An Analysis of the Relationship of Achievement, Attitude, and Sociological Element of Individual Learning Style of Students in an Interactive Television Course
Date of Award
Doctor of Education
Dr. Charles C. Warfield
Dr. Uldis Smidchens
Dr. John Thatcher
This study examined the relationship of individual learning style with achievement and attitudes of students receiving instruction via two way interactive television. The technology of interactive television is making it possible for school districts to cooperate and share instructors for low-incident courses. The technology is also helping schools to restructure and enhance programming. Knowledge of the extent to which these technologies affect the students, however, is limited.
Fifty-four students enrolled in two high school psychology classes were the study population. A quasi-experimental research design was used. In Part 1 of the data collection phase, the instructor taught a textbook unit from one high school. A pretest and posttest were used to assess achievement gain scores for both the host and remote school students. In Part 2, the instructor taught a different unit from the other school. Pretest and posttest scores provided achievement gain scores for the students from both schools. The Dunn and Dunn (1987) Learning Style Inventory was used to categorize students from the host and remote schools into three sociological preference subgroups from the "teacher motivated" element.
Data were analyzed using the one-way analysis of variance test and the t test. Results of the data analysis showed that there was a significant difference in achievement between the low-host subgroup and the low-remote subgroup (p < .05). There was no significant difference in achievement between the females of the three subgroups (g < .05). There was no significant difference between the males of the three subgroups (p < .05). There was no difference between the females and males (q < .05).
A survey was administered to assess the general attitudes of the students towards interactive television as a medium for instruction. Frequency and percentage distributions of responses to each survey item were descriptive of student attitude. Students enrolled in the interactive television psychology classes held more positive than negative attitudes toward interactive television as a medium of instruction. The one-way analysis of variance and t test were used to analyze the data on specific subgroup differences and failed to demonstrate any significant difference at the .05 level of significance.
Burkman, Thomas A., "An Analysis of the Relationship of Achievement, Attitude, and Sociological Element of Individual Learning Style of Students in an Interactive Television Course" (1994). Dissertations. 1806.