THE EFFECTIVENESS OF TELEVISION MINIPROGRAMS AS A LEARNING METHOD
Abstract
The major purpose of this study was to investigate the effectiveness of television miniprograms as a learning method. A television miniprogram was operationally defined by the following: (1) Four-second standard animated opening; (2) Content presented by an extension specialist; (3) Four-second standard close. The subjects were viewers in the Fort Wayne Standard Metropolitan Statistical Area (N = 214). They were randomly selected and randomly assigned to four experimental conditions. Group G(,1) received pretest, exposure, and posttest. Group G(,2) received pretest, no exposure, and posttest. Group G(,3) was exposed to the miniprogram and took the posttest. Group G(,4) took only the posttest. A ten-item multiple choice test was constructed by the investigator for use both as pretest and posttest. A questionnaire seeking demographic and situational data accompanied the posttest. The Solomon Four Group Design was used in order to control for effect of the pretest. Two-by-two factorial analysis of variance was used to analyze the data, the factors being pretest and treatment. Based on the results of this study, it was concluded that learning is significant on the knowledge level due to viewing a television miniprogram of the format described. Pretesting did not significantly effect learning either independently or in interaction with exposure to the miniprogram.
Degree
Ph.D.
Subject Area
Education
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