The Educational screen (c1922-c1956])

Page 138 once the right one; in fact, in ahnost every case, any of the five answers could reasonably have been select- ed as correct by a person who did not have some knowledge of the subject. The questions were almost all factual instead of thought provoking as it was believed the former were a truer test of the infor- mation and knowledge acquired. The results of the experiment as indicated by the scores on the end-test are in exactly opposite order to the results that might be expected to the general abil- ities of the three groups. These results show an ad- vantage for the use of motion pictures and lantern slides, as well as a decided advantage for a modified teaching technique and class plan in the use of visual aids. Experimental Group II, having the modified teaching technique and class plan, in which the instruc- tion was based on the visual aids, made the highest scores. Experimental Group I, which also saw the films and slides, but which depended mostly on the text and the conventional teaching methods, made the second highest scores. The Control Group which saw no films or slides made the lowest scores. A com- plete comparison of the pre-test and end-test scores, together with the gain and the per cent of gain, is shown in the table below. Tabulated Results of the Experiment Prc-Test and Expert- Expcr'i- End-Test Control mental mental Tabulations Group Group 1 Group 2 Median Score on Pre-test 31 27 235^ It is significant that the highest score on the end- test, as well as the greatest gain, was made by Ex- perimental Group II, which made the lowest score on the pre-test and showed the lowest general ability. As was previously mentioned, this group had no outside work or daily home work assignments. Whether or not the members of this group read their texts out- side of class or consulted reference books cannot be definitely known; at least they were not required to hand in paper work or be responsible for the informa- tion on certain pages of the text. It is presumed that the information and knowledge they acquired was all learned in class with the principal aid of motion pic- tures and lantern slides. All the lecturing and dis- cussion in this class was centered on the visual aids. The fact that this class had seven pupils less than the other classes might have been one of the reasons for their great gain. However, it is thought this really had little or no bearing as it is generally conceded there is slight difference in teaching a class of twenty or thirty. The question naturally arises as to the reasons why Experimental Group I, which had the advantage of The Educational Screen daily home work assignments and the visual aids, did not show the greatest gain or at least the highest end- test scores. One reason is probably because a certain amount of time was lost in making and explaining the daily assignments, and this lost time prohibited a com- plete explanation and dissertation of the visual aids. Another reason Experimental Group I did not show as high results as did Experimental Group II, is possibly due to the fact that the home work assignments, de^ signed to give them a thorough and complete knowl- edge of the subject matter, may have been done in the usual perfunctory and disinterested manner. The second reason advanced for the inferior] achievements of Experimental Group I can also be ascribed to the Control Group, which made the lowest scores on the end-test. In addition, however, it can be assumed that the greatest contributing factor to the poor showing of the control group is the fact that this group saw no motion pictures or lantern slides. Every effort was made to keep the three classes from sensing that an experiment was being conducted for it was feared a spirit of competition might have seriously interfered. It was also thought the Control Group might have been disappointed in not being al- lowed to see the films and slides shown to the other groups, so each of the experimental classes was asked not to mention to anyone that they were being shown pictures. As far as it was possible to ascertain, none of the three classes was aware that the others had or had not visual aids and there was no evidence of a com- petitive spirit. The writer made a particular effort to see that all the subject matter was carefully covered in each class and that there was no motivation of any of the groups. In addition to the increase in knowledge and in- formation evidenced by the two experimental groups, there were no doubt other advantages such as new in- terests and attitudes, none of which could very easily or accurately be measured. The thoughtful questions asked by the students in the two experimental groups, as well as their genuine interest and enthusiasm in the class work, are somewhat indicative of these advan- tages. \\'hether these two experimental groups will re- tain more than the control group cannot be determined now. Former experimental evidence has shown that teaching with the supplement of visual aids does favor retention. It is planned to check this factor by testing these three groups again at the beginning of the school year in September.* One of the greatest difficulties encountered in con- ducting this experiment was in securing the desired motion pictures and lantern slides. Those used were selected from a very large offering, and with only one or two exceptions could they be called entirely satis- factory. That visual aids in teaching are a decided ad- vantage is probably very evident, but until a far great- I ♦Unfortunately the September tests were never given, as Mr. Halsev left Hammond High School in June to join the faculty of Morgan Park Military Academy in Chicago.