The educational screen (c1922-c1956])

Page 30 The Educational Screen TEACHER FILM EVALUATIONS Now available on 150 Filmsl In the form of Film Evaluation Supplements to "7000 and ONE" Film Directory. Produced under THE NATIONAL FILM EVALUATION PROJECT. The first service of its kind. Meaningful, trust- worthy evaluations of educational films — in card index format — as scored by experienced teachers aiter actual use of the films with classes, not by "reviewers," "discussion groups," or "committees" viewing the films apart from the classroom situation. The First Three Supplements Are Ready Each supplement consists of 50 FE (Film Evalua- tion) Cards, standard library size, carrying detailed evaluation on fifty films. Also included is a copy of the Standard Score Card (developed expressly for the Project) for reference in reading the FE Card. The Film Evaluation Card Each FE Card gives full data on a film: title, producer, number of reels, sound or silent, a detailed synopsis of the contents supplied by the ten Univer- sity Extension Divisions cooperating on the Project, itemized letter scores on all questions contained in the standard score card, and final percentage scores (Average and Mean) for the film as a whole. Often are added analytical Score separations and additional comments by judges. Each FE Card bears a serial number—Supplement I, FE 1 to 50—Supplement II, FE 51 to 100—Supplement III, FE 101 to 150, etc. Method of Evaluation The Judging Committee of the National Film Evaluation Project consists of over 1,000 teachers in 36 states (volunteers for the Judging Committee always welcome). They score films as used. As the score cards come in, they go into an omnibus file that has a guide card for every film. When a film accumulates its quota on score cards it is ready for appearance in the next Supplement. The 150 film evaluations in the three Supplements so far issued were based on 15 to 50 Score Cards per film. Unique Data in Unique Form at the price of only 50c per Supplement of fifty cards each. $1.50 will pay for the 150 Evaluations now ready. Postage prepaid when cash accompanies order. EDUCATIONAL SCREEN 64 E. Lake Street Chicago, III. Experimental Research in Audio-Visual Education By DAVID GOODMAN New York University, New York City. Title of Thesis MOTION PICTURES VERSUS LANTERN SLIDES IN TEACHING CERTAIN UNITS OF BIOLOGY Thesis completed 1941 for the degree of Master of Arts, University of Texas, Austin, Texas. Investigator: Miss Katherine Rose Purpose of Study To determine the comparative efTectivness of lantern slides and moving pictures when used in teaching certain units of biology. An attempt was made to compare the achievement of Group I, which was taught with lantern slides, with that of Group II, which was taught with moving pictures, by means of such statistical measures as medians, quartile deviations, means, and standard deviations. A study was made of the relation- ship between the intelligence of subjects and their achievement in biology when motion pictures were used and when lantern slides were used. An effort was made to determine whether corresponding pairs of students in the two groups made similar gains. Procedure Each of the two experimental groups consisted of twenty- five students in biology enrolled in the Polytechnic High School, Forth Worth, Texas during the 1940-1941 session. These groups in turn were each divided into normal and inferior sub- groups to permit the recording of additional statistical data. .^n intelligence test and an achievement test in biology served as a basis for grouping the students. The subject matter employed in the experimental study was based on the structure and functions of the nervous system, the eye, and the ear. Three excellent biological films were em- ployed in the Film Group, and three sets of photographic lan- tern slides made directly from these motion pictures were used in the Slide Group. The final test over the. units was administered to both the Film Group and the Slide Group at the beginning and at the end of the experimental procedure. Three comprehension tests, objective in nature and based on the content of the three films used in the experimentation, were given both groups immedi- ately after showing the corresponding film to the Film Group and the corresponding set of slides to the Slide Group. Conclusions 1. The general achievement of the Slide Group exceeded that of the Film Group, as revealed by the medians, means, and quartile deviations of the final test over the units and of the achievement test in biology. 2. The scores made by the Slide Group on the tests over tlie nervous system, the eye, and the ear exceeded those of the Film Group. 3. Tlie greatest amount of progress on the final test made by sub-groups, classified according to intelligence scores, was made by the normal sub-group of the Slide Group and by the in- ferior sub-group of the Film Group. The difference in the percentages of gain, however, was found to be statistically re- liable in only 55 cases in 100. 4. A statistically insignificant difference existed between the means for the two normal sub-groups on the test over the nerv- ous system, whereas the mean score for the inferior sub-group of the Slide Group exceeded the mean score for the inferior sub-group of the Film Group. 5. Greater mean scores on the tests over the eye and the ear were recorded for both the normal and inferior sub-groups of the Film Group. 6. Except in six cases, members of corresponding pairs of .students acting as subjects in this investigation did not make the same gains or the same scores when one was taught with slides and the other with films. 7. In recording the gains made by corresponding pairs of students on the various tests, it was found that greater gains