The development and use of group-paced linear programs utilizing an electronic student response system to effect attitude change in the non-science major

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dc.contributor.advisor Nisbet, Jerry J. en_US
dc.contributor.author Chapdelaine, Roland J. (Roland Joseph), 1946- en_US
dc.date.accessioned 2011-06-03T19:24:05Z
dc.date.available 2011-06-03T19:24:05Z
dc.date.created 1976 en_US
dc.date.issued 1976
dc.identifier LD2489.Z64 1976 .C52 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/175482
dc.description.abstract The purpose of this study was to design and test multi-media, electronic-response programs which were intended to effect attitude change in non-science majors toward key biological concepts.The study was conducted at Ball State University and used the resources of the electronic response (ER) laboratory in the Department of Biology of that institution. Nine ER programs were developed to introduce each of the nine sequential programs. The purpose of the programs was to develop within the student a positive "attitude" toward the biological concepts introduced in the course each week. Desired affective outcomes as a result of participating in the programs were written in behavioral objective form. For each objective identified, a matching concept statement used "to measure" attainment of the objective was also written.Students interacted with each electronic response program by viewing 35 mm slides and listening to the narration accompanied by musical background and by responding to questions at intervals of from 10 to 45 seconds. The students used the circuitry of the ER system to respond to question slides.The effectiveness of the strategies involved in the programs was determined by measuring short-term attitude changes for a sampling of three objectives in each of the nine programs. Pre- and post-test forms of the semantic differential were utilized in determining the effectiveness of each program in eliciting attitude change for each objective identified. The t-test for dependent variables was utilized in determining the significance of change for each scale position for each concept measured.Significant attitude changes as measured by shifts on all or some of the S.D. scales used in the pre, post-test evaluation occurred for 24 (93 percent) of the 27 objectives tested. The following conclusions were determined as a result of the study:1) Behaviorally specified short-term affective objectives can be accomplished in a short, twenty-minute electronic response classroom presentation that incorporated effective strategiesfounded in educational theory.2) Mediated ER programs, when used with appropriate program material, can be an effective means of illiciting attitude change in the learner.3) There appears to be a correlation between the degree of cognitive emphasis in the programs and the degree of scale movement indicated.4) For those objectives receiving emphasis in only 10% or less of the program, no significant change in scale position was noted. 5) Post-test scale shifts for those concepts with overall quite(strong) pre-test scale position were generally significantly enhanced and strengthened by the ER programs.6) Subjective feedback indicates that a more positive approach tendency toward the concepts presented for the course was realized as a result of student participation in the ER programs. en_US
dc.format.extent vii, 336 leaves ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Science -- Study and teaching -- Audio-visual aids. en_US
dc.subject.lcsh Science -- Programmed instruction. en_US
dc.subject.lcsh Music in education. en_US
dc.title The development and use of group-paced linear programs utilizing an electronic student response system to effect attitude change in the non-science major en_US
dc.description.degree Thesis (D. Ed.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/414404 en_US


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  • Doctoral Dissertations [3120]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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