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學習에 미치는 敎材映畵의 效果
- 學習에 미치는 敎材映畵의 效果
- Other Titles
- (The) Effects of Film Matorials on Learning
- Issue Date
- 대학원 교육학과
- 학습; 교재영화; 교육학
- 이화여자대학교 대학원
- The major purpose of the present study was to find out the effects of film materials on learning processes through the experimental approaches.
Most of the previous studies mainly conducted by Sumstine(1918), Horban(1950), Van Ormor(1950) and Lumsdaine(1951), have given a focus upon the explanation of the relationships between film materials and learning effects or the arousal of interest, attitude change.
According to the studies reported by Sumstine(1918) and Lumsdaino(1951), it had been demonstrated that film materials exerted very intensive effects on individual's learning facilitation, and their interest as well as attitude in learning situation of classroom. With these theoritical background, the following hypotheses were identified for testing in this study.
Hypothesis 1 : The experimental group taught with film materials will show higher improvement in learning than the control group with conventional instruction.
Hypothesis 2 : There will be a significant difference between the scores of pro and post test of the experimental group.
Hypothesis 3 : The group with high I.Q. will show more improvement in learning than the group with low I.Q.
Hypothesis 4 : The exporimental group will display higher score than the control group in follow-up test. In other words, the experimontal group will show higher retention power than the control group in terms of learned knowledges.
Hypothesis 5 : According to the achievement score, there will be significant difference in the degree of learning.
Hypothesis 6 : In accordance with the degree of interest arousal, there will be differences in terms of learning effects.
Hypothesis 7 : The learning conducted by film materials will be generalized to other subject matter.
In order to test the hypotheses as mentioned above, the experimental subjects consisted of 130 second grade students enrolled in Dae Kwang middle school. They were classified into two groups, namely the one was an experimental group and the other was a control group. The experimental instruments used in this study were film materials, text book and a rating scale. With these instruments, the following major findings were warranted from this study
1. There was significant differences in the test scores obtained from the experimental group and the control group. The result computed by t-test yielded significant differences at .001 level.
2. The difference of test score between pro and pos-experiment was statistically sigificant(p＜.001). This result suggested that learning was improved by means of film materials.
3. The subjects with high I.Q. have shown more significant learning improvement in thinking ability than the subjects with low I.Q.(p＜.10). However, there was no significant differences in the degree of understanding ability in terms of I.Q.(p＞.10).
4. It was shown that the experimental group is more superior than the control group in terms of memory of the learned knowledge(p＜.01).
5. There was statistically significant differences between high achievement group and low achievement group in terms of the learning effects(P＜.001)
6. There was no difference in the degree of interest arousal in accordance with test score(p＞.10). However, these findings suggested that film materials exerted very powerful influence on learning regardless to the degree of test score.
7. In order to test the transfro phenomenone of film learning, mean rating score was computed. According to the calculated result, their mean rating score was 3.16. As shown above, most of subjects accepted the effects of film materials.
On the basis of these findings, it can be concluded that film materials had exerted very significant effects on learning and attitude change.
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