The Educational screen (c1922-c1956])

April, 193 8 Page 123 of details, reading ability, and film comprehension. Recording the Tests: All scores were carefully re- corded on special record sheets devised for diis pur- pose. Only those tests were recorded of pupils who had taken all three tests and the papers were ranked from the highest to the lowest IQ. Each paper was given an identification number by means of which it is possible to locate any pupil and any particular class. The data recorded include: The group or class and school tested. The identification number. The sex of each pupil. The age in vears and months. The IQ and' IQ rank. The rank on each film-comprehension test. The total score on each film-comprehension test. The total score on each film-comprehension test of the questions for observation of details, reading ability, and film comprehension. From these facts given on the record sheets, and as a result of certain calculations, other information was obtained and placed on data sheets. These sheets contain, for both boys and girls, and the two combined: The class or group and school. The number of tests used and discarded. The range of intelligence, and. of both film-com- prehension tests. The IQ rank of the pupil with the highest score in each film-comprehension test. The mean IQ's of all tested, the group above 110, from 90 to 110, and below 90. The mean scores of both film tests for the group as a whole, the IQ group above 110, from 90 to 110, and below 90. The mean scores of the total group and each IQ group on the five questions for obser\'ation of details, reading ability, and film comprehension. For further convenience and ease in interpretation certain of these data have been grouped and placed on summation data sheets. The information given on these sheets include: The group and school tested. The number of pupils tested. The mean IQ of the whole group and for the IQ classifications above 110. from 90 to 110. and below 90. The mean scores for each of the sets of questions for observation of details, reading ability, and film comprehension. Selection of Films: Two films were selected, as nearly alike in the difficulty of their content as pos- sible. The films were selected to give representation to different kinds and types of educational films. Two distinct types, one on historA*. and one on geography, were used. Elach film is edited in a manner char- acteristic of a certain educational film producer. They are typical of those produced bj- two of the largest educational f'lm companies. For the subject of history, reel one of Daniel Boone, of the Chronicles of .\merica Photoplays, pro- duced by the Yale University Press was selected. This film uses the dramatic form of presentation, yet is accurate and authentic in its subject matter. The geograph\- film chosen was the Eastman Class- room Film, Wheat, produced by the Eastman Teaching Films. This film differs from the film Daniel Boone in that no attempt is made to use the dramatic form of presentation, but, rather, a logical development of the subject is followed. Presentation of Films: It was deemed ad\nsable to present the films without r^ard to their value as a lesson, or without any attempt to emphasize the films as a part of the classroom work. In their show- ing, no attempt was made to have an ideal situation. The films were shown under usual classroom condi- tions. The sizes of the groups, which determined the room to be used for the presentation, ranged from one to five classes. The films were shown without comment either before, or after their projection. Evaluation of Data: As the classes selected for this research were representative and tjpical of the larger group or whole school system, the e\'aIuation of data and the comparisons may be considered reliable. Comparisons: Many comparisons can be made from the record, data, and summation data sheets. While the data of each class are given separately, the data of all similar classes are combined so that larger and more representative groups can be com- pared. Comparisons can be made between and within any individual classes or any group of classes, on the results of the film-comprehension tests as a whole, and on the questions for observation of details, reading ability, and film comprehension. Similar comparisons can be made based on the full range of intelligence and for those of superior, normal, and below normal in- telligence. Other comparisons based on grade, age, sex. and t>-pe of educational training can be made. .\nother form of comparison is made between tj'pcs of educational films. Conclusions: General. The definite value of edu- cational motion-picture films in general, as shown in other studies, seems to be substantiated by this re- search. When it is considered that the films were shown without any preparation or discussion, either by the teacher or the pupils, the scores of the film- compresension tests are relatively high. This is true regardless of such factors as grade, age. or intelligence. This seems to indicate that pupils gain considerable information from a single exposure to a film. and. therefore, the educational film is a most effective aid to teaching. Intelligence. In considering the relationship be- tween the educational films and the intelligence of the pupils, the mean scores on the film-comprehension tests generally improve with the increase in intelli- gence. Tlie data shows that, for the most part, those of superior intelligence are also superior on the film tests. This better showing holds true for both boys and girls. It would seem possible to conclude that, in general, an increase in intelligence means an increase in the mean scores of a film-comprehension test. While the data show that the highest IQ group acquire the most from the films, nevertheless, films are. perhaps, more worth while to those of low IQ. In fact, even though the IQ remains quite static, the film scores of those of low IQ increases as the pupils be-