C"
.75
The reliability of the thirty-item half-test was
.56, so the Spearman crown formula was applied and showed a
reliability of .72 on the full length test.
50
TABLE 2
iiiEANS AND STANDARD DEVIATIONS OP THE MATCHED GROUPS
FOR AGE, INTELLIGENCE QUOTIENT,
SOCIO-ECONOMIC STATUS, AND SEX
Variable Group N Mean S.D.
C 138 137.34 5.39
CN
144 138.19 4.39
Age P 138
138.29 4.99
SP 1 38 137.92
5.07
t = 1.52 df
274 NS
C 1 38 111.62
14.04
CN
144 110.18 15.48
IQ P 138 109.98 15.78
SP 1 38 109.91 15.48
t = 0.96 df 280 NS
C 138
3.59 1.57
Socio- CN
144 3.54 1.62
Economic P 138 3.52
1.57
Statue SP 138
3.59 1.63
t - 0.34 df 274 NS
Boys
294 138.49 5.30
Girls
264 137.33 4.52
t = 2.75 df 556 p <.01
TO
Boys 2 94 110.89 16.18
Girls 264 109.89 14.07
t = 0.77 df 556
51
There was no significant difference between the
mean ages (approximately 138 months) of the students in the
four groups. However, when the total group was divided in
to boys and girls, the fact that the mean average age of
the boys was slightly more than one month greater than that
of the girls, was significant at the ,01 level.
The four groups, when matched for intelligence
quotient, showed no significant difference nor was any sig
nificant difference found between the boys and the girls of
the total group. The mean intelligence quotient of approx
imately 110 may be considered as slightly higher than that
of the general population.
The students were classified for socio-economic
status on a seven-point scale depending upon the father’s
occupation (Appendix o). The statistical evidence shows
that tnere was no significant difference between the four
groups with a mean of approximately 3,5.
In Table 3 there appears a breakdown showing the
mean intelligence quotient of each subgroup in the experi
ment, The totals of 127, 109, and 96 are the mean intelli
gence quotients of the top third, the middle third, and the
lower third, respectively, of the experimental population.
Test Results
The students did learn by each of the four methods.
After establishing an average mean of eleven plus on the
52
TABLE 3
MEAN INTELLIGENCE LEVELS
FOR THE FOUR METHODS
FOR MALE AND FEMALE
Methods
Level Sex C CN F SF
Average Mean
at Each Level
Upper Boys
Girls
129
125
128
124
129
126
128
126
12?
Middle Boys
Girls
112
111
112
110
110
106
108
111
109
Lower Boys
Girls
96
97
92
95
92
95
93
93
94
Note:
In this table, and in all succeeding tables, the
symools C, CN, F, and SF are the symbols for captioned
filmstrip, captioned filmstrip with narration, filraograph,
and sound filmstrip, respectively.
53
pre-test, the students averaged twenty-three plus on the
post-test. These results were achieved on a thirty-item
test made up of four-choice questions.
Mean between pre-test
and post-test
Comparison of the four methods.— The gain between
the pre-test and post-test will be referred to as Gain #1.
The mean for each of the twenty-four subgroups and the av
erage mean for each of the four methods may be seen in
Table 6. The difference between the four method gains of
12,25, 12.28, 11.23, and 11.76 was statistically signifi
cant at the .05 level in the analysis of variance (see
Table 4)» but the Tukey test for significant gap (see Table
5 3, when applied to the rank ordered means, showed that no
one method was significantly superior or inferior.
The Tukey test was applied when it was found that
there was a significant variance between the four methods.
If one method had been significantly superior or inferior
it would have oeen revealed by the Tukey test for signifi
cant gap between the rank ordered means.
Comparison of male and female.— The average mean
gain of the boys was 12.24 and that of the girls was 11.49,
as shown in Table 7. Taole 4 shows that the difference be
tween these mean gains was significant at the .01 level.
The difference may have been because the subject matter was
possibly more appealing to boys. The fact that the boys
54
TABLE 4
ANALYSIS OP VARIANCE ON THE MEAN GAIN
BETWEEN PRE-TEST AND POST-TEST
Source
Sum of
Squares dfa
Mean
Square P P
Total
1890.43 557
_ _
Within
6111.45 534 11 .44
— —
Methods 101.23 3 33.74 2.95 .05
Sex 76.64 1
76.64 6.69 .01
IQ Levels 311.67 2
155.84
4.62
.05
Sex and Methods 110.55 3 36.85 3.21
.05
Levels and juethods 39.10 6 6.52 0.57
Sex and Levels 67.58 2
33.79 2.95
— —
adf - degrees of freedom
Note:
The triple interaction was in no case significant.
55
TABLE 5
TUKEY TEST FOR SIGNIFICANT GAP BETWEEN
THE RANK ORDERED MEAN GAINS
OF THE FOUR METHODS FOR
GAIN #1 AND GAIN #2
No. Method
Difference
Gain Adjacent
between
Means
1 . CN
C
SF
F
Tukey t = .80
12.28
.03
12.25
.49
11.76
.53
11.23
No significant gap
2. CN
C
F
SF
Tukey t - .78
8.39
• 56
7.83
.07
7.76
.12
7.64
No significant gap
56
TABLE 6
MEAN GAINS BETWEEN PRE-TEST AND POST-TEST FOit THE POUR
METHODS AT THE THREE INTELLIGENCE QUOTIENT LEVELS
BY SEX
Method
Sex Level 0 CN P SP
Upper
13.04 13.04 12.87 11 .72
Boys Middle
13.04
13.60 12.22 11.52
Lower 11 .80 11 .76
11.17 11 .00
Upper
13.05
14.26
11 .44 12.81
Girls Middle 11 .00 10.74 10.69 12.48
Lower
11.33 10.13 9.00
11 .24
Means by Methods
12.25
12.28
11 .23 11 .76
Average Mean Gain ■ 11,88
57
TABLE 7
MEAN GAINS BETWEEN PRE-TEST AND POST-TEST AND
ADJUSTED MEAN GAINS ’ WITH VARIABLES REMOVED
PGR THE POUR METHODS EL SEX
q0T ^
Methods Average Mean
of each Sex m ex
C CN P SP
Mean Gains
uoys 12.63 12.80 12.09 11.41 12.24
Girla 11.79 11.71 10.37
12.18
11 .49
Adjusted Mean Gains
.ooys 11.91 12.04 12.35 11.11
11.85
Girls 11.82 11.69 11.36 12.62
11.85
Average
Uean of
Methods
11 .85 11.85 11.85 11.85 11.85a
aAllowance being made for rounding errors.
58
were slightly older them the girls may also have been a
contributing factor.
Comparison of intelligence levels.— The students
participating in each presentation were subdivided into
male and female and then these two subdivisions were fur
ther subdivided into thirds according to their intelligence
quotient. Table 8 shows that the mean gain of the upper
third was 12.77, of the middle third 11.94, and of the low
er third 10.94. The analysis of variance in Table 4 proved
that differences were significant at the .05 level. In
each case, no matter which medium was used, the brighter
children learned more from the presentation than those
children with a lower intelligence quotient. One could in
fer from this that, while all students learned from the
media, the media are more effective with the brighter stu
dents .
interaction between sex and methods.— In Table 7, a
breakdown of the mean gains of boys and girls according to
the methods shows that the highest mean gain of 12.80 was
scored by the boys who saw the captioned filmstrip with
narration and the lowest of 10.37 was gained by the girls
who saw the filmograph. rhe trend was for the girls to
achieve smaller mean gains than the boys, except in the
case of the sound filmstrip where a reversal took place.
After the effects of the variables of sex and met iods were
removed, in accord with a method noted oy Guilford (10:276^
59
TABLE 8
MEAN GAINS BETWEEN PRE-TEST AND POST-TEST
FOB THE FOUR METHODS BY THREE
INTELLIGENCE QUOTIENT LEVELS
Sex
methods Average Mean
at each Level
C CN F SF
Upper
13.04 13.63 12.15 12.22 12.77
Riddle 12.11
12.23
11.46 11.96 11.94
Lower
11.59
10.98 10.09 11.11 10.94
6 0
the pattern observed in the raw score mean gains is more
clearly shown. The variance among the boys' scores was
smaller than the variance among the girls' scores. The re
sults in Table 4 Indicate, at the .05 level of confidence,
that some of the variance in the learning Bcores is depend
ent on the interaction of methods and sex.
Interaction between levels and methods.— The mean
gains for each method according to the three intelligence
quotient levels are shown in Table 8, The mean gain for
each subgroup is shown and no significant difference was
found among the groups.
Interaction between sex and levels. — In Tao1e 9,
the breakdown between the levels according to sex is given.
The results show nothing unexpected, but point out the fact
that the lower intelligence girls, with a mean gain of
10.33, scored one point less than the lower intelligence
boys. There appears to oe very little difference between
the gains of the upper and the middle boys who scored a
mean gain of 12.66 and 12.60 respectively,
Summary for Gain #1.— Although the analysis of var
iance showed a significant difference oetween the four me
thods at the .05 level, oetween the sexes at the .01 level,
and between the three intelligence quotient groupings at
the .05 level, the only interaction which proved signifi
cant was the methods and sex interaction at the .05 level.
The application of the Tukey test (see Table 5) to the four
61
TABLE 9
MEAN GAINS BETWEEN PRE-TEST AND POST-TEST FOR
TriE THREE INTELLIGENCE QUOTIENT LEVELS BY SEX
Sex Upper Middle Lower
Average Mean
of each Sex
Boys
Girle
12.66
12.89
12.60
11.20
11.44
10.38
12.24
11.49
62
methods showed there was no significant gap between the
four methods used in the experiment when they were placed
in rank order*
Mean gain between pre-test
and retention-test
Comparison of the four methods.— The mean gain of
the twenty-four subgroups and the average mean for each
method are shown in Table 11. The analysis of variance in
Table 10 shows that there is no significant difference be
tween the mean gains for each method of 7.83* 8.39, 7.76,
and 7.64. Although the subgroups changed to some extent in
tueir rank order, the group which scored the greatest mean
gain in Gain #1 and the group which scored the least main
tained their respective positions in the gain oetween pre
test and retention-test. The difference between the high
est and the lowest subgroup in Gain #1 was 3*50 points. In
Gain #2 this difference oetween the same two subgroups was
extended to 4.52 points.
Comparison of male and female.— The average mean
gain of 8.21 points for boys and 7.58 for girls may be ob
served in Table 12. The analysis of variance in Table 10
shows that the difference is significant at the .01 level.
The difference is approximately the same as it was in Gain
#1 which was also significant at the .01 level.
Comparison of intelligence levels.— In Table 13,
the mean gain for the three groupings, according to intel-
63
TABLE 10
ANALYSIS OP VARIANCE ON THE MEAN GAIN
BETWEEN PRE-TEST AND RETENTION-TEST
Source
Sum of
Squares dfa
Mean
Square P P
Total
6707.43 557
Within 5843.10 534 10.94
— —
Methods 47.22 3 15.74 1.44
Sex
54.55
1
54.55 4.69 .01
IQ Levels 492.83
2
246.41 22.52 .01
Sex and Methods 82.87 3
27.62 2.52
Levels and Methods 97.26 6 16.21 1 .48
— —
Sex and Levels
34.13
2
17.07 1.56 — ** _
adf ■ degrees of freedom
Note:
The triple interaction was in no case significant.
64
TABLE 11
MEAN GAILS BETWEEN PRE-TEST AND RETEHTI UN-TEST PGR THE
FUUK METHODS AT THE THREE INTELLIGENCE QUOTIENT LEVELS
BY SEX
Sex Level
Method
C CN P SP
Boys Upper 8,88 10.10 9.57 7.48
Middle
8.54
9.18 9.07 7.64
Lower 7.28 7.48 6.46
6.84
Girls Upper
8.59 10.57 7.94 8.86
Middle 7.00 6.61 7.50 8.52
Lower
6.45
6.26 6.04 6.67
Means by Methods
7.83 8.39
7.76
7.64
Average Mean Gain * 7.91
65
TABLE 12
iuEAN GAINS BETWEEN PRE-TEST AND RETENTION-TEST
FOR THE FOUR kETHODS BY SEX
Lie t hods
Average keen
Sex
c CN F SF
of each Sex
Boys 8.23 8.92 8.36 7.32 8.21
Girls 7.35 7.81 7.16 8.02 7.58
TABLE 13
LEAN GAINS BETWEEN PRE-TEST AND RETENT I ON-TEST
FOR THE FOUR METHODS AT THE THREE
INTELLIGENCE GUuTIENT LEVELS
Levels
Methods Average Mean
at each Level
C CN F SF
Upper 8.75
10.32
8.75
8.11
8.99
Middle 7.84 7.95
8.28 8.04 8.03
Lower 6.90
6.89 6.29
6.76 6.70
67
ligence quotient level, shows the score for the upper third
to be 8.99» the middle third 8.03* and the lower third 6.701
As for (iain #1, these differences, as shown in Table 10,
are significant, this time at the .01 level.
Interaction between sex and methods.— The breakdown
of mean gains by methods according to sex is in Table 12.
The mean gain of the girls who viewed the filmograph was the
least as it was in Gain #1, but there did not appear to be
any significant difference among the groups (see Table 10).
Interaction between levels and methods.--The mean
gain for the groups when subdivided according to the three
intelligence quotient levels and the four methods is shown
in Table 13. As with Gain #1, in respect to this same in
teraction, there was no significant difference among the
groups (see Table 10).
Interaction between sex and levels.--Table 14 gives
the mean gain breakdown for the grouping according to sex
and the tnree intelligence quotient levels. The analysis
of variance for this interaction is noted in fable 10 and
shows there is no significant difference. A similar con
clusion was arrived at in connection with Gain #1.
Summary for Gain #2.— The analysis of variance
showed no significant difference between the four methods
used on the matched groups. A significant difference at
the .01 level was found between the sexes and also between
the students when grouped equally into upper, middle, and
6 8
TABLE 14
ikiEAN GAINS BETWEEN PRE-TEST AND RETENTION-TEST
POR THE THREE INTELLIGENCE QUOTIENT LEVELS
bY SEX
Sex upper Middle Lower lex“
Boys
Girls
8.99 8.59 7*03
9.00 7.39 6.35
8.21
7.58
69
lower intelligence quotient levels. The Tukey test in
Table 5 supported the findings in the analysis of variance.
Summary
The findings showed that the reliability of the
testing instruments was sufficiently high for them to have
been used as tests in the experiment. The population was
matched in four equivalent groups according to age, intel
ligence quotient, sex, and socio-economic status. The 558
students were composed of 2 94 boys and 264 girls. Three
of the groups had 138 students, while the fourth had 144
students. The boys and girls were divided fairly equally
among the four groups. The only significant difference
among the population characteristics was that the boys were
approximately one month older than the girls.
Analysis of the test scores on the post-test showed
that there was a significant difference between the four
methods, but when the Tukey test was applied for signifi
cant gap it was not able to establish any methods as being
significantly superior or inferior. The interaction be
tween sex and methods was significant at the .05 level for
the mean gain between the pre-test and the post-test. On
the test scores for the retention-test a significant dif
ference between the methods was not found.
On ooth the post-test and the retention-test the
students with higher IQs scored higher than those with lower
IQs, and the boys did significantly better than the girls.
CHAPTER V
SUUAARY, CONCLUSIONS, AND RECOMI.1ENDAT10N3
Summary
Statement of the problem
The purpose of this study, as stated in the first
chapter, was to compare the relative effectiveness on fac
tual learning of: (1) a captioned filmstrip, (2) a cap
tioned filmstrip with narration, (3) a sound filmstrip, and
(4) a filmograph. The study attempted to verify the hypo
thesis that the filmograph, being more polished and a more
complete package, could teach more effectively.
ho studies of the same nature were found in the
available literature, uut some studies were located which
compared filraB with filmstrips and films with filmographs.
The findings generally showed that there was no significant
difference between the effectiveness of tne media studied.
Method of procedure
Prom a population of 558 sixth grade students in
Los Angeles County four matched groups of approximately the
same size were formed* The students were matched for in
telligence quotient, age, sex, and socio-economic status.
The matching was done so that there would be five classes
in each group.
After the materials had been produced and the tests
71
made, a pilot study was conducted so that any necessary re
finements on the tests and procedures could he made*
The experiment was administered so that the stu
dents in each class had a pre-test, saw the presentation,
and then had a post-test, all within an hour. The experi
ment took two weeks and each class was given a retention-
test after a three week period. The data were recorded and
from the data statistical evidence of the matching of the
groups and reliability of the tests was established. An
analysis of variance was conducted and Tukey tests were
made on the four methods.
Findings
The statistical evidence showed the groups were
sufficiently well-matched and the tests reliable enough to
make competent analysis of the results.
Analysis of variance on the mean gain
between pre-test and post-test
1. There was a significant difference between the
methods, but the Tukey test on the rank ordered means re
vealed that no one method could be considered significantly
superior or inferior.
2. The boys did significantly better than the
girls.
3. btudents with a higher intelligence quotient did
significantly better than those with lower intelligence
quotients.
72
4. The interaction between sex and methods was sig
nificant •
Analysis of variance on the mean gain
between pre-test ancl retention-tesr
1. There was no significant difference between the
four methods.
2. The boys were significantly better than the
girls.
3. The students with the higher intelligence quo
tients did significantly better than the students with the
lower intelligence quotients.
4. No interactions were significant.
Conclusions
The hypothesis that the filmograph can teach better
than the filmstrip is rejected, matched groups of students
can apparently learn equally well from captioned filmstrip,
captioned filmstrip with narration, sound filmstrip, and
filmograph. This was founa to be tne case on the irmnediate
post-test and on the retention-test given three weeks laten
it would appear from this study that having such
media differences as musical background, panning, pop-on
words, and other filmic techniques has no measurable effect
on learning. However, it should be remembered tnat the
specific effects used within each medium were not separat
ed for testing purposes. Hach of the media was designed
to convey the same content using the same pictures and
73
words. The effects used were those which were considered
as being peculiar to each medium and contributing to its
general effectiveness. It is possible that some of the ef
fects used within each of the media cancelled out other ef
fects. It is also possible that some students learn more
effectively from one medium than from another. It is dif
ficult to conclude how much of the learning achieved in
this study may have been influenced by any one, or a com
bination, of several factors such as motivation from the
subject matter content, the presence of a stranger in the
classroom, the interest of a different activity, and the
importance and competitiveness in taking part in an experi
ment. Perhaps when these conditions exist, any presenta
tion made in a clear and competent manner will produce re
sults showing no significant superiority or inferiority of
any one medium.
The findings of this study tend to support previous
research regarding media effectiveness. It is important to
realize that any of the media, when used efficiently, will
improve the learning situation. Efficient use depends en
tirely on the classroom teacher. The teacher must decide
which medium is likely to most effectively meet the needs
of the particular situation.
In a study such as this, consideration must be giv
en to the limitations of suoject matter, the type of ques
tions asked, and the size and nature of the sample, when
74
drawing conclusions* This study was made with sixth grade
children and different results may have been obtained with
children in lower or higher grades. The conclusions men
tioned apply only to the students presented with the mater
ials under the conditions of this study. Repetition, using
different subject matter or different grade levels, might
result in different conclusions.
Recommendations
If quantity and quality are to be continually
sought in the teaching-learning situation, it is important
for specific research to continue to seek ways of improving
instruction and instructional techniques. This study cov
ers a limited area, but even so, it opens avenues for more
studies to follow.
Further investigation is required in such areas as
the types of sound tracks, length of materials, and the use
of materials for optimum effect. Perhaps the most pressing
need is the development of new types of testing devices, as
a paper and pencil test is possibly limiting after a visual
and auditory presentation.
BIBLIOGKAPHY
BIBLIOGRAPHY
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32. Abramson, Bernard. "A Comparison of Two Methods of
Teaching Mechanics in High School," Science Educa
tion. XXXVI (March, 1952), 96-106.
33. Allen, William H. "Readability of Instructional Film
Commentary," Journal of Applied Psychology. XXXVI
(June, 1952).
34. Audio Visual Communication Review. Vols. i-VIII.
Washington: Division of Audio Visual Instruction of
National Education Association, 1953-1960.
19
35. drown, H. E. "Motion Picture or Film Slide?" School.
Science and Mathematics. XXVIII (1928), pp. 5l?-2e.
36. Careon, D. "The American Way of Life," as portrayed
in filmstrips: an experiment in visual education.
Kesearch Publication. No. 2. Glasgow: Scottish
Educational Film Association, 1947.
37. Dworkin, Solomon, and Holden, Alan. "An Experimental
Evaluation of Sound Filmstrips Versus Classroom
Lectures," Journal of the Society of Motion Picture
and Television Engineers. lxViijlCJune. 19^9). 383-
38. Dale, Edgar, and Chall, J. S. "A Formula for Predict
ing Readability," Educational Research Bulletin.
XXVII, No. 2, Ohio State liniverslty U94B).
39* Finn, James D. "Direction in Audio-Visual Communica
tion Research," Audio Visual Communication Review.
II (Spring, 1954T."S3-‘ te3';
40. Goodman, D. J. "Comparative Effectiveness of Pictor
ial Teaching Materials," Education Screen. XXI
(1942), 358-359.
41. Heidgerken, Loretta. "An Experimental Study to Meas
ure the Contribution of Motion Pictures and Slide
Films to Learning Certain Units in the Course Intro
duction to Nursing Arts," Journal of Experimental
Education. XVII (December,"TW57, 'S'SV-S'S'.
42. Johnson, D. A. "An Experimental Study of the Effec
tiveness of Films and Filmstrips in Teaching Geome
try," Journal of Experimental Education. XVII
(1949), 363-372.
43. Journal of Applied Psychology. Washington: American
Psychological Association, 1940-1960.
44. Laner, S. "The Impact of Visual Aid Displays Showing
a Manipulative Task," Quarterly Journal of Experi
mental Psychology. VI (August, 1954), $3-108.
45. Miller, Neal, and others. "Graphic Communication and
the Crisis in Education," Audio Visual Communica
tion Review. V (December, f9^7), 1-126.
46. Moldstad, John. "Doctorial Dissertations in Audio
Visual Education." Audio Visual Communication Revise
IV (Pall, 1956), 29-1-333.
80
47. Moldstad, John. "Doctoral Dissertations in Audio
Visual Education," Audio Visual Communication Ke-
view, vl (Winter, 1958), 33-48.
48. Review of Educational Research. XXVI (April, 1956).
Washington: American Educational Research Associa-
tion of the National Education Association.
49. Richardson, Adeline C., and Smith, Gertrude H. "Mov
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15-19.
50. Vernon, P. E. "An Experiment on the Value of the
Film and Filmstrip in the Instruction of Adults,"
British Journal of Educational Psychology. XV (1946),
f4~$-1€>2.
51. Zuckerman, John V. "Predicting Film Learning by Pre-
Release Testing." Audio Visual Communication Review.
II, (Winter, 1 954
UNPUBLISHED MATERIALS
52. Jackson, Benjamin F. "Filmstrips and Sound Motion
Pictures in Teaching High School Bible." Unpub
lished Doctoral Thesis, Yale University, 1948.
53. Kantor, Bernard R. "An Exploratory Study of the
Effect of Inserted Questions in the Body of Instruc
tional Films." Unpublished Doctoral Dissertation,
University of Southern California, 1959.
54. Myers, Ruth L. "A Comparison of the Effectiveness of
Two Visual Media of Communication for Presenting
Narrative Material." Unpublished Doctoral Disser
tation, University of Pittsburgh, 1953*
55. Ortgiesen, Leroy. "The Relative Effectiveness of
Selected Filmstrips and Sound Motion Pictures in
Teaching Soil Conservation in Ninth Grade Social
Studies Classes." Unpublished Doctoral Disserta
tion, University of Nebraska, 1954.
56. Sprague, Newton G. "A Comparative Study of the Effec
tiveness of Film Strips and Flat Pictorial Mater
ial." Unpublished Doctoral Dissertation, Indiana
University, 1955.
APPENDIXES
APPENDIX A
KAW DATA OF THE TrfEivTY-FOUR o UjjG HOOPS
IK THE EXPERIM ENTAL POPULATION
RAW SCORE DATA
CODE: Upper Level » the top third of the students within
each group, rated by intelligence
quotient*
Middle Level * the middle third of the students
within each group, rated by intelli
gence quotient.
Lower Level = the bottom third of the students in
each group, rated by intelligence
quotient•
C.A. ■ chronological age in months.
I.Q. ■ intelligence quotient.
Socio-economic Status: 1 * high
7 - low
W a Form A, printed on white paper.
Y a Form B, printed on yellow paper.
Post-test Gain a gain from pre-test score to post
test score.
Retention-test Gain a gain from pre-test score to
retention-test score.
(The retention-score was out of 60, so for purposes
of comparison it was halved to be equivalent to the
30 question post-test.)
83
84
CAPTIONED FILMSTRIP— BOYS— UPPER LEVEL
Socio- Pre- Post- Ret- Post- Ret-
econ. test test test test test
No. C.A.
I.Q. Status
w Y W Y
# Y Gain Gain
01 131 155 1 — 11 26 —
23
26
15 13.5
02 136 122
3 13
—
— 24 19 23 11 08.0
03
138
123
1 —
14 28 —
23 22 14 08.5
04 134 124 2 — 15
26 —
23 24 11 08.5
05 133 136 2 — 12 28 —
23
21 16 10.0
06 137 141 2 —
13 27 — 20
19 14 06.5
07 134 126 4 16 — — 26
23 20 10
05.5
08 140
119
1 08 — — 22 21 22
14 13.5
09 136
123
6 — 08
23
— 16 16
15 08.0
10 142 122 4 09
— — 28 20 26
19
14.0
11 132 120
3
—
09
28 — 26 20
19
14.0
12 138
134 1 — 18 28 — 22 24 10 05.0
13 139 129 1 —
13 27 —
25
21
14
10.0
14 131
132 4 — 11 26 — 22
23 15 11.5
15 135 131
2 —
17 26 18 20
09 02.0
16 130
124
2 —
14 20 —
17 16 06
02.5
17 137 129 3 13
— — 27 22 24 14 10.0
18 135 123
2 —
13
20 — 18 21
07 06.5
19
132
134
2 11 — —
25 17 24 14 09.5
20 140
129
2 — 11 27 — 19 23 16 10.0
21 137 119
2
—
13 29
— 26 21 16
10.5
22 140
144 4
—
14 27
—
27 25 13 12.0
23
138 126 6
—
15 29
—
25 23 14 09.0
24
138 126
3
—
15
26 —
27 22 11
09.5
25
140
131 3
—
20
29
—
26 22
09 04.0
65
CAPTIONED FILMSTRIP— BOYS— MIDDLE LEVEL
s s s s s s s a B R i B B B B a H B n H B E B a a a a a H B a a R S B M M a g n B
Socio- Pre- Post- Ret- Post- Ret-
econ. test test test test test
No. C.A.
I.Q. Status
w Y W Y W Y Gain Gain
01 132 117 1
09
— —
27 22 23 18
13.5
02 142 117 4 08 — —
25 17 19 17 10.0
03 141 105 3 11 — — 24 1 6
24 13 09.0
04 137 110 1 06 — — 1 6 12 16 10 08.0
05 139 109 4
—
11 24 — 24 22
13 12.0
06 141 110 2 10 — —
19 14 17 09 05.5
07
130 112 2 10 — —
24 17 21
14 09.0
08
138 117 3
—
10 26 — 22
24
16 13.0
09 139
112
4 13
— — 26
19 22
13 07.5
10 132 108 6 11 — —
23 13
20 12
05.5
11 132
115 4 07
—
— 20 11 1 6
13 06.5
12 142 117 5 03
— —
23 14 17 20
12.5
13 139
1 1 6 6 10 — —
23 15
22
13 08.5
14
136 111
5
08 —
—
23 14 18
15 08.0
15 141
112 1 11 — — 21 18
19
10
07.5
1 6
139 117 3
— 14 22 — 21
24 08
08.5
17 146 112
5
—
14
26
—
22 20 12 07.0
18
135
110
3 14 —
—
28 22 21
14 07.5
19 136 110
3 14
— — 26 18
23 12
06.5
20 132 118
4 — 10 20 — 12 16 10 04.0
21
139
110
5
11 — —
25
21 22 14 10.5
22 140 109
4 12
—
—
25
18 22 13 08.0
23 135 114 5
—
15 23
—
19
21 08 05.0
24 136 107 4
10 — — 26 22 22 16 12.0
25 143 109 3 13
— — 26 22 21
13 08.5
86
CAPTIONED FILMSTRIP— BOYS— LOWER LEVEL
Socio- Pre- Poet- Ret- Poet- Ret-
econ. teat teet test teet teat
No. C.A. I.Q. Status W Y
W Y W Y Gain Gain
01 139 099 4
— 11 20
- -
18 16
09 06.0
02 143
102 1 16 — —
25
21 26
09 07.5
03
145 099
2
—
12 22
—
19 18 10
06.5
04
141 090
3
— 12
17
—
13
12
05 00.5
05 139
092
3
12
mm mm
— 22
17 18 10
05.5
06 138 104
2 12 ---
—
22
13 23 10 06.0
07 137 104 4 09
—
—
22 11
15 13
04.0
08 134 095
6
13
— —
25 20 20 12 07.0
09
132
097 4
— 10 22 —
23 17 12 10.0
10 134 104 4 06 — — 21
13
16
15 06.5
11 141 096
3 09
— —
17 14 17 08
Ob.5
12 140 100
4 15
—
—
25
21 21 10 06.0
13 139 093 4
—
14
26 —
24 23
12
09.5
14
132 104 5
10
—
— 21 10 14 11 02.0
15
142 068
5
— 06 10 — 08 07 04 01.5
16 168 081 6 —
07
16 —
14 13 09 06.5
17 131 103 4
08
—
24 17 18 16
09.5
18 151 065 7 07
—
—
21 14 18
14 09.0
19
147 092 6 07
— —
23
10
19
16
07.5
20 141 099
6 — 08 16
—
13
18 08
07.5
21 152 094 4 13
— —
27 20
23 14 08.5
22 141 095
6
04
— —
20
13 19
16 12.0
23 137 096 4 07 —
—
27 16 27 20
14.5
24 149
096 6 — 08 23 — 17 16
15 08.5
25 129
090 7 08
— _ _
25
18 21
17 11.5
87
CAPTIONED FILMSTRIP— GIRLS— UPPER LEVEL
Socio- Pro- Post- Ret- Post- Ret-
econ. test test test test test
No. C.A.
I.Q.
Status w Y W Y
W
Y Gain Gain
01 135 131 1
—
16 24
—
19 17 08 02.0
02 138
129 4 — 14 27
— 21
23 13
08.0
03 135 131
2
13
— — 26 21
25 13
10.0
04 139 117 2 12
—
—
25
16 21
13 06.5
05
132 140
4 — 14 26 — 20
14 12 03.0
06 138 117 2 —
13
26 —
23 25 13
11.0
07 141 124 3 11 — —
23 19 23 12 10.0
08 140 120 2 — 17
26 —
27 22
09 07.5
09 123 141 2 17 — — 28
24 23 11 06.5
10 132 118
4 10 — — 24 19 19 14 09.0
11 139 125 3
10
— —
26
17 23
16
o
e
o
T—
12 133
118
3 07 — —
24 16
23 17 12.5
13
140
119 3
10 — — 26 20
24 16 12.0
14
140
119 1 07
— —
21 20 20 14 13 0
15
138
145 1 — 16 30 — 26
23 14 08.5
16 138 117 5
12
— —
25
20 22 13
09.0
17 133 123 5 15
—
—
26 22 21 11 06.5
18 136 118 2 —
13 23
—
18 22 10 07.0
19
142 120 4
08
— —
26 20
23
18
13.5
20
137 119 4 13
— — 26 18 20
13
06.0
21 140 128
3
—
13 27
—
20 24 14 09.0
No.
01
02
03
04
05
06
07
08
09
10
11
12
13
14
15
16
17
18
19
20
21
88
CAPTIONED FILMSTRIP— GIRLS— MIDDLE LEVEL
Socio- Pre- Post- Ret- Post- Ret-
econ. test test test test test
C.A. I.Q. Status W Y Y w Y
Gain Gain
130 114
2 11 — — 28
19 23 17
10.0
130 112 1
—
13 22 —
19 15 09
04.0
139 109 3 09
— — 25 21 26 16
14.5
135 110 4 09
— — 21 16 20 12 09.0
139
111 4 —
14
26 — 20 16 12 04.0
133
112 — 10
23 — 19 19 13
09.0
118 112
3 12 — — 24 20 21 12
08.5
142 110 — 15 28 —
25 23 13 09.0
132 108 4
— 08 17 — 15 09 09 04.0
132 112 4
—
10 21 — 17 19 11 08.0
138 114 3
08 — — 27 22 21
19 13.5
139 109 4 09 — — 26 22 20 17 12.0
133 113 4
—
13 23 —
16
15 10
02.5
139 107 3
—
13
21 —
23
22 08
09.5
134 111 4 17
26 — 22
24 09 06.0
134 109 11 — — 18 11 12
07 00.5
141 109 7 12 — — 21
15
16
09 03.5
135 107 4
—
09 17 — 15 22 08
09.5
142 109 5
—
15
20 — 11 15 05 -02.0
132 116 6 — 10 26 —
23 17 16 10.0
138 110 6
—
11 19 — 12 14 08 02.0
89
CAPTIONED FILMSTRIP— GIRLS— LOWER LEVEL
No. C.A. I.Q.
Socio- Pre-
econ. test
Status W Y
Post-
teet
W Y
Ret-
test
W Y
Post- Ret-
test test
Gain Gain
01 133 087 4 12
— -- 20
10 15 08
00.5
02 137 104 3 07 — —
23 14 19
16
09.5
03 133
102 1
09
—
—
27 19 23
18 12.0
04 131 097 4 09
— —
15 11 16 06
04.5
05 137 084 5
— 10 22 —
17 16 12
06.5
06 134 095
1 08 — —
27 23 24 19 15.5
07 144
092
3
— 12
23 18 17 11
05.5
08 134 104
2
—
10 20
—
14 17 10
05.5
09 139
102
5
—
14
22 — 17 13 08 01.0
10 139
100 4 09 — — 18 12
19 09
06.5
11 138 102
3
11
— — 20 20
15 09 06.5
12 142 097 5
—
10
23
— 18 17 13 07.5
13 135 099 4 — 14 22
—
18 19 08
04.5
14
142
083
6 —
07 17
— 11
13 10 05.0
15
140 097 6 10 — —
24 19
22
14 10.5
16 140 100 2 —
13 19
—
17 20 06
05.5
17 133
098 6 — 11 24
—
13 17 13 04.0
18
139
088 6 — 11 20 —
13
11
09 01.0
19 133 104 5
12
—
— 19
15
20
07 05.5
20 136 106
5 07
—
— 22 18 17 15 10.5
21
143
096
5
06
< ■ » —
23 13 15 17 08.0
90
CAPTIONED FILMSTRIP WITH NARRATION— BOYS— UPPER LEVEL
Socio- Pre- Post Ret- Post Ket-
econ. teat test test test test
No. C.A. I.Q. Status W Y
W Y W Y Gain Gain
01
146
125 3
12 — —
25
21 22
13 09.5
02 143 141 2
14
— — 24 25 27 10 12.0
03
136
131
2
07 — —
27 18 21 20
12.5
04
140
124 1 —
17 27 — 24 23 10
06.5
05 143 124 3 17 — —
24 21 20
07 03.5
06 141 125 5
—
15 27 — 25 27 12 11.0
07 141 138
3 — 14 25
—
24 23 14 09.5
08 133
130 1 15
—
—
25 22
25 10
08.5
09
142 126
4
— 10
26
—
25 23 16 14.0
10 135 131
2 11
—
— 26
23 26
15 13.5
11 136 147 2 11
— —
27 27 26 16
15.5
12
133 119 5 09
— —
24 13 22
15 08.5
13
142 120
3
11
—
—
25 25 24 14 13.5
14 134 123 5
—
15
27 — 22 20 12 06.0
15 134 132 2
—
14
26 —
27 24 14 11.5
16 138 126 4 15
— — 22 23 25 07 09.0
17 142 120
3
—
15
27 —
25 23
12 09.0
18 146
119 4
—
14
26 — 22 24 12 09.0
19 137 133 5
—
15
26 —
24 22 11 08.0
20 141 123 4
— 11 25
—
25 25 14 14.0
21 141 123
2 07
— — 26 22
23 19 15.5
22
139
130 4
—
13 25
—
20 21 12
07.5
23
138
131 5
—
13 27 —
24
21
14 09.5
24 133
142 2
—
16 28 — 22 23 12
06.5
25 131
122 4
—
12 27
— 21 21
15 09.0
91
CAPTIONED FILMSTRIP WITH NARRATION— SOYS— MIDDLE LEVEL
Socio- Pre- Poet- Ret- Poet- Ret-
econ. teet teet teet teet teet
No. C.A. I.Q. Statue W Y W Y W Y Gain Gain
01 142 111 2
—
13
28 —
22 22
15
09.0
02 152 116
5
—
11 26 —
23 20
15 10.5
03 139
112
3
— 08 24 —
17
16 16
08.5
04 144 108 2 — 08
23
—
15 22 15 10.5
05 133
110 1 08 — —
25
16
22 17 11.0
06 134 112
5
08 — — 19 19 18 11
10.5
07 139 109
2 — 13 25
—
19 20 12
06.5
08 137 115 3
— 16
27
— 26 26 11
o
e
O
09 133 114 2 —
15 29
—
24 21 14 07.5
10 131 113 3 13 — — 26 18 27 13 09.5
11 140 117 1
15
—
—
26 21 21 11 06.0
12 138 109 2
09
—
—
23
18 20
14 10.0
13 133
108
3 07
—
—
27 20 24 20 15.0
14
140
109 3
08 — —
25
20
25 17 14.5
15 139 114
2 11 — — 23 13 22 12
06.5
16 142
113 5
—
13
26 —
19
21
13 07.0
17 135 113
1 06
— —
24 21
24 18
16.5
18 139 117 4
—
14 26 —
24 27 12
11.5
19 133
106
4
—
13 25 —
19
18 12
05.5
20
139
112
5 13
—
—
27 17 25 14 08.0
21 139 114 6 — 12 27 — 22
19 15 08.5
22 133
112
5
11 — —
25 17 23 14 09.0
23
142 108 6 18
— —
26 21 26 08
05.5
24 139 113 4
— 16
25 — 22 22
09 06.0
25 141 117 3
—
15 27
—
20
23
12
06.5
92
CAPTIONED FILMSTRIP WITH NARRATION— BOYS— LOWER LEVEL
Soeio- Pre- Post- Ret-
•oon. test test test
Post<
test
Ret-
test
No, C.A.
I.Q. Status V Y V Y V Y Gain Gain
01
136 107 2 12 —
—
26 18 20
14 07.0
02 141 087 3
—
12 22
a mm
18
19 10
06.5
03
140 101 4 07 — — 20
15 23 13 12.0
04
140 104 3 — 16 22
—
19
20 06
03.5
05
148 085
2
07 — — 14
10
15 07
05.5
06 144 103
2
—
13
26 — 23 24 13 10.5
07
132 082
5
12 — —
25
21
25 13 11.0
08 133
102 1 — 14 27 —
25 24 13 10.5
09 134
086 2 — 08
19
—
15
12 11
05.5
10 138
093
6
09
— —
19 11 14 10
03.5
11 142
093 5
—
08 25 — 18 22
17 12.0
12
133
096
3
—
14 25
—
22 23 11
08.5
13 142 097 6 —
13 27 —
19 22 14 07.5
14 135 104 3
— 15 19 —
15 17 04 o
a
o
15 139 104 4 — 11 26 — 21 21
15 10.0
16
135
096 6 — 11 22 — 17 17 11 06.0
17 137 094 5 08 — — 21 19 18
13 10.5
18 141
068
4 11 — "25 17 21
14 08.0
19 139
090 4
mm mm
10 24
—
18 21
14 09.5
20 142
055 4 08 — — 21
15
16
13 07.5
21
139
096 6 06
— —
20 11 19 14 09.5
22 147
082
5
08 —
—
20 17 22 12
11.5
23 131 093 5
—
07 17 — 07 13 10 03.0
24 137 101
3
10 — — 21
19 15 11 07.0
25 153
078
5
—
14 25
—
23 23 11 09.0
93
94
CAPTIOSK) HDISTRIP1IM HARRATIOB-OIRLS-UPPER LEVEL
CAPTIONED PILHSTBIP WITH NARRATION-OIRLS-MIDDLE LEVEL
Sooio- Art* Poit- Hit- Poit- Rat*
aeon, tait tut tut tait tait
l o , 1 , 0 , St ttiV I 1 y i y Qiio Oils
0 1 1 18 08-
- 2 4 " 2121 1 6
13.0
0 2 1 1 8
-13 2 4 — 1 8 23 1 1
07.5
0 3
126 - 1 2 26 -
2 2 25 1 4
11.5
04 1 1 9 09 - — 25 1 9 22 1 6
11.5
0 5
1 2 2 1 1 - - 2 4 2 5 25 1 3 14,0
06 120 09 - - 2 5 20 20 1 6
11,0
0 7 1 2 1 -12 2 5 — 2120 1 3 08,5
08 13 0 - 0 7 28 —
23 23 2 1 16,0
09
130
13- — 2 6
23 2 5 1 3 11,0
1 0 1 4 4 -14 25 - 23 25 1 1 10,0
1 1 1 4 1 -15 25 - 2126 1 0 08,5
1 2 118 09 - — 2 5 1 6 2 1 1 6
09,5
1 3
126 08-
- 27 1 9 2 5 1 9 14,0
1 4 1 2 3 14« - 27 23 22 1 3
08,5
1 5
126 1 1 - - 25 18 25 1 4 10,5
1 6 127 13- - 27 23 26 1 4
1 1 , 5
1 7 120
13-
- 2 4 20 2 1 1 1
07,5
1 8 120 09 - — 26 20 2 1 1 7
11.5
1 9
120
1 4 - - 28 25 26 1 4
11,5
20 1 3 2 1 6 - — 28 22 26 1 2 08,0
2 1
119 03 - — 2 4 1 6 20 2 1 15,0
22 1 2 3 -15 2 7 - 22 2 5 1 2 08,5
23 1 1 9 -15 26 — 1 9 20 1 1 04,5
Ho , 0,4,
Soeio- Pro-
toos. tait
1,0, statuii y
Poit-
tait
1 y
Rat-
taat
1 y
Poit-
tait
Oils
Rat-
tait
Olio
0 1 144 1 0 6
3 -15
26 -
1 7 22 1 1
04,5
0 2 139
10 6 1 -11
23 - 1 5 2 1 1 2 07,0
03 1 4 4 1 1 5 1 -10 23 - 2017
1 3 08,5
04
140 1 1 5 2 -12 2 1 - 1819 0 9 06,5
05 1 3 1 1 0 7 3 -15
1 8 - 1 6 20
0 3 03,0
06 13 6 1 1 6
5 -14 23« 1718 09 03,5
07 140 1 1 4 3 -16 2 1 - 1 9 20 0 5 03,5
08
139
108
4 -13
22 -
2319 09 08,0
09 1 3 1 1 1 1 4 -09 19- 1511 1 0 04,0
1 0 13 6 117 3 -13
22 - 1 9 22 09 07,5
1 1 140 10 4 5 -16 26 - 22 24 10 07,0
1 2 140 103 5 -12 24 - 1917 1 2 06,0
13 1 3 1 107 5 -17 2 1 - 1 5 23 0 4 02,0
1 4 1 4 2 109 4 12 — — 28 22 27 1 6
12,5
1 5 139
1 0 5 5 1 1 - - 25 20 23
1 4 10,5
1 6 1 3 2 1 0 7 6 —1 4 2 5 - 1616 1 1 02,0
1 7 1 3 4 10 8 1 1 1 - - 27 20 24 1 6 11,0
1 8
1 3 9 1 0 4 6 09 - - 2 4 23 2 2
1 5 1 3 , 5
19 133 109 4 -13
26 - 2516 1 3 07,5
20
1 3 5
1 1 2 6 -11 2 1 - 1516 1 0
04,5
2 1
1 3 4 1 1 4
4 10- - 27 1 9 2 1
1 7 10,0
22
1 3 9
1 0 7 1 -15 22 - 1918 07 03,5
23 1 3 2 115
6 13 — - 25 18 20 1 2 06,0
95
CAPTIONED FILMSTRIP WITH NARRATION— GIRLS— LOWER LEVEL 1
Soeio- Pr«- Post- Rot- Post- Rst-
ooon. tsst tost tost tost tost
No, C.A.
I.Q.
Status W Y W Y
W
Y Gain Gain
01 138 098
3
08 — — 16
13 15 08 06.0
02 138 101 1 08 —
—
25
18
19 17 10.5
03 139 095 5 — 11 22
—
16 22 11 08.0
04 137 099 3
—
17 24 — 18 17 07 00.5
05 135
090
4
— 12 20
—
19 14 08
04.5
06 137 079 5
— 11 16 — 16 20
05 07.0
07 141 098 4 — 16 21 — 19 19 05 03.0
08 142 094 6 06 — — 12
05 13
06 03.0
09 -*39 097 3 14 23
— 17 20
13 04.5
10 136
099
2 08 — — 21 18
17 13 09.5
11 142 097 6 — 11 20
—
16 18
09 06.0
12 134
098 1 16 — — 28 21
24 12
06.5
13
138 101 4
— 08
19
— 17 13
11 07.0
14
132 100
5 09 — —
23 13 19 14 07.0
15 145 089
6 10
— —
20 16 21 10
08.5
16 140 098 4
—
14 19
— 18
17 05 03.5
17 140 098 6 10 — — 20
15 17 10 06.0
18 142 102 6 — 14 28
—
27 22 14 10.5
19 131
102
5
08 — —
23 15 21
15 10.0
20
149
081 7
— 10
15
—
10
13 05 01.5
21
139
088
7
10 — — 24 12 21 14 06.5
22 142 096 4
08 — — 22
19
20
14 11.5
23 142
079 7
—
11 18
—
15 13 07 03.0
96
FILMOGRAFH— B OTS— UPPER LEVEL
Ho* C.A. I.Q.
Socio- Pye-
econ. test
Status V Y
Poet-
test
W Y
flat
test
W Y
Post- flat
test test
Osin Gain
01 140
149
1
—
13 23
— 21 21 10 08.0
02 145 127 2 — 08 20 —
17 19
12 10.0
03
140
124 3
— 16 28
—
21 22 12
05.5
04
138
125
2 10 — — 24 18 22 14 10.0
05 143 128 2
—
14 24 — 18 22 10 06.0
06 137 132 2 —
15
26 —
25 23 11 09.0
07 145 123 2
09
—
—
29 19 17 20 09.0
08 142 126 2 12 — —
23 15 23 11 07.0
09 138 142
3 — 12 26 —
23
22
14 10.5
10 145 128 1 — 18 27 — 22
23 09 04.5
11 135
118
5
—
15 27 — 22 21 12
06.5
12
133
128 2
13
— — 27 25 24 14 11.5
13
140
129 3
12 — — 26 21
24 14 10.5
14 138 132 1 14 — — 26 21 22 12
07.5
15 141 134 3 11 — — 22
25 22 11
12.5
16
131
142
3
06
■m mm —
26
24 27 20
19.5
17 135
130
3
— 09 25
—
20 18 16 10.0
18
135
122
4 — 13 24 — 19 27 11 10.0
19
136
134
1
—
15 27
—
29
26 12
12.5
20 137 140
3 14 — — 26 26 28 12 13.0
21 137 121
3
—
13 27 — 22 23 14 09.5
22 134 129 4 — 20 27 — 26 28 07 07.0
23 135 119 4
08
— ■ — 26
17
20 18
10.5
97
PILMOQRAPH— BOYS— MIDDLE LEVEL
Ho. C.A. I.Q.
Soelo-
•eon.
Status
P*a-
tsst
W Y
Post-
tsst
H Y
Rst-
tsst
W Y
Post-
tsst
Gain
Rst-
tsst
Gain
01
146 116 1
—
15
28 — 21 21
13 06.0
02 140 108 2 14 —
— 23
20 22 09 07.0
03 145 103
2 — 10 22 —
19 20 12
09.5
04 141 103 2 06 — — 24 16
25 18
14.5
05
140 111 1 12 — — 27 27 25 15
14.0
06 135 103 5 11 — — 17 14 14 06 03.0
07 135 113 5
06 — — 25 19 24 19 15.5
08 140
113 1 —
13
22 — 22 18
09
07.0
09 131 112 6 — 11 20 —
19
18
09 07.5
10 135
109 4 14 — — 25 27 25
11 12.0
11 119 115
6 08
—
— 19 17 16
11 08.5
12 135 104 3 — 08
13 — 09 13 05 03.0
13
138 104 3 — 13
21 — 14 17 08
02.5
14
130 114 3
— 11 25 — 23 17 14 09.0
15
140 110 4 — 08
23 —
21
23 15 14.0
16 139 114
2 16 — — 30
19 23 14 05.0
17
138 116
5 — 14
30 — 27 18 16
08.5
18 139 115 4 — 12 21 —
24
21
09 10.5
19
142 112
5
10 — — 24 25 22 14 13.5
20 138 114 1
—
11 25 — 19
21
14 09.0
21 139 105 5
—
14
21 — 20 22
07 07.0
22 135 105 4 — 11 25 — 24 17 14 09.5
23 135 112 5
09
—
— 28 20
23 19 12.5
98
FILMOGRAJH— BOYS— LOWER LEVEL
Soeio- Pro- Post- Rot- Post- Rot-
ooon. toot toot toot toot toot
No. C.A.
I.Q.
Stotuo
V Y V Y V Y Gain Gain
01
132 102 6
—
11 15
—
11
13 04 01.0
02
141
100
5
10 —
—
21
19 19 11 09.0
07
147 083
6 12 —
—
21 17
16
09 04.5
04
141
089 4 — 10 21 — 10 12 11 01.0
05 138 101 6 08 — — 19 15
08 11 03.5
06
141
101
4 13
— —
25
21
24
12
09.5
07
137 099
6 —
09 25 — 22 21 16
12.5
08
142 096 3 14 — — 22 11
13
08 -02.0
09
136 089 4 07
— —
19 09 13
12 04.0
10
140 100 5
08 — —
19 13 19 11 08.0
11
135 067 4
12
—
— 23
16
19 11
05.5
12
138 098 4
—
10
25
—
20
19 15 09.5
13
149
086 5
08 — — 24 17
21 16 11.0
14
150
095 4 12 — —
23
16 18 11 05.0
15
151
088
5
— 10 20 — 16 16 10 06.0
16
140 102
5
11
— —
23 17 17 12 06.0
17
135
096 4 07 — — 21 17 19 14 11.0
18
142 096 4 09
— — 18 15
20
09 08.5
19
133
086 1 — 11 21 — 14 21 10
06.5
20
132
095 4
10 — — 20 14 18 10 06.0
21
141 096 4
—
14 25 — 22 23 11
08.5
22
135 063 5
— 07 16 — 12
15 09 06.5
23 142 098 6
09
— —
23
16
17 14 07.5
99
FILMOGRAFH— GIRLS— UPPER LEVEL
NO, C.A. I.Q.
Soeio- Pre-
eoon, test
Statue V Y
Fost-
teet
W Y
Ret-
test
W Y
Post-
test
Gain
Hot
test
Gain
01 138 110
3
—
14 24
—
21
19
10 06.0
02 146
142 1
13
—
— 24 24 23
11
10.5
03
145 139 3
08 — — 26
17 21 18 11.0
04 144 138 1
13 — — 26 21 26
13 10.5
05
136 118 2 — 14 24 — 22 22 10 08.0
06 134
142
4 09
— — 24 15 19 15 08.0
07 145 131 3
— 10 24 — 18 24 14 11.0
08 136 130 1
13
—
— 28 27 26
15 13.5
09
132 136
3
— 16 27 — 21
24 11
06.5
10 140 126
3 — 13
26 —
19 23 13 08.0
11 137 122 1 12 —
—
25 19 25 13 10.0
12
141 118 2 — 12 19 — 17 18
07 05.5
13
132 121 2 11 — —
24 20 21
13 09.5
14 136 130 2 — 10 20 — 20 18 10 09.0
15
142
127 2 — 15
28
—
18 20
13
04.0
16
134 126 2 — 14 25 —
23 23 11 09.0
17 139
122
3 — 21 24 — 22 26
03 03.0
18
135
116 4 —
09 23
—
14 13 14 04.5
19 137 135
2 — 13 23
— 16 18 10 04.0
20 136 120
3 — 15
22 — 22 18 07 05.0
21 132
113 4 13
— —
27
20
24 14 09.0
22 126 132 2
—
15 25 — 24 23 10
08.5
23 131 114 5
—
11 19
—
19 20 08
08.5
100
FILMOGRAFH— GIRLS— MIDDLE LEVEL
No. C . A .
I.Q.
Socio
aeon.
Status
Pra-
taat
w y
Post-
taat
W Y
Rat-
tast
w y
Post-
taat
Gain
Rat-
taat
Gain
01 143 101
3 07 — — 20 15 16 13 08.5
02 144 106 2 — 10
19 — 17 18 09 07.5
03 143 107 1 12 — — 20 17 21 08 07.0
04 141 107 4 10 — — 20 20 23 10
11.5
05 134 103 5
06 — — 15 15 10 09 01.5
06 135
112 4 — 10
19 — 14 17 09 05.5
07
136 103 4 — 12 17 — 09 15 05 00.0
08 140 112 1 07 — — 24 18 19 17 11.5
09
140 106 1 — 14 24 —
20 19 10
05.5
10 142 112 4 — 13 25 — 17 18 12
04.5
11 136
103 4 15 — — 25 22 21 10
06.5
12 138 104 1 — 12 23 — 19 20 11
07.5
13
148
104
6 12 —
— 25 18 22
13 08.0
14 134 111 4 — 14 19 — 19 22 05 06.5
15
138 107 2
13 — — 24 24 23 11
10.5
16
134
110 6 — 12 17 — 13 21 05 05.0
17 139 105 5
08 — — 23 19 18 15 10.5
18
139
102
4 08 — — 23 21 20
15 12.5
19
140 102
5
— 12 27 — 20 20
15 08.0
20 136
105 4 06 — — 12 14 10 06 06.0
21
143 105 5 10 — — 21 18 21 11
09.5
22 137 104
6 — 15 27 — 19 23 12 06.0
23
138 104 4 10 — — 25
I T S
CM
r-
CM
15 13.0
101
FILM OGRA PH— GIRLS— LOWER LEVEL
No. C.A.
I.Q.
Socio-
eeon.
Status
Pra
tes t
W Y
Post-
test
W Y
Ret-
test
W Y
Post
test
Gain
Ret-
test
Gain
01 143
101
3 07
— — 20
15
16
13 08.5
02 144
100
3
10 —
— 19 17 13 09
05.0
03 145 095 3 07 — — 22 17 21
15
12.0
04
138 095 3 — 11 18 — 15 17 07
05.0
05 139 095 2 09 — — 16 18
15 07 07.5
06 138 093
6
09
— — 20 11
15 11 04.0
07 141 096
4 13
— — 25 18
24 12 08.0
08
137
098
5
12 — — 20
14 22 08 06.0
09 131
098
5 11 — — 25 20
23 14 10.5
10
133
101 6 12 — — 17 15 17 05
04.0
11 132 099 4 —
15 25 — 22 21 10
06.5
12
143 093 4 11 — — 15 14 14 04 03.0
13
142 101
5
—
11 15 —
12
13 04 01.5
14 133
090 4 —
13
26 — 26 21
13 10.5
15 134
098
5
10 — — 21 16
19 11 07.5
16
135 089 1 — 12
23 —
16
19 11 05.5
17 154
090 6
—
11 18 —
14 24 07 08.0
18 138 100 6 09 — — 12
13 11
03
03.0
19
146 100 6 — 13
21 — 16
17 08
03.5
20 140 096 7 09
—
— 15 14 15
06
05.5
21 131 089
6
—
08 24 —
22
14 16 10.0
22 133 083 4 —
13
18 — 14 13 05 00.5
23
130 095 3
11
--
— 19 13 16 08
03.5
102
SOUND FILMSTRIP— BOYS— UPPER LEVEL
No* C.A. I.Q. i
Socio- Pre
scon. tost
Status V Y
Post
tost
W Y
Rot-
tost
W Y
Post
tost
Gain
■ Rot-
tost
Gain
01 144 123
1 — 12 26
--
21 21
14 09.0
02 146
129 1
—
14
26 — 21 21 12 07.0
03
142 127 3 — 16 28 —
25
21 12 07.0
04 135
128 2 — 12
23 — 22 21 11
09.5
05 145 143
1 —
13 29
— 21 22 16
08.5
06 143 139
2 — 12
27 —
23
16
15 07.5
07 133
126
3
—
15
22 —
19 18 07 03.5
08 136 127 1 13 — — 27 23 24 14 10.5
09 139 129 1 14 —
—
23 19 22 09 06.5
10
131
142 1 — 15 24 — 22 24 09 08.0
11
143 125 4 10 — — 24 20
23 14 11.5
12 128
134
2 — 13
26 — 20 21
13 07.5
13 132
129 3 — 16 28 — 21 21 12 05.0
14 132
131 4
08 —
—
23 15 19 15 09.0
15 132 134
2
15 — — 27 21 22 12
06.5
16
134 133 4 14
—
— 23 20
23 09 07.5
17
140 116
4 09
—
—
19 15 17 10 07.0
18 132 133 3 15 — —
25 20 21 10
05.5
19
140 116 1 — 13 25 — 18
14 12 03.0
20 134 137 3
—
20 26
—
26
25
06
05.5
21 131
118
3 13
—
— 25 22
23
12
09.5
22 140 117 3
— 14 21 — 16 21
07
04.5
23
138 117 5
—
12 26
—
21 18
14 07.5
24 135 131 4 — 13 27 —
25 23 14 11.0
25 133 120
5 15 29 “
25 24 14 09.5
103
SOUND FILMSTRIP— BOYS— MIDDLE LEVEL
Socio- Pre- Post- Ret- Post- Ret
ec on. test test test test test
No. C.A.
I.Q. Status
V Y W Y V Y Gain Gain
01 136 107 4
—
16 21
—
17 15 05 00.0
02 137 105 3
06 — — 22 18 21 16
13.5
03 137
108
4 08 — — 20 19
18 12
10.5
04
142
115
2
15
—
—
27 22 27 12
09.5
05 143
106
4 10
—
— 21 08 16 11 02.0
06 136 104
2
14 — —
24 17 25
10 07.0
07 143
108 6 — 11 22 — 15 15
11 04.0
08 132 111 5 09
—
—
25
20
23
16
12.5
09 135 108 1
—
12 21 — 23
21
09 10.0
10 131
112 1 — 14 27 —
23 23 13 09.0
11 140 111
3
11 — 26 18
24 15 10.0
12 142
115
2
15 — — 27 22 27
12
09.5
13 133 105 4 09
— — 18 17 16 09
07.5
14
142 104 4
— 12
24 —
15 14 12
02.5
15
140 106
7
— 16
25 — 21
24 09 06.5
16 142
109 5
12 — — 18 18
19
06
06.5
17
140 103 4 —
15 23
—
17 18 08
02.5
18
151 107 5
06 — — 20 20
25 14 16.5
19
132 108 6 04 — — 18 10 18 14 10.0
20
134 107 3 09
— —
24 17 20
15 09.5
21 142 106 6 13
—
—
22 19
21 09 07.0
22 142 105 5
10 —
—
27 19 23 17 11.0
23
136 111
4
11 —
—
19 14 17 08
04.5
24 145 107 4
10
—
— 27 14 15 17 04.5
25
147 110 4
— 12 20 —
17 17 08 05.0
104
SOUND FILMSTRIP— BOYS--LCWBR LEVEL
Socio- Pre- Post- Rot- Post- Rst-
seon. toot tost tost tost tost
No. C.A.
I.Q.
Status W Y W Y W Y Osin Osin
01 141 096 2 08 — —
24 18
23
16
12.5
02 152 084 1 — 09 23
—
23
21
14 13.0
03
134
102 6 — 12 21 — 17 19 09 06.0
04
138 096 2 08 —
—
22
19
20
14
11.5
05
150 101 2
14 — —
27 19 25 13 08.0
06 141
086
3
— 11
25
—
21 21 14 10.0
07 134
098
3
—
11 16 — 15
12
05 02.5
08 132 100 4 — 08
23 — 13 12
15 04.5
09
143 099 4
—
12 26 — 24 19 14 09.5
10 144 097 4 13
mm mm
— 22 20 22 09 08.0
11 135
100 4 — 08
19
—
14 17 11
07.5
12 144
092 6 11 — — 16
15 17 05 05.0
13
140
085 5
10 — — 25
20 21
15 10.5
14 135
089
5
— 11 15
— 11 16
04 02.5
15
132 096
4
08 —
—
27 20 24 19 14.0
16 132
093
2 — 16 27
—
23
22 11
06.5
17 153 079 5
08
— —
22
15
21
14 10.0
18 138 097 4 07 —
—
23 18 16 16
10.0
19 131
096
3
—
13
18 —
15 15 05 02.0
20 143
101 4 09
—
—
21
13 15 12 05.0
21 136
094
6 — 07 15
—
13
10 08
04.5
22 139
098
7
— 12 21 — 16 14 09 03.0
23 141 093 4
—
13
20 —
13
06
07 -03.5
24 145 075
6
14
—
— 24 20 20 10 06.0
25 145 085
6
—
12 18 — 16
13
06
02.5
105
SOUND FILMSTKIP— GIRLS— UPPER LEVEL
Socio- Pre- Post- Hot- Post- H#t-
soon. tost tsst test test test
No* C.A.
I.Q. Status V Y V y W Y
Cain Gain
01 143
122 1 14
— —
27
21 25 13 09.0
02 138 122 4
— 11 26 — 22 22
15
11.0
03 139
128
3
—
14
28 — 28 23 14 11.5
04
142
125 1 04
— — 22 17 26 18
17.5
05 137 124 2
09 —
■■ Mi
23
21 21
14 12.0
06
144 133
2 — 12
29
— 26 23
17 12.5
07 146 136 2
13
— —
30
23
20
17 08.5
08
133 133 5 — 17
26 — 24
21
09 05.5
09 139
121 3 09
— — 28 20 26
19
14.0
10 136 122 5
— •
14 25
— 18 20 11 05.0
11 132 141 1 12
— —
25 17 23 13
08.0
12 136 120 2 — 14 25
— 17 19 11 04.0
13 137
122
5
—
14 24 — 22 24 10 09.0
14 136 129 1 12
—
— 22 18 22 10 08.0
15 131 133 4
—
13 25
— 15 25 12 07.0
16
137 119
2 11 — — 21 15
21 10 07.0
17 133 125 3 09 — — 22 17 21
13
10.0
18 132
131 4
—
17 25
—
20 20 08 03.0
19 135
120
3
10 — —
19 13 19 09 06.0
20 136 119 3
— 12 26
—
22 25 14 11.5
21 134 127 3
—
09
21
—
15 15 12 06.0
106
SOUND FILMSTRIP— GIRLS— MIDDLE LEVEL
No. C.A.
I.Q.
Soclo-
econ.
Status
Pre
test
W Y
Post-
teat
W Y
Ret-
teat
W Y
Post
test
Gain
Hot
test
Gain
01 144 107 3
11
— —
25 14 21 14 06.5
02 137 108
3
12 — —
23
21
25 11 11.0
03
135 118 1
—
11 20 — 20 18
09 08.0
04 143 117 1
07 — — 24
18 21
17
t r>
e
CM
05
140 118 1 10 — —
25
16
23 15 09.5
06 137 107 3 09
— — 28
19
26
19 13.5
07 141 118 3 13
—
—
25 19 17 12 05.0
08 140 111 4 —
14 23 — 21
23 09 08.0
09
136 116
4
— 16 24 — 20 21 08
04.5
10 131 109
2 04
—
—
23 14 23 19 14.5
11 139
108
3 09
— — 21 21
19
12 11.0
12
139
118
5
10
—
— 23 13
21
13 07.0
13 133
106
3
08 — — 13 13
12
05 04.5
14 137 107 3 10 — — 26 18 20 16 09.0
15
130
105 5
— 10 21 — 16 12 11 04.0
16 137
110
5
— 12
17 —
13
12
05 00.5
17
132
114 6 — 10 22 — 16
19
12
07.5
18 136 110 6 17 —
—
26 20
24 09 05.0
19
131 104 7 05
— — 22 14 24 17 14.0
20
142 112
5 10 —
—
25
22
25 15 13.5
21 138 106 6
—
10 24
—
20 20
14 10.0
sssa
No*
01
02
03
04
05
06
07
08
09
10
11
12
13
14
15
16
17
18
19
20
21
107
SOUND FILMSTRIP— GIRLS— LCWER LEVEL
r " T' T3"' '138S5a— — — — — —— — — O W M M B M
Sooio- Fro- Post- Rot- Poot- Rot-
oeon* toot toot toot toot toot
C.A. I.Q. Status V Y W Y V Y Gain Gain
138 098
4 09
— —
20 11 18 11 05.5
140 101 2
09
—
—
25
16 22 16 10.0
135 099
2
—
16
23
—
15
18
07 00.5
133
098
3
— 12 18 — 20
23
06
09.5
133
102 2 — 16 28 — 20 16 12 02.0
135 093 5 09 —
—
15
11
15
06 04.0
132
095 5 09
—
—
18
17 19 09
09.0
134 101 4 09
—
— 21 16
19
12
08.5
142
065
6 —
05
11 — 10
09
06
04.5
139 097 5 14
— — 27 14 21
13 03.5
131 103
1 11 — — 21
15
18 10
05.5
132 094 4
—
08 18
—
11 10 10
02.5
136
095 5
—
15 22 — 18 18
07 03.0
130
094 3 07
—
— 22 15
22
15 11.5
136 096 4 06
—
— 21
15 19 15 11.0
141
082 6 — 11 23
—
19 14 12
05.5
142 086 6
05
— — 22 13 22 17 12.5
150
073
6
—
11 15
— 12
19 04 04.5
140 097 7 08
—
—
25 15 22 17 10.5
141 091
6 08
—
—
23 15 14 15 06.5
143 093 5
—
09 25
—
21 17 16 10.0
APPENDIX B
WAKNEK'S SQCIO-ECONOkIC SCALE
REVISED SCALE FGB HATING OCCUPATlCIi
Rating Proprietors Clerks and P rotective
Assigned to P rofessionals and Business M o n Kindred and Service Farmers
Occupation Managers Workers, E tc. ° Workers
1
Lawyers, doctors, Businesses
d e n tists, engin- valued at
eers, judges, high- $75*000
school superintea- and over
d ents, veterin ar
ia n s, M inisters
(graduated fron
d iv in ity sch ool),
cheM ists, e tc . with
post-graduate
train in g, a rc h itects.
Regional and
d iv isio n a l
Managers of
large finan
c ia l and in
d u stria l
enterprises
C ertified
Public
Accountants
Gentlenan
farmers
High-school teach- Businesses A ssistant Accountants* Largs farm
era, trained nurses, valued at Managers and saleansn o f owners*
ch irop od ists, chiro- $20,000 o ffic e and real e sta te , farm
praetors, under- to departaental o f insurance, owners
2 tak ers, M inisters $75*000 Managers o f postnasters
(soms tra in in g ), large busi
newspaper ed ito rs, n esses, a s s is
lib ra ria n s (grad ta n ts to exe
uate) cu tiv e s, e tc .
o
vo
REVISED SCALE FOB RATING OCCUPATION— Continued
Rating
Assign'd to
Occupation
i P rofessionals
Proprietors
and
Managers
Business lfm
Clarke and
Kindred
Workers, E tc,
P rotective
Maims! and Service Farmers
Workers Workers
3
S ocial workers,
grade-achool
tsacb ars, optome
t r is t s , lib ra ria n s,
(non graduate),
undertaker's
a ssista n ts, Minis
te r s (no train in g)
Businesses
valued at
$5,000 to
$20,000
A ll minor
o ffic ia ls
o f businesses
Auto saleaean,
bank clerk s
and ca sh iers,
p ostal clerk s,
secreta ries to
execu tives, su
pervisors o f
railroad , te le
phone, e t c .,
Ju stices of
the peace*
Contractors
4
Businesses
valued at
$2,000 to
$5,000
Stenographers,
bookkeepers,
rural Mail
clerk s,
road tic k e t
agents, sa le s
people in dry
goods sto res,
etc*
Factory Dry clean-
foramm, era,
e le c tr i- butchers,
cia n s, sh e r iffs,
p lia b ers, railroad
carpenters/mgi nears
vatohmak- and ccn-
ers, am doctors
business
O
REVISED SCALE FOR RATING OCCUPATION— Cmtinasd
Rating Proprlatora Clarks and P rotective
Assigned to ProTesaionals and Business M en Kindred M anual and Service Parsers
Ooeupatian Managers Workers, E tc. Workers Workers
Businesses Dine store Carpenter^ Barbers, Tenant
▼slued at clerk s, hardware plvsbers, fire — i , Tamers
$500 to salesnsn, beauty e lec tr icia n s butcher's
$2,000 operators, t e le - (apprentice) appren-
phone operators tim k eep ers, t ic e s ,
Una— i, p ractical
telephone or nurses,
telegraph, police— i,
radio re- asunstresses,
pal m en, cooks in
eodim e-skill restaurants,
workers bartenders
Businesses
▼slued at
le s s than
$500
Moulders,
seed-
sk ille d
workers,
a ssista n ts
to carpen
te r , e tc .
Baggage nan, Shall
night p o lice - tenant
nan and Tamers
watohnen,
ta x i and
truck driv
ers, gas
station
attendants,
w aitresses in
restaurant
REVISED SCALE FOR RATING OCCUPATION— Continued
Rating Proprietors Clerks and P rotective
Assigned to P rofessionals and Business M en Kindred Manual and Service Parser*
Occupation Managers Workers, Bte» Workers Workers
Heavy labog Jan itors, Migrant
a d g ra t scrubs farm
work, odd- m m d , laborers
Job am , newsboys
alners
APPENDIX C
TEST FORMS
Porn A
Nu«
School__________________________ Class Teaoher
DIRECTIONS t You ars to ansvsr all ths questions as wall as
you can. Do not omit or skip any questions• sometimes you
may think that mora than ona of tha answers is eorraot. In _
such a case, you should choosa tha answsr you think is most
eorraot. Whan answering tha qusstions, draw a eirela
around tha lattar basida tha answar you think is tha bast
ons of tha four ohoicss.
SAMPLE QUESTION: How many lags does a dog have?
a) 1.
b) 2.
< U 4.
A circle is drawn around d) because it is the latter basida
tha correct answer. Remember, circle only ona of tha
choices in each question.
You will be given enough time to answer all tha questions.
Whan you are finished, your teacher will collect your
paper.
1. A traditional way of greeting for the Maori was
a) rubbing noses.
b) shaking hands.
c) kissing on tha cheek.
d) bowing to each other.
2. Tha colored patterns on the mats were made by
a) tha young boys.
b) tha young women.
c) tha old man.
d) tha priest.
3. In New Zealand today, tha Maoris and whites
a) mix freely.
b) mix only at school.
c) mix only at church.
d) do not mix at all.
114
115
Form A
4. The dye rubbed In the tattoo wae
e) black.
b) blue*
c) red*
d) yellow*
5* In order to protect themselves in the place where
they lired, the Maoris
a) built a high wooden fence*
b) wade a strong wall.
c) filled a large ditch with water*
d) dug large traps.
6. When travelling over the ocean, the Maoris who were
paddling kept in time by
a) singing rhythmically together.
b) counting out loud*
c) listening to a drum beat.
d) watching the leaders' arm signals.
7. On the sea voyage to Mew Zealand, the canoes were at
sea for
a) a few weeks.
b) several months.
c) a year.
d) over a year.
8* The fish hooks used by the Maoris were made from
a) stones*
b) bones.
c) wood.
d) metal.
9. After arriving in New Zealand the Maoris built places
to live
a) by the ocean.
b) on the plains.
c) on the hilltops.
d) by the rivers.
10. The Maoris left their homeland to go to New Zealand
because
a) they were driven out by wars.
b) they liked travelling at sea.
c) they wanted a new place to live.
d) the food supply in their homeland had run
out •
116
Form A
11. The largest of the craft In which the Maoris travelled
would hold about
a) 20 people.
b) 100 people.
c) 200 people.
d) 500 people.
12. The land could not be sold by Individual Maoris to
the white settlers because
a) the land belonged equally to all the mem
bers of the tribe.
b) the white settlers did not have money to
buy land.
c) the chief did not want white settlers to
have land.
d) the white settlers were cheats and
swindlers.
13. The spade the Maoris used in their gardens was made
from
a) wood.
b) bone,
cj metal.
d) wood and metal.
14. Double canoes were made
a) so that extra food could be stored.
b) to help prevent capsizing.
c) to carry animals.
d) so they could be more easily seen.
15. After the wars between the Maoris and the whites, the
Maoris
a) were divided and defeated.
b) lived on in the pa.
c) became swindlers and cheats.
d) kept all their old customs.
16. Food was stored
a) in a hole in the ground.
b) in containers hung from trees,
cj in the meeting house.
d) in a hut built on poles.
17. The Maoris first called New Zealand
a) Tainul•
b) Tokomaru.
c) Otahuhu•
d) Aotearoa.
m
Form A
16* Gb what ooaan did tha Maoris travel on thalr long sea
voyage?
a) Pacific.
b) Indian*
c) Atlantic*
d) Arctic.
19. The valleys near the pa were
a) good places to hide when attacked*
b) where the gardens were grown*
c) where the tattooing was done*
d) all of the above.
20* Vhleh diagram below correctly shows where the canoes
landed?
a) b) c) d)
A
V /}
21. The wars between the Maoris and the whites resulted
from misunderstandings. These misunderstandings came
about because
a) the white settlers wanted all the land.
b) the Maoris wanted to keep all the land.
c) a few on each side tried to cheat the
others out of land.
d) all of these.
22* The first thing the Maoris did when cooking In the
Maori oven was
a) put stones in the bottom of the hole*
b) put a basket of food In the hole*
c) put leaves in the bottom of the hole*
d) make a fire In the hole*
23* The distance from Polynesia to New Zealand is about
a) 140 miles.
b) 400 miles.
c) 1,000 miles.
d) 3,000 miles*
119
24. The Maori word "pakeha” means
a) native warrior*
b) high priest*
e) sailing ship,
d) whit# stranger*
25* The Maori word "moa" refers to a kind of
a) fish*
b) animal*
o) fruit*
d) bird.
26* The Maoris have a fair share in governing New Zealand*
Of the 80 seats in Parliament they have
a) 1*
b) 4.
c) 20.
d) 40.
27* When tying parts of their huts together, the Maoris
ueed
a) vines.
b) flax.
c) leather.
d) seaweed*
28. The Maoris were carried on toward New Zealand by
a) the wind.
b) their physical strength.
c) the ocean current.
d) all of the above.
29. About how many years ago did the Maoris leave on their
long sea voyage to New Zealand?
a) 100 years.
b) 400 years.
c) 600 years.
d) 1,000 years.
30* The colored mats woven by the Maoris were used
a) on the floor*
b) on the walls*
c) in both these places.
d) in neither of these places.
Porn B
Name__
Sohool _______. _____________ Class Teacher
DIRECTIOHS* You *2* to answer all the Questions as well
as you can, Bo not oalt or skip any questions* Sometimes
you nay think that more than one of the answers Is eorreet*
In sueh a ease, you should choose the answer you think Is
aost eorreet* When answering the questions, draw a eirole
around the letter beside the answer you think is the beet
one of the four oholces*
SAMPLE QUESTION* How many legs does a dog have?
a) 1.
b) 2.
cl 3.
4*
&
A circle is drawn around d) because it is the letter beside
the eorreet answer* Remember, circle only one of the
choices in each question*
You will be given enough time to answer all the questions*
When you are finished, your teacher will collect your
paper.
tsm
1• What native animals did the Maoris find when they
landed in New Zealand?
a) small horses*
b) native dogs*
c) wild pigs*
d) no animals at all*
2* Most of the work in the gardens was done by
a) the women*
b) the boys*
c) the warriors*
d) the old men*
3* When travelling over the ocean, the Maoris were guided
by
a) other ships*
b) the sun and stars.
c) sea birds*
d) porpoises.
120
Form B
4. When having hie face tattooed, the young warrior
a) wae drugged.
b) ohowed great eourage.
cj wae unconecioue.
d) kept trying to eeeape the experience.
5. An important uee of the meeting houee wae
a) for dieeueeion of tribal plane.
b) to cook large feaete.
c) for tribal dancing.
d) for learning arte and crafte.
6. The main reaeon the Maorie eang while they worked in
the gardene wae to
a) keep together while digging.
b) frighten away the birde.
cj pleaee the pagan gode.
d) amuee the children.
7. In World Ware I and II, the Maorie
a) did not fight at all.
b) fought aide by eide with the white New
Zealandere•
c) fought againet the white New Zealandere.
d) fought among themeelvee.
8. From what group of ielande did the Maorie leave when
they travelled to New Zealand?
a) Weet Indies.
b) Polyneeia.
c) Philippines.
d) Aotearoa.
9. The Maori word "haka" means
a) war dance.
b) friendly song.
c) enemy.
d) white eettlere.
10. In what ocean are the ielande the Maorie left from
when they travelled to New Zealand?
a) Atlantic.
b) Indian.
c) Pacific.
d) Arctic.
121
Form B
11. The Moari name for New Zealand meane
a) The Land of Cain Vatere.
b) The Land of the Long White Cloud,
o) The Land of White Birde.
d) The Land of Tall Green Treee.
12. After the ware between the Maorie and whites, the pa
becane
a) empty and deeerted.
b) full of epirited and active people.
c) rebuilt with modern building#.
d) the center for arte and crafts.
13. On their long eea voyage, the Maorie travelled in
a) canoe# oarved from treee.
b) log rafte tied tightly together.
c) oanoee made from skins stretched over a
wooden frame.
d) large sailing ships.
14. The Maori women made warm cloaks from
a) leaves.
b) reeds and flax,
cj birds1 feathers,
d) animal skins.
13. The Maori word "pa" means
a) large garden.
b) white stranger.
c) fortified village.
d) meeting house.
16. The coloring on the walls of the Maori huts was done
with
a) leaves,
bj clay,
c) dyes,
dj paint.
17. When the tribe grew too large for the pa
a) the pa was made bigger.
b) new huts were built in the nearby valley.
c) some warriors Joined another tribe.
d) another pa was built.
PLEASE NOTE: Page 122 seems to be lacking in page numbering
only. Filmed as received.
University Microfilms, Inc
123
Form B
18. The whit* man arrived in New Zealand in
a) canoes.
b) wagon trains,
o) sailing ships.
d) all of these ways.
19. The chief of the Maori tribe lived
a) with the priest.
b) with his relatives.
c) in the biggest hut.
d) by himself.
20. Which of these diagrams shows food cooking in a Maori
oven?
a) b) c) d)
L
21. One of the main reasons the Maoris and whites grad
ually came to know and understand each other was
because
a) they began to work together.
b) they wore the same clothes.
c) the Maoris kept their old customs.
d) the Maoris dropped their old customs.
22. The tools the Maoris used for carving decorations
were made from
a) bone.
b) wood.
c) stone.
d) metal.
23. The distance from the United States of America to
Polynesia is about
a) 30 miles.
b) 400 miles.
c) 3>000 miles.
d) 4,000 miles.
12b
Form B
24* In the thermal region of New Zealand, the Maoris
a) stored food so it vould not spoil*
bj kept their eanoes when it rained*
e) cooked food in the boiling mineral waters*
d) trapped large birds*
25* When the eanoes were travelling toward New Zealand,
they were moving towards
a) the southeast*
b) the northeast*
c) the southwest*
d) the northwest*
26* The number of white people for each Maori living in
New Zealand today is
a) 2*
b) 20.
c) 50.
d) 100.
27* Which one of the following was one of the six biggest
canoes?
a) Bapatoetoe.
b) Teawamutu*
c) Totorua.
d) Mataatua*
28* The arrival of the white man in New Zealand resulted
in
a) many misunderstandings*
b) changes in the Maori way of life.
c) wars between Maoris and whites*
d) all of these*
29* The Maoris and white settlers in New Zealand were at
war in the
a) 1350's.
b) 1740's.
c) 1820's.
d) 1860's.
30. When the canoes arrived in New Zealand they landed
a) in one place in the North Island*
b) on both the North Island and the South
Island*
c) in different places in the North Island.
d) in different places in the South Island.
APPENDIX D
FILLSTRIP SChlPT
CAPTIONS FOR THE CAPTIONED FILMSTRIP
Near the center of the Pacific Ocean ia a group of
ielande known ae Polynesia.
The Polynesian Ielande are about 4,000 miles from
the west coast of the U.S.A. and about 3,000 miles
from New Zealand*
About 600 years ago, many natives living in these
islands decided to leave* They wanted to find a new
place to live*
The Maoris, as we call them now, spent many busy
months preparing food for the long sea voyage* They
carved canoes from giant trees*
To help prevent capsizing, two canoes were joined by
strong poles to make a double canoe. This canoe
could hold 100 people*
126
127
There were many ead farewells as hundreds of brave
Maoris paddled out of the sheltered lagoon.
It was not long before they were out of sight of land,
t o
out on the vast expanse of the Pacific Ocean.
Slowly but surely, the canoes moved to the southwest.
They were guided by the sun during the day and by the
stars at night.
By singing songs and chanting rhythmically, the
Maoris who were paddling were able to keep in time.
Tossed and buffeted In the surging seas, the men,
women, and children often became weary and despondent.
Urged on, however, by their leaders, they kept
together ihrough several months at sea.
128
The Maoris were carried on by the wind, the current,
and their physical strength. Finally, they sighted
land on the far horison.
The Maoris named it Aotearoa, which means the Land
of the Long White Cloud. Now we know it as New
Zealand.
The canoes landed in different parts of the North
Island of New Zealand. These are the names of the
six biggest canoes in the fleet.
Wherever each group or tribe settled, it built a
fortified village called a "pa."
The "pa" was built on a hilltop and surrounded by a
high protective fence made from trees.
Inside the "pa" were huts. The side walls were made
from reeds tied tightly together. The roof was
thatched from reeds and flax.
12*
All the wooden parte were out from large trees.
Decorations were made by carving with bone
instruments or painting with dyes.
Inside the hut the floor and walls were covered with
mats also woven from reeds and flax. Young women
designed and colored the mats.
Groups of relatives lived together in a number of
large huts.
The chief and the high priest each had a separate hut.
The hut behind the chief's is a food storehouse built
up on poles.
The children loved this game in which they swung out
over a large pool of water. Sometimes they fell in
the water,
A very important part of Maori life was when they all
gathered to discuss tribal plans in the meeting house.
APPENDIX E
PRODUCTION ADVISERS
1 3 0*
One of the Important questions they discussed was who
should live down in the Talley when the number of
people grew too large for the "pa."
Those who moved out built huts near the npan so they
could quickly retreat to it when attacked.
Much of the food the Maoris ate was taken from the
large gardens they developed in these fertile valleys.
Most of the work in the gardens was done by the women.
Working together, they sang songs to keep in time.
The primitive spade they used was a sharp piece of
wood with a footrest tied across it.
Cooking was an art done without the help of our modern
ovens, but the simple Maori oven could cook delicious
meals.
131
A hole was dug In the ground*
A fire wae made In the hole, and stones were put on
top of it.
As the fire burned away, the stones sank to the bottom
of the hole.
The ashes were removed, leaves put over the hot
stones, and a basket of food put on the leaves.
More leaves covered the basket, and a mat covered the
lot to keep in the heat and moisture.
The food was cooked well, and would not spoil if left
all day in this type of oven.
In the thermal regions, boiling mineral water bubbled
out of the ground. Food was cooked in these boiling
pools.
132
New Zealand was not as warm as Polynesia, so the
Maorie made warm cloaks from birds' feathers*
i
When two Maoris met, they would press their noses
together in the traditional manner for greeting
friends*
It was the aim of each young man to become a warrior
and be tattooed by a skilled artist*
Having his face tattooed was a painful experience
which took a lot of courage* The skin wao cut and
blue dye rubbed in*
The warriors also hunted for food. They found there
were no native animals in New Zealand.
Since there were no native animals, large birds like
the moa were hunted and provided meat for the Maoris*
133
Many miaundaratandings came about beoauea of the
few in each group who were awindlera or cheats.
Ware began in the 1860a becauae of the misunderstand
ings. Some friendly tribea joined the aettlera and
fought other Maoris.
Before going into battle, the Maoris did a war dance,
called a haka* This was to raise their own spirits
and frighten the enemy.
When doing the haka, the Maoris called out fiercely,
and made frightening faces, as they chanted a
ferocious war song together.
The Maoris, divided among themselves, and used to
fighting with primitive hand-to-hand weapons, were
defeated.
Little by little, they gave'up old customs such as
tattooing . • •
. . . and hunting.
I
13k
Gradually they forgot many of their arte and crafts
such as weaving . . .
. . . and cloak-making.
Empty and deserted, the npa" was no longer the
meeting ground of a spirited and active community.
Nevertheless, the Maoris * spirits were not completely
broken. They chopped down trees in the thick forests
for lumber.
They cleared the land for farms, working this time
beside the pakeha, to help build up New Zealand.
Working together, the Maoris and the pakeha gradually
came to know and understand each other.
13?
The Maorie restored some of their old traditions, yet
adapted themselves fully to the white man's way of
life and worship.
In World Ware I and II, the New Zealand army was
made up of Maoris and pakeha fighting side by side in
the fight for world freedom.
Today, the Maoris and whites mix freely at play . . .
. . . at school, . ■ .
. . • at work, • . .
. . . and at worship.
For each Maori, there are 20 whites in New Zealand.
By having 4 of the 80 seats in Parliament, the Maoris
have a fair share in government.
New Zealandere, Maori and pakeha, by working and
living together with full equality, are showing what
can be achieved in a democracy.
PRODUCTION ADVISERS
Counseling for the various phases of production
was obtained from the following faculty members at the
University of Southern California:
Levine, P.
Robinson, P.
Sims, B.
Sloan, M.
Wedberg, D.
Wilding, J.
Withopf, P.
. Film Animation.
• Audio Visual Education and Graph
ics.
. Filmstrip Production.
. Film Editing and Production.
• Filmstrip Production.
. Art Education.
. Filmstrip Production.
137

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Creator Mcbeath, Ronald James (author)

Core Title A Comparative Study On The Effectiveness Of The Filmstrip, Sound Filmstrip, And Filmograph For Teaching Facts And Concepts

Degree Doctor of Philosophy

Degree Program Education

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

Tag education, educational psychology,OAI-PMH Harvest

Language English

Contributor Digitized by ProQuest (provenance)

Advisor Finn, James D. (committee chair), Carnes, Earl F. (committee member), Kantor, Bernard R. (committee member)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c18-92505

Unique identifier UC11357662

Identifier 6101702.pdf (filename),usctheses-c18-92505 (legacy record id)

Legacy Identifier 6101702.pdf

Dmrecord 92505

Document Type Dissertation

Rights Mcbeath, Ronald James

Type texts

Source 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 au...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA