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The Status of Audio-Visual Instruction 21
about 19 per cent.
2. This contribution was of such magnitude that average children with the aid of the photoplays learned as much as bright children did without them.
3. The photoplays were most effective in teaching a knowledge of inter-relationships involving the interaction of events and of forces. They increased the pupils' learning of this sort 35 per cent, or about twice as much as they increased the gaining of all kinds of historic knowledge.
4. The next largest contribution was to the teaching of historical personages. The increase of learning of this sort attributable to the photoplays was 23 per cent.
5. The contribution to the teaching of historical geography was 19 per cent.
6. In the part of the experiment in which there was no review between teaching and retest for retention, the contribution to retention was greater than, or at least equal to, the contribution to learning. This was the contribution of four photoplays to the teaching of the Revolution. The pupils learned 25 per cent more by the use of the photoplays and remembered 27 per cent more after three months.
7. The contribution to the retention of knowledge of historical relationships other than those of time was greater than the contribution to gaining this knowledge. Of such relationships, pupils learned 35 per cent more, and remembered 43 per cent more.
8. The effect of the photoplays upon pupil participation in classroom discussion was in detail as follows:
(a) more recitations were made at the request of the teacher;
(b) a larger percentage of the class recited;
(c) those reciting did so more often;
(d) on these occasions more hands were raised;
(e) more remarks were volunteered by the pupils not directly as a result of a teacher's question, i.e., upon those occasions when their own desire to participate more evidently prompted them;
(f) a larger percentage of the group so volunteered;
(g) those volunteering did so more often;
(h) on these occasions more hands were raised for permission to
participate; (i) more questions were asked;
(j) a larger percentage of the group asked questions; (k) those who asked questions did so more often; (1) fewer contributions came in as a result of outside interest;