Estudio comparativo entre tipos de Instituciones Financieras

A number of investigations reflect the present trend in research in educational media. The flaws in all the experiments in the previous research were a failure to ask appropriate research questions and to use the correct experimental research designs, and any tests of statistical significance. The defects also included lack of provision for the individual differences in learners, the absence of control of variables administratively and statistically, and lack of a theoretical framework.

The present trend in research in educational media is using improved scientific experimental design, a test of significance, posing the right research questions and formulating correct hypothesis, accounting for individual differences in learners,

adequate control of variables and having the study to be guided by a theoretical framework. To avoid lengthy review we shall deal only with the conclusions derived from these present researches in educational media by relating to any of the components of media research reported in media research literature.

Power (1971) noted that the use of charts, filmstrips, motion pictures and television in schools was based on a number plausible assumptions such as: the superiority pictures over words, the value of realistic representations, the effectiveness of

transmitting information to students through many channels, and the positive relationship between media and learning. You will be exposed to media researchers endeavours which suggest some of the limitations of these assumptions that can encourage research in future.

The view that visual illustration is superior to verbal description finds its

commonest expression in the statement “a picture is worth 1000 words.” To test the validity of this statement and answer the question of whether a picture evoked more

“sense impression than a word. OHO and Briton (1965) conducted an experiment on sense impression responses in a rural area in the United States and concluded that pictures were less effective than words for children involved in the study”.

Bourisseau, (1965) replicated this study in some schools in urban Cleveland in USA and concludes that pictures may in some circumstances be more restrictive than words in eliciting sense impressions. He asserted therefore, that a recommendation to use pictures as teaching aids on the grounds that they have some superiority over words was based more on faith than on facts.

In addition, support for the use of visual media has frequently been based on the assumption that the more realism there was in the learning situation the greater the

probability that learning would be facilitated. Some textbooks publishers and film producers have been prominent in its application to their products. However, the gap between practice and the findings of research is so wide that empirical clarification is essentially needed. To address their problem, Dwyer (1968) in his experimental

study entitled “The effectiveness of selected illustrations on physiology of the heart.” tested the value of realism as an aid to learning. Results on his post-test showed that the third group which viewed the abstract line drawings learned more from the presentation than any of the other groups. He then concluded that the effectiveness of different types of pictures depend on the teaching objectives.

In a later experiment that used same subject matter and a similar sample size, Dwyer (1969) measured the effectiveness of eight types of visual illustration in improving student achievement of five different objectives. The illustrations varied along a continuum from abstract to realistic and each was produced in black and white colour. Achievement of the teaching objectives was measured by

1. A drawing test which evaluated the ability to locate different patterns, structure and positions of parts of the heart.

2. An identification test which measured the ability to identify numbered parts on a diagram of the heart.

3.

4.

5.

A terminology test which measured knowledge of the terms for specific symbols.

A comprehension test to measure understanding of the parts and internal operations of the heart.

A total criterion test to measure “full understanding” of the concepts taught.

The post test result showed that no one type of illustration was most effective for all five objectives. An abstract line presentation was most effective in promoting

achievement on the drawing test; while a coloured photograph of a model of the

heart was best for facilitating learning of the objective measured by identification and total criterion tests. The most realistic illustration coloured photographs of the

heart, did not promote significantly higher scores on four of the five tests, the drawing test being the exception than a control group which merely read a test.

Dwyer concluded that failure of the more realistic picture was based on the amount of detail in the pictures distracted attention from the cues that were relevant

learning. This conclusion is interesting but not surprising. The relationship between this finding and the views of Gestalt psychologists on the ways we perceive is important and deserves to be investigated in failure. Furthermore, these conclusions ought to bring relief to teachers who feel that the time and standard of drawing skill required to produce effective visual media is beyond their sources. Simple line

drawings appear to be powerful media to learning in appropriate situations. Line drawing is considerably superior to much commercially produced media.

Later, Dyer (1978) experimented on strategies for improving visual learning and assert that there was an increasing amount of empirical evidence to support the use of colour in visual illustrations as evidenced by improved achievement of specific educational objectives.

Wilson (1981) in his work design of printed educational media indicated that the generous use of open space in printed educational media is a necessity for aiding comprehension. He also added that there is reader preference for double column format on a page.

Levin (1983) studied pictorial strategies for school learning and observed that inclusion of pictures in printed material can substantially improve learning.

Wilkes (1977) studied under-utilization of audio visual aids. Evidence from History Teachers in Northern Ireland revealed that operational technical constraints on using audio-visual media appear to have diminished over recent years. Nevertheless it is clear that training in techniques of operation is still desirable. He also noted that the variety of types of audio visual media available remained unexploited. Stating further the author stated that many teachers are reluctant to use educational media

and many desired to train. He asserted that teachers will not use media frequently unless they can see a clear return, in terms of greater examination success and more interested controllable students. He observed that the pedagogy of any subject is governed by teachers convictions about how it can be taught to meet those criteria

for success. Therefore, he said that the breakthrough will come, from a conviction among teachers that history is to be taught and examined on new bases, for which the use of media is a sine qua non. He reasoned that it is the thinking teacher who will be instrumental in changing the pedagogical paradigm which now shuts out media in the instructional process.

The removal of technical and organizational barrier is important, but subordinate to a change of thinking about the subject. Educational Technologist will be needed to work closely with subject specialist, first to make plain the pattern of relationships between historical study, historical teaching and audio-visual media and then to

guide teachers into the practicalities of using media more extensively.

At this stage, we will extend our media research review to the next section. But before then answer this question.

SELF ASSESSMENT EXERCISE 2

Give a reason why NOUN invest on the technique of producing a study guide with lines of same length.

3.1.2 A Review of Present Research in Educational Media within