The effects of interaction mode on participation, attitude, achievement, and anxiety during televised instruction with two-way audio

Helen Ritchie, Purdue University

Abstract

The study was designed to determine which instructional mode would result in the greatest interaction frequency during interactive, televised instruction. The effects of instructional mode on attitudes toward instruction and interaction, anxiety, and achievement were also measured. Instructional modes used in the study were lecture with no interaction, lecture with student-initiated interaction, and lecture with instructor-facilitated interaction. Although participation by subjects was limited, data indicated that the instructor-facilitated treatment resulted in a significantly higher level of student interaction. Subjects' self-reported participation rates (almost always, frequently, occasionally, or almost never) were correlated with the actual participation levels. Subjects who rated themselves as almost always and frequently participating also participated during televised instruction. The percentage of subjects (21 percent) who participated was low. The individuals who participated were not significantly different between the two interactive treatments. The same individuals interacted during both treatments. It was found that 79 percent of the subjects reported participating in class discussion occasionally or almost never; these subjects were non-participators during the study. An attitude toward instruction scale was developed for the study. Using the scale, attitudes toward instruction did not differ significantly among subject groups or treatments. Subjects were more reluctant to use microphones to communicate during the student-initiated interaction mode than during the instructor-facilitated interaction mode. Achievement did not differ significantly among subject groups or treatments. Anxiety increased with the number of exposures to televised instruction. Subjects perceived televised instruction as impersonal (43 percent) and discussion was an important part of instruction (66 percent). One-half (51 percent) of the subjects reported that they benefited from class discussion by listening rather than by participating. Since interaction did not increase achievement or attitudes toward instruction, the interaction levels would not justify expensive technological hardware and transmission costs. For a more thorough statistical study of interaction during televised instruction, methods of increasing subjects' participation need to be developed.

Degree

Ph.D.

Advisors

Russell, Purdue University.

Subject Area

Curricula|Teaching|Educational software

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