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Factors Affecting Faculty Attitudes toward the Use of Factors Affecting Faculty Attitudes toward the Use of
Instructional Media in Selected Public Colleges and Universities in Instructional Media in Selected Public Colleges and Universities in
Michigan Michigan
Abdelgader Ali El Musrati Western Michigan University
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Recommended Citation Recommended Citation Musrati, Abdelgader Ali El, "Factors Affecting Faculty Attitudes toward the Use of Instructional Media in Selected Public Colleges and Universities in Michigan" (1986). Dissertations. 2274. https://scholarworks.wmich.edu/dissertations/2274
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FACTORS AFFECTING FACULTY ATTITUDES TOWARD THE USE OF INSTRUCTIONAL MEDIA IN SELECTED PUBLIC COLLEGES
AND UNIVERSITIES IN MICHIGAN
by
Abdelgader All El Musrati
A D isserta tion Submitted to the
Faculty of The Graduate College In p a r t ia l fu lf illm en t of the
requirements fo r the Degree of Doctor of Education
Department of Educational Leadership
Western Michigan U niversity Kalamazoo, Michigan
August 1986
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FACTORS AFFECTING FACULTY ATTITUDES TOWARD THE USE OF INSTRUCTIONAL MEDIA IN SELECTED PUBLIC COLLEGES
AND UNIVERSITIES IN MICHIGAN
Abdelgader Ali El M usrati, Ed.D.
Western Michigan U niversity , 1986
The purpose of th is study was to answer the follow ing questions:
1. Do the a t t i tu d e s of facu lty members in in s t i tu t io n s ra ted as
having high q u a lity media serv ice programs d i f f e r from the a tt i tu d e s
of facu lty members in in s t i tu t io n s ra ted as having low q u a lity media
serv ice programs in regard to the use of in s tru c tio n a l media?
2. Do type of in s t i tu t io n , subject f ie ld , academic rank, degree
held, length of teaching ex p erien ce , fo rm al co u rse s in e d u c a tio n a l
media, and in -se rv ice tra in in g programs in in s tru c tio n a l media uses
a f f e c t f a c u l ty members' a t t i t u d e s tow ard th e use of in s t r u c t io n a l
media?
The research population consisted of 6 media d ire c to rs and 390
randomly s e le c te d f a c u l ty members from 6 i n s t i t u t i o n s o f h ig h e r
e d u ca tio n in M ichigan: 2 tw o-year co lleg es , 2 four-year co lleges,
and 2 u n iv e rs itie s . Of the questionnaires d is tr ib u te d , 83.08% were
re tu rn e d . Two in s tru m e n ts were used to g a th e r d a ta : the Media
D ire c to r Q u estio n n a ire and F acu lty Q u e s tio n n a ire on the Use of
In s tru c tio n a l Media.
Using o n e-w ay -an a ly sis of v a r ia n c e , th e in v e s t ig a to r found a
s ig n if ic a n t re la tio n sh ip between type of in s t i tu t io n s and the a t t i
tudes of facu lty members toward the use of in s tru c tio n a l media. The
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same was tru e of su b jec t areas taught and academic rank. However, no
s ig n i f i c a n t r e l a t io n s h ip e x is te d betw een d eg ree h e ld and f a c u l ty
members' a t t i tu d e s toward the use of in s tru c tio n a l media.
U sing th e t_ te n t , th e i n v e s t ig a to r found a congruence betw een
media d ire c to rs ' ra tin g s and the a t t i tu d e s of fa c u lty members toward
the use o f in s tru c tio n a l media in tw o-year co lleg es and u n iv e rs i t ie s .
There was no congruence re g a rd in g fo u r -y e a r c o l le g e s . There was
congruence when a l l in s t i tu t io n s were compared. Also, the in v e s t i
g a to r found a s ig n i f i c a n t d i f f e r e n c e e x is te d in th e a t t i t u d e s o f
fa cu lty members in regard to the use of in s tru c tio n a l media based on
th e i r teaching experience, formal courses taken in educational media,
and p a r t ic ip a tio n in in -s e rv ic e media tra in in g programs.
Using the second category of Faculty Q uestionnaire on the Use of
In s tru c tio n a l Media, the research hypotheses on type of in s t i tu t io n s ,
su b jec t areas taugh t, academic rank, and degree held were re je c te d .
However, th e r e s e a rc h h y p o th eses on te a c h in g e x p e r ie n c e , fo rm al
courses taken in educational media, and p a r t ic ip a tio n in in -se rv ic e
media tra in in g programs were accepted.
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8625600
El Musrati, Abdelgader All
FACTORS AFFECTING FACULTY ATTITUDES TOWARD THE USE OF INSTRUCTIONAL MEDIA IN SELECTED PUBLIC COLLEGES AND UNIVERSITIES IN MICHIGAN
Western Michigan University Ed.D. 1986
University Microfilms
International 300 N. Zeeb Road, Ann Arbor, Ml 48106
Copyright 1986
by
El Musrati, Abdelgader Ali
All Rights Reserved
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Copyright by Abdelgader A ll El M usrati
1986
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ACKNOWLEDGMENTS
I would lik e to express my sin cere thanks, much gra titu d e , and
appreciation to many in d iv id u a ls for th e ir b e l i e f in my a b i l i t i e s as
a doctoral student and for th e ir caring for me as an in d iv idu al:
To my advisor and chairperson , Dr. Charles C. W arfield , for h is
guidance, encouragement, and support;
To Dr. David J . Cowden, Dr. S tev en C. R hodes, and Dr. W illia m J.
Armstrong, members o f my com m ittee, who gave e x c e lle n t a ss is ta n ce in
th e developm ent and w r it in g o f t h i s d i s s e r t a t io n . I t has been a
great p r iv ile g e to have th ese experts serve as my d is s e r ta t io n com
m ittee members. They provided many h e lp fu l in s ig h ts on the design o f
the study and the in terp re ta tio n o f the data;
To Dr. John C orbin and Mr. Archy Watson fo r t h e ir v a lu a b le
a ss is ta n c e in c o l le c t in g the data for th is study;
To ev ery in d iv id u a l o f The S o c i a l i s t P e o p le 's Libyan Arab
Jamahiriya for th e ir encouragement and support for making my academic
achievement p o ss ib le . I want to assure them o f my continued dedica
tio n to them at a l l tim es;
To my w ife , Zenab, for her th ou ghtfu ln ess, p a tien ce , encourage
m ent, and su pp ort d u r in g t h i s endeavor; to my c h ild r e n , S a b ria ,
Mohammed, Sarah, and S u h ila , who created a c lim a te which made th is
research p o ssib le ; and to my fa th er , A li, for h is understanding and
h is p o s it iv e support a t a l l tim es; |
i i
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To a l l o f my Arab b ro th e rs fo r t h e i r c o n s ta n t support and help
during th is p ro ject;
To Mrs. Lee Pakko fo r the b eau tifu l job she did typing the f in a l
d ra fts of my d is s e r ta tio n ; and
L astly , 1 would lik e to dedicate th is work to the memory of my
mother, Sabria, and to my fa th e r-in -law , Mohamed, who are not a live
to share in my success.
Abdelgader A li El Musrati
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TABLE OF CONTENTS
ACKNOWLEDGMENTS .................................................................................................. i i
LIST OF TABLES................................................................................................. v i
CHAPTER
I . BACKGROUND AND STATEMENT OF THE PROBLEM.............................. 1
Background of the P r o b le m ................................................... 1
B arrie rs A ffecting Media Programs .................................. 3
Media Use in Higher E d u c a t io n ........................................... 7
Factors A ffecting the Use of In s tru c tio n a l Media . . 8
Statement o f the P ro b lem ....................................................... 11
Research Questions .................................................................... 12
D efin itio n o f T e rm in o lo g y ................................................... 12
S ign ificance of the S t u d y ................................................... 18
S um m ary ......................................................................................... 20
I I . REVIEW OF SELECTED LITERATURE................................................... 22
Media Programs in Colleges and U n iv e rs itie s . . . . 22
Factors A ffecting the Development o f MediaService Programs ........................................................................ 27
New Media and College Teaching ........................................... 41
Comparisons Between In s tru c tio n a l Media ..................... 45
Acceptance o f In s tru c tio n a l Media .................................. 50
Media Use and Faculty A t t i t u d e s ......................... 57
Factors In fluencing Media U ti l iz a t io n . . .................... 61
H y p o th eses ..................................................................................... 80
S um m ary ......................................................................................... 82
iv
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Table of Contents— Continued
CHAPTER
I I I . RESEARCH DESIGN AND METHODOLOGY............................................. 85
The Research S a m p le ............................................................. 85
I n s t r u m e n ta t io n ............................... ...................................... 87
Design and P ro c e d u re ........................................ 89
Data A n a l y s i s .......................................................................... 90
Null H y p o th e s e s ...................................................................... 91
IV. FINDINGS.......................................................................................... 93
Research R esults ...................................................................... 93
Discussion of the Results . . . . . ............................. 116
S u n m a ry ...................................................................................... 122
V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS ........................ 123
Sum m ary...................................................................................... 123
C o n c lu s io n s .............................................................................. 130
Recommendations fo r Further Research ............................. 141
Recommendations Based on Free R e s p o n s e s ...................... 143
APPENDICES....................................................................................................... 145
A. Cover L e tte r to Media D irectors......... ...................................... 146
B. Media D irector Q uestionnaire ................................................ 148
C. Cover L e tte r to Faculty Members............................................. 153
D. Faculty Q uestionnaire on the Use of In s tru c tio n a lM ed ia ................................................................................................... 155
E. Follow-up L e t t e r ......................................................................... 162
BIBLIOGRAPHY . .......................................................................................... 164
v
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LIST OF TABLES
1. R esults of S tudies Examining the R elationshipBetween Faculty A ttitu d es and Media Use ................................... 63
2. R esults of S tudies Exaalnlng the R elationshipBetween Type of In s t i tu t io n s and Media U s e .............................. 64
3. R esults of S tudies Examining the R elationshipBetween Subject Area Taught and Media Use .............................. 67
4. R esults of S tudies Examining the R elationshipBetween Academic Rank and Media U s e .......................................... 69
5. Results of S tudies Examining the R elationshipBetween Degree Held and Media U s e ............................................... 71
6. R esults of S tudies Examining the R elationshipBetween Teaching Experience and Media Use .............................. 72
7. R esults of S tudies Examining the R elationshipBetween Formal Courses and Media U s e .......................................... 73
8. R esults of S tudies Examining the R elationship BetweenIn-Service Media Training Programs and Media Use ................. 79
9. Categories and Related D iscip lines Used fo r theSelection of the S u b j e c t s .............................................................. 86
10. D istribu ted and Returned Questionnaires by Group .................. 90
11. Mean and Standard Deviation of Media Service Programsin Colleges and U n iv e r s i t i e s .......................................................... 94
12. Comparison Between the Q uality of Media ServicePrograms and A ttitu d es of Faculty MembersToward the Use of In s tru c tio n a l Media(Two-Year Colleges) .......................................................................... 95
13. Comparison Between the Quality of Media ServicePrograms and A ttitu d es of Faculty MembersToward the Use of In s tru c tio n a l Media(Four-Year Colleges) .......................................................................... 96
14. Comparison Between the Quality of Media ServicePrograms and A ttitudes of Faculty MembersToward the Use of In s tru c tio n a l Media(U n iv ers itie s) ....................................................................................... 97
v i
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List of Tables— Continued
15. Comparison Between the Q uality of Media Service Programs and A ttitu d es of Faculty MembersToward the Use of In s tru c tio n a l M e d ia ................................ • 98
16. One-Way Analysis of Variance of R elationship Between Type of In s t i tu t io n s and Faculty Members' A ttitudesToward the Use of M e d ia .................................................................. 99
17. One-Way Analysis of Variance of R elationship BetweenSubject Areas and Faculty A ttitudes Toward theUse of In s tru c tio n a l Media . . . . . ......................................... 101
18. One-Way Analysis of Variance of R elationship BetweenAcademic Rank and Faculty A ttitudes Toward theUse of In s tru c tio n a l M ed ia .............................................................. 102
19. One-Way Analysis of Variance of R elationship BetweenDegree Held and Faculty A ttitudes Toward theUse of In s tru c tio n a l M ed ia .............................................................. 103
20. Years of Teaching Compared to Faculty A ttitudes ................ 104
21. Formal Courses Compared to Faculty A ttitudes Towardthe Use of In s tru c tio n a l M ed ia ...................................................... 105
22. In-Service Programs Compared to Faculty A ttitudesToward the Use of In s tru c tio n a l M e d ia ..................................... 107
23. One-Way Analysis of Variance of R elationship BetweenType of In s ti tu tio n s and Faculty A ttitudes Towardthe Use of In s tru c tio n a l Media (Category 2 ) ......................... 108
24. One-Way Analysis of Variance of R elationship BetweenSubject Areas and Faculty A ttitudes Toward theUse of In s tru c tio n a l Media (Category 2) 109
25. One-Way Analysis of Variance of R elationship BetweenAcademic Rank and Faculty A ttitudes Toward theUse of In s tru c tio n a l Media (Category 2 ) .................... . . . I l l
26. One-Way Analysis of Variance of R elationship BetweenDegree Held and Faculty A ttitudes Toward theUse of In s tru c tio n a l Media (Category 2) 112
27. Years of Teaching Compared to Faculty A ttitudes Toward the Use of In s tru c tio n a l Media(Category 2 ) ........................................................................................... 113
v i i
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List of Tables— Continued
28. Formal Courses Compared to Faculty A ttitudes Towardthe Use of In s tru c tio n a l Media (Category 2) . . . . . . . 114
29. In-Service Programs Compared to Faculty A ttitu d es Toward the Use of In s tru c tio n a l Media(Category 2 ) ........................................................................................... 116
30. R esults of the Testing of the Research Hypothesesof the Present Study (A ll I te m s ) .................................................. 127
31. D ifferences Between the Results of the Data C ollectedUsing A ll Categories and the Second Category Only . . . . 131
v i i l
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CHAPTER I
BACKGROUND AND STATEMENT OF THE PROBLEM
Background of the Problem
One of the most Important aspects of the new educational model
Is the emergence of new technology In the learn ing environment. In
the school, these new technologies are a lte r in g not only the content
but a lso the s tru c tu re of the In s tru c tio n a l programs. This new media
u t i l iz a t io n In both teaching and le a rn in g c o n tr ib u te s and p ro v id es
many o p p o r tu n it ie s f o r the le a rn e rs to a c q u ire a wide v a r ie ty of
experiences, not only In the classroom se ttin g , but outside as w ell.
R esearch s tu d ie s by W. H. A llen (1971) and M oldstad (1974) have
dem onstra ted th a t I n s t r u c t io n a l media a re v a lu a b le to o ls in the
teaching-learn ing process. Thus, newer approaches to in s tru c tio n a l
development have been estab lished based upon the a v a i la b i l i ty of the
educational technologies in colleges and u n iv e rs itie s . In th is ap
proach, considerable a tte n tio n In the design of In s tru c tio n is placed
on the use of in s t r u c t io n a l media as an im p o rta n t e lem ent in the
to ta l in s tru c tio n a l program and I ts e ffe c t on the learner.
Due to the basic nature of the teach ing-learn ing process and the
te c h n o lo g ie s in v o lv ed , many u n iv e r s i t i e s and c o lle g e s have e s ta b
lished educational media serv ice programs which focus on the condi
tions of learn ing , p a r tic u la r ly courses and cu rricu la . As noted by
Hannum and Briggs (1982), "the lim ita tio n of tra d it io n a l approaches
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to co u rse and program developm ent i s n o t th a t th ey never w ork, but
r a th e r th a t th e q u a l i ty o f i n s t r u c t i o n d eveloped by t r a d i t i o n a l
ap p roaches v a r ie s w id e ly , i s u s u a l ly u n p re d ic ta b le , and i s o f te n
n ev er d e te rm in e d a t a l l " (p . 9).
Gaff (1975) s ta te d th a t:
[The use o f] e d u c a tio n a l tech n o lo g y in r e c e n t y e a rs has w itnessed im portant advances in te le v is io n , videotape, and co m p u ters , a l l o f w hich have much p o t e n t i a l u t i l i t y fo r h igher education. Although th is p o te n tia l is la rg e ly untapped, the prevalence of media, computer, and te le v is io n cen te rs on co lleg e and u n iv e rs ity campuses and the growing number o f academ ic and te c h n ic a l s t a f f s k i l l e d in th e se m atte rs are v a lu ab le resources fo r in s tru c tio n a l developm ent. (p. 49)
An in v e s tig a tio n conducted by Dear (1983) examined the s ta te of
aud iov isual technology fo r the years 1973 to 1983. I t was found th a t
"co lleges and u n iv e r s i t ie s have added many educational media courses
to th e i r curriculum since 1973" (p. 1613A). Furtherm ore, a study by
Dayton (1981) conducted to determ ine how the production of in s tru c
t io n a l media in the year 2001 w il l d i f f e r from 1981 in terms of the
b a s ic n a tu re o f th e p ro c e ss and th e tech n o lo g y in v o lv ed in d ic a te d
th a t " th e p a r t i c ip a n t s p r e d ic te d th a t th e n a tu re o f th e p ro d u c tio n
p ro c e ss w i l l change o v er th e n ex t 20 y e a rs . A lso , th ey in d ic a te d
th a t i n s t r u c t i o n a l m edia w i l l ten d to become e a s ie r to u se , more
compact, and more f le x ib le " (p. 236).
C o n seq u en tly , th e r e i s a need to in c re a s e th e a p p l ic a t io n o f
modern techniques and dev ices, media technologies th a t can increase
the e f f ic ie n c y and e f f ic a c y of the co lleg es and u n iv e r s i t ie s ' educa
tio n a l p ro cess .
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B arrie rs A ffecting Media Programs
3
The learn ing resources cen ter has two primary functions, serv ice
and In s tru c tio n . Service Invo lves th e p ro v is io n of w hatever mate
r ia l s , equipment, a ss is tan c e , and guidance are required by the user.
The function of In s tru c tio n Is implemented through a s s is tin g students
and f a c u l ty to in q u ire and to sea rch . The n a tu re and scope of the
serv ices to be implemented by the learn ing resources center w ill be
a f f e c te d by s e v e ra l f a c to r s th a t have been regarded as the main
obstacles in the development of e ffec tiv e media serv ice programs in
h ig h e r e d u c a tio n . These f a c to r s w ere: (a) i n s t i t u t i o n a l su p p o rt,
(b) budget, (c) media personnel, (d) f a c i l i t i e s , (e) a v a i la b i l i ty of
in s tru c tio n a l media, and (f) in -se rv ice tra in in g program.
I n s t i tu t io n a l Support
An im portant re sp o n s ib ility of an in s t i tu t io n of higher educa
tion is i t s commitment to the improvement of in s tru c tio n by encourag
ing th e use of in s t r u c t io n a l re so u rce s and by p ro v id in g funds fo r
spec ia l research p ro jec ts re la ted to the use of in s tru c tio n a l tech
nology as an in te g ra l p a r t of the in s tru c tio n a l system.
Several s tu d ies have been conducted to examine the re la tio n sh ip
between in s t i tu t io n a l support and the use of in s tru c tio n a l media by
f a c u l ty members in h ig h e r ed u ca tio n . In t h e i r s tu d ie s , R. C. A llen
(1972), Imogle (1980), Margoles (1969), and Sanner (1974) pointed out
th a t in s t i tu t io n a l support was s ig n if ic a n tly associated with facu lty
members' u t i l iz a t io n of in s tru c tio n a l media.
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4Budget
Budgeting provides the f in a n c ia l data to support the statem ents
of plans and programs. In essence, the budget Is the means by which
money can be made to work fo r es tab lished ob jectives.
Finance was Id e n tif ie d as a major cause of in e f f ic ie n t program
o p e ra tio n in c o lle g e s and u n iv e r s i t i e s . An in v estig a tio n was con**
ducted by G raf (1976) to d e te rm in e th e adequacy of the e d u c a tio n a l
media serv ice programs a t u n iv e rs itie s . I t was found th a t inadequate
budget was the main obstac le in the development of e ffec tiv e media
serv ice programs. This study was supported by Bannon (1979) and Joo
(1980).
Media Personnel
A c r u c ia l e lem en t in media s e rv ic e program s i s the q u a l i f i c a
t io n s of the media p e rso n n e l. T h e re fo re , th e le a rn in g re so u rc e s
c e n te r on every campus should be supported by s t a f f members w ith
broad knowledge and e x p e r ie n c e s . Brown and Norberg (1965) po in ted
out th a t many p o te n tia lly s ig n if ic a n t p ro jec ts have aborted because
the in te re s ted facu lty members were not given sustained consultant
support.
Several researchers (Forero, 1979; Moore, 1984; Soremekun, 1979)
re p o rte d th a t lack of q u a l i f i e d p erso n n e l in a l l types of i n s t i t u
tions surveyed was a s ig n if ic a n t fac to r a ffec tin g the development of
educational media serv ice programs. Further, Forero (1979) concluded
th a t d e f ic ie n c y in s t a f f of the le a rn in g re so u rc e s c e n te r was a
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c ru c ia l problem a ffe c tin g th e ir involvement in the design of in s tru c
t io n .
F a c i l i t i e s
F a c i l i t i e s fo r academ ic p u rp o ses and p h y s ic a l f e a tu r e s m ust
provide fo r d iffe ren ce s in a b i l i t i e s and needs, o ffe r in g a wide range
o f m a te r ia ls and p ro v id in g sp aces f o r in d iv id u a l r e s e a r c h , group
study, l is te n in g , and view ing. Various types o f research were done
by d if f e re n t in v e s tig a to rs (R. C. A llen , 1974; Bannon, 1979; Dipaolo,
1980). In t h e i r r e p o r ts o f s tu d ie s th ey co n d u c ted , th ey in d ic a te d
th a t physica l f a c i l i t i e s should be arranged to improve the lo ca tio n
and a c c e s s ib i l i ty of media to the to ta l in s tru c t io n a l s ta f f .
A v a ila b ili ty of In s tru c tio n a l Media
The s e le c t io n o f m a te r ia l s and equipm ent fo r th e le a rn in g r e
so u rc e s c e n te r i s a v i t a l e lem en t in m ee tin g th e needs o f s tu d e n ts
and facu lty . The n atu re and the amount of equipment w il l in fluence
th e su c ce ss o f th e e n t i r e m edia program in h ig h e r e d u c a tio n . The
se le c tio n of m a te r ia ls v a r ie s from in s t i tu t io n to in s t i tu t io n as does
the s iz e of the c o lle c tio n . Therefore, the q u a li ty of the c o lle c tio n
shou ld be m easured by th e d eg ree to w hich i t f u l f i l l s th e needs o f
th e i n s t i t u t i o n . An e a r ly s tu d y r e p o r te d by R. C. A llen (1972)
in d ic a te d th e im p o rtan ce o f th e a v a i l a b i l i t y and a c c e s s i b i l i t y of
in s tru c tio n a l m a te ria ls and the accom panying equipm ent to i n s t r u c
to r s . T h e re fo re , la c k o f th‘e a v a i l a b i l i t y and a c c e s s i b i l i t y of
i n s t r u c t i o n a l m e d ia , b o th s o f tw a r e and h a r d w a re , l e a d to
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u n d e r u t i l iz a t io n of th e se re so u rc e s by f a c u l ty members in t h e i r
in s tru c tio n a l process (Bannon, 1979; Nkom, 1982).
In-Service Training Programs
Studies by Lambert (1971) and M errill and Drob (1977) ind icated
th a t th e le a rn in g re so u rc e s c e n te r should o f f e r t r a in in g in the
app lica tion of Improved in s tru c tio n a l s tra te g ie s to facu lty members
on a continuing basis . The re la tio n sh ip between in -se rv ice tra in in g
programs and the u t i l iz a t io n of In s tru c tio n a l media by facu lty mem
b e rs has been s tu d ie d by s e v e ra l in v e s t ig a to r s . Abdel-Aal (1980),
R. C. A llen (1974), and Sanner (1974), in t h e i r s tu d ie s , re p o rte d
th a t in -se rv ice tra in in g programs fo r facu lty members and the use of
in s tru c tio n a l media were p o s itiv e ly re la ted and h ighly s ig n if ic a n t.
In a study of media use in higher education, Thornton and Brown
(1968) c le a r ly d e fin ed fo u r e lem en ts th a t seem e s s e n t i a l in any
in s t i tu t io n th a t d es ires to encourage expanded and improved use of
new media through I n s t r u c t io n a l commitment. These elements were:
(a) adm in istra tive involvement expressed in f in a n c ia l support and in
recognition of facu lty p a r tic ip a tio n , by means both of released time
and p ro m o tio n a l p o l ic ie s ; (b) adequate c a p i t a l in v estm en t in both
space and equipm ent; (c) te c h n ic a l s t a f f to a s s i s t i n s t r u c to r s in
developm ent of m a te r ia ls and in o p e ra tio n of te c h n ic a l equipm ent,
w ith leadership of facu lty s ta tu s and w ith enough workers to complete
re q u es ted work w ith in a minimum tim e; and (d) f a c u l ty I n te r e s t in
improving the q u a lity of in s tru c tio n (p. 146).
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7
Media Use In Higher Education
Research s tud ies by Hostrop (1972) and Imogle (1980) discovered
th a t th e use of in s t r u c t io n a l media by f a c u l ty members in h ig h e r
ed u ca tio n was very poor. F u r th e r , Eble ( c i te d in Kozma, 1978,
p. 438) observed in h is study of 70 colleges th a t classroom teaching
i s s t i l l la r g e ly a m a tte r of a s in g le p ro fe s so r ta lk in g to f a i r l y
la rg e numbers of s tu d e n ts . Even though in n o v a tiv e p r a c t ic e s a re
found on almost every campus, the dominant mode of in s tru c tio n re
mains the lec tu re . This finding was supported by S in c la ir and Warin
(1977), who have ind icated th a t desp ite the advances of modern s c i
ence and technology, teaching today in some respects is s t i l l by the
conventional method.
The accep tance of in s t r u c t io n a l media as re so u rce s in many
i n s t i t u t i o n s to sup p o rt the teach in g p ro cess and to im prove the
conditions of learning is dependent on facu lty members understanding
th e n a tu re of the techno logy and i t s re lev an ce to the te a c h in g -
le a rn in g process.
According to Purdy (1973), media e x p e r ts and a d m in is t r a to r s
focus on the facu lty reac tio n to technological innovation which they
believe has been introduced successfu lly . But unless the concerned
f a c u l ty p e rce iv e the in n o v a tio n as a u s e fu l teach in g d ev ice , i t
remains an adjunct, doomed to remain on the periphery.
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Factora A ffecting the Use of In s tru c tio n a l Media
Faculty A ttitu d e
S e v e ra l r e le v a n t re se a rc h e f f o r t s , how ever, do su g g est th a t
facu lty a t t i tu d e i s a very c ru c ia l fac to r in determ ining the accept
ance of in s tru c tio n a l media as an e f f ic ie n t new method to improve the
q u a l i ty of in s t r u c t io n . A com parative s tudy o f f a c u l ty a t t i t u d e s
toward teaching by c lo se d -c irc u lt te lev is io n conducted by Handleman
(1960) concluded th a t "although experim ents in d ic a te s tu d e n ts le a rn
by te l e v i s io n , f a c u l ty accep tance i s co n sid e red c r i t i c a l to the
su ccess of th e medium in educa tio n " (p. 1290). F u r th e r , Chu and
Schramm (c ited in Jamison, Suppes, & W ells, 1974), in th e ir conclu
sion re levan t to facu lty a t t i tu d e s , noted th a t facu lty a t t i tu d e was
p o s itiv e ly re la ted to the use of in s tru c tio n a l media. P roctor (1983)
th e o r iz e d th a t " i f m edia were not used to teach a le s so n , i t was
because of a t t i tu d in a l ly based reasons ra th e r than a perceived bar
r i e r or lack of th e a p p ro p r ia te knowledge of how to use media"
(p. 1307A).
A co n c lu s io n which can be drawn from the p rev ious s tu d ie s is
tha t there i s evidence th a t the u t i l iz a t io n of in s tru c tio n a l media in
both teaching and learn ing is dependent upon facu lty members' a t t i
tudes toward the use of more technological devices and m ateria ls in
th e ir classroom se ttin g s . Therefore, th is requ ires ascerta in in g the
a t t i tu d e s of facu lty members toward the use of in s tru c tio n a l media.
Several s tu d ies were p rim arily concerned w ith the id e n tif ic a tio n
of o th e r f a c to r s th a t in f lu e n c e the use of I n s t r u c t io n a l media.
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These f a c to r s were (a) type of i n s t i t u t i o n , (b) su b je c t f i e ld , (c)
academ ic ran k , (d) degree h e ld , (e ) teach in g ex p e rien ce , ( f ) fo rm al
co u rses in e d u c a tio n a l m edia, and (g) in - s e r v ic e media t r a in in g
programs.
Type of In s t i tu t io n
The u n d e ru tiliz a tio n of in s tru c tio n a l media in higher education
was discussed by sev era l studies* R* C. Allen (1974), Bender (1980),
and Mims (1984) found in th e ir s tud ies th a t type of in s t i tu t io n was
s ig n i f i c a n t ly a s s o c ia te d w ith fa c u l ty members' u t i l i z a t i o n of in
s tru c tio n a l media.
Subject F ield
Numerous stud ies have been conducted by d iffe re n t in v estig a to rs
to exam ine i f a d if f e r e n c e e x i s t s between the s u b je c t a re a s ta u g h t
and th e use of i n s t r u c t io n a l media. L lb re ro (1982), G rant (1970),
and W imberly (1975) re p o rte d in t h e i r s tu d ie s on th e su b je c t f i e ld
taught. Therefore, the importance of th is fac to r has been emphasized
by severa l in v estig a to rs .
Academic Rank
The e f fe c t of academic rank as a fac to r upon the u t i l iz a t io n of
i n s t r u c t io n a l media has been s tu d ie d by s e v e ra l re s e a rc h e rs . An
e a r ly s tu d y by M cIntyre (1963) found th a t th e re i s a p o s i t iv e r e l a
tionsh ip between facu lty rank and the u t i l i z a t i o n of in s t r u c t io n a l
media.
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Degree Held
The Importance of th is fac to r has been emphasized by d iffe re n t
s tu d ie s . These s tu d ie s re p o rte d in d ic a te th a t the use of in s t r u c
tio n a l media is re la te d to the degree held by facu lty members. Abdi
(1981) found th a t th e frequency of use of i n s t r u c t io n a l media was
g r e a te r among f a c u l ty w ith m a s te r 's d eg rees than w ith d o c to ra l
degrees.
Teaching Experience
An abundance of l i t e r a t u r e has been p u b lish ed concern ing the
re la tio n sh ip between the degree held by facu lty members and the use
of i n s t r u c t io n a l media in c o lle g e s and u n iv e r s i t i e s . Abdi (1981),
M orton (1980), and S tephens (1972), in t h e i r s tu d ie s , found th a t
there is a p o sitiv e re la tio n sh ip between in s tru c tio n a l media use by
f a c u l ty members and t h e i r teach in g ex p e rien ce . F u r th e r , S. C.
Slkkhabandit (1977) found th a t " in s tru c tio n a l media were used more by
college in s tru c to rs w ith le ss than 10 years of teaching experience"
(p. 3230A).
Formal Courses
The im portance of th is f a c to r and i t s a f f e c t on the use of
in s tru c tio n a l media by facu lty members in higher education has been
studied by several in v e s tig a to rs . Numerous s tu d ies were conducted by
Abdi (1981), A l-D ebassi (1984), R. M. Davis (1983), L arry (1984), and
Morton (1980). Results of these d iffe re n t stud ies suggest th a t the
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use of In s tru c tio n a l media Is re la ted to the number of courses taken
by In stru c to rs in educational media.
In-Service Media T raining Programs
The re la tio n sh ip between facu lty members' tra in in g and the u t i
l iz a tio n of in s tru c tio n a l media in in s t i tu t io n s of higher education
has been em phasized by a number of in v e s t ig a to r s in re c e n t years
(Abdel-Aal, 1980; A jibero, 1985; Khosh-Chashml, 1983; Mafton, 1981).
An in v estig a tio n was conducted by Al-Debassi (1984) to determine the
re la tio n sh ip between te a c h e r 's t r a in in g and th e use of e d u c a tio n a l
media in higher education. I t was, however, found th a t teachers who
have attended in -se rv ice tra in in g programs in educational media used
s ig n if ic a n tly more in s tru c tio n a l media in th e ir teaching courses than
teachers without tra in in g .
Statem ent o f the Problem
The purposes of th is study were:
1. To d e te rm in e th e s ta tu s of the media s e rv ic e program s in
two-year co lleges, four-year co lleges, and u n iv e rs itie s as measured
by the media d ire c to r in each in s t i tu t io n .
2. To examine the re la tio n sh ip between the q u a lity of the media
serv ice programs and the a tti tu d e s of facu lty members in regard to
the use of in s tru c tio n a l media.
3. To d e te rm in e w hether (a) type of i n s t i t u t i o n , (b) su b je c t
f i e l d , (c) academ ic ran k , (d) degree h e ld , (e) teach in g ex p erien ce ,
( f ) fo rm al co u rses in e d u c a tio n a l m edia, and (g) in - s e rv ic e media
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t r a in in g program s a re f a c to r s in v o lv ed as m easured by a f a c u lty
questionnaire on the use of In s tru c tio n a l media.
Research Questions
This study was designed to answer the follow ing questions:
1. Do the a t t i tu d e s of facu lty members in in s ti tu tio n s rated as
having high q u a lity media serv ice programs d if f e r from the a tti tu d e s
of facu lty members in In s t i tu t io n s ra ted as having low q u a lity media
serv ice programs in regard to the use of in s tru c tio n a l media?
2. Do type of in s t i tu t io n , subject f ie ld , academic rank, degree
h e ld , le n g th of te a c h in g e x p e rie n c e , form al courses in educational
media, and in -se rv ice tra in in g programs in in s tru c tio n a l media uses
a f f e c t f a c u lty members' a t t i t u d e s tow ard the use of in s t r u c t io n a l
media?
D efin itio n of Terminology
A ttitude
Page and Thomas (1977) defined a t t i tu d e as "a p red isposition to
perceive, fe e l or behave towards sp e c ific ob jects or c e rta in people
in a p a r t ic u la r manner. A tt i tu d e s a re thought to be d e riv ed from
experience, ra th er than innate c h a r a c t e r i s t i c s , which suggest th a t
they can be m odified" (p. 32).
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Instructional Media
Wood, S o e llie , and Blools (1980) defined In s tru c tio n a l media as
"the broad range of techniques, s e ttin g s , m a te ria ls , devices, c la ss
room management d ev ices and s ty le s of I n s t r u c t io n a v a i la b le fo r
s e le c t io n and use to th e achievem ent of le a rn in g o b je c tiv e s "
(p. 378).
Wood e t a l . (1980, p. 381) defined the follow ing terms as:
M aterials are nonhuman learning resources which contain messages
fo r In s tru c tio n and which have d ire c t in te rfac e w ith learner. Exam
p le s a re overhead tra n s p a re n c ie s , s l id e s , 8 mm f ilm s , 16 mm f i lm s ,
videotapes, audiotapes, tape recordings, d isc recordings, programmed
m ate ria ls , programmed tu to rin g m ate ria ls , au d io - tu to r ia l m a te ria ls ,
and com puter-assisted softw are.
Devices are item s of equipment or Implements used fo r the d is
play of transm ission of in s tru c tio n a l m ateria ls . Examples are over
head p r o je c to r , s l id e p r o je c to r , 8 mm f ilm p r o je c to r , 16 mm f ilm
p ro je c to r , v id eo tap e re c o rd e r , te le v is io n s e t , reco rd p la y e r , tap e
re c o rd e r , teach in g m achine, m otion p ic tu re p r o je c to r , opaque pro
je c to r , and computer inpu t/ou tpu t devices or hardware.
Techniques a re s p e c i f ic methods and modes fo r s tru c tu rin g and
using m ate ria ls , devices, s e ttin g , and people to carry the message.
Examples are com puter-assisted in s tru c tio n , programmed in s tru c tio n ,
sim ulation, gaming, discovery, inquiry , f ie ld t r ip , team teaching,
ind iv idualized in s tru c tio n , s e lf - in s tru c tio n , group in s tru c tio n , and
combining media.
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S ettings are lo ca tio n s e ith e r designed fo r In s tru c tio n or loca
t io n s where I n s t r u c t io n can take p la ce . Examples a re c lassro o m ,
auditorium , and laboratory .
Bender (1980) d e fin e d hardw are as "the necessary technological
devices which are required fo r the proper use of In s tru c tio n a l mate
r i a l s " (p. 212), and so ftw a re as " a l l form s of media which can be
used as m ateria ls in the In s tru c tio n a l program, as contrasted w ith
h ardw are” (p. 213).
E ducato rs use a u d io v isu a l m edia, e d u c a tio n a l m edia, I n s t r u c
tio n a l media, and/or new educational media terms to describe the same
f i e ld . However, th e se term s a re used to mean the same th in g
(E rick so n , 1968; E rick so n & C url, 1972). M oreover, i n s t r u c t io n a l
media Is a somewhat more sp ec ific expression th a t educational media,
connoting formal and system atic a p p l ic a t io n to pedagogy (E rick so n ,
1968).
Furthermore, the term in s tru c tio n a l media means a l l equipment
and m a te r ia ls t r a d i t i o n a l l y c a l le d a u d io v isu a l and a l l of th e so -
ca lled new media, such as film s, transparencies, programmed in s tru c
tio n , te le v is io n , au d io - tu to r ia l m ateria ls , videotape, motion p ic tu re
p r o je c to r , te ach in g m achines, m ediated s e l f - i n s t r u c t io n , s tu d e n t
response systems, sim ulations, com puter-assisted in s tru c tio n softw are
and hardware, and computer-based in s tru c tio n .
Since the terms new educational media and educational media or
new in s tru c tio n a l media, re fe r generally to the same kinds of media,
namely, a l l in s tru c tio n a l media exclusive of the p r in t medium, the
present study w ill use them interchangeably.
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15
Learning Resources Center
M e r r i l l and Drob (1977) d e fin ed le a rn in g reaource8 c e n te r as
an organized a c t iv i ty consis ting of a d ire c to r , s ta f f , and equipment housed In one or more spec ia lized f a c i l i t i e s fo r the production, procurement, and p resen ta tion of Instruct i o n a l m a te r ia ls and th e p ro v is io n of developm ental and planning serv ices re la te d to the curriculum and teaching on a general u n iv e rs ity campus, (p. 15).
Media Program
Media program can be described as p a tte rn s of in te rfac in g s among
program com ponents, e .g ., p eo p le , m a te r ia ls , m achines, f a c i l i t i e s ,
and env ironm ents managed by media p ro fe s s io n a ls who e s ta b l i s h and
m a in ta in r e la t io n s h ip s betw een or among the components (American
A ssociation of School L ib ra ries & A ssociation fo r Educational Commu
n ica tio n s and Technology [ALA & AECT], 1975, pp. 110-111).
Because of the need fo r a d d i t io n a l le a rn in g re so u rc e s , espe
c ia l ly hardware and the accompanying softw are, has developed, various
names have been a p p lie d to the f i e ld . However, a v a r ie ty of names
such as audiovisual cen te r, I n s t r u c t io n a l media c e n te r , cu rricu lu m
m a te r ia ls c e n te r , i n s t r u c t io n a l communication cen ter, and learning
resources cen ter are the t i t l e s various school systems have applied
to the o rg a n iz a tio n s which have been e s ta b l is h e d to he lp te a c h e rs
make best use of modern methods, m ate ria ls , and equipment (Erickson &
Curl, 1972; M errill & Drob, 1977).
For th e purposes of th i s in v e s t ig a t io n , the term le a rn in g r e
so u rces c e n te r (LRC) r e f e r s to th i s g e n e ra l f i e ld . T h e re fo re , th e
d e f in i t io n of the LRC which i s s ta te d by M e r r i l l & Drob (1977) w i l l
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16
be used l a t h i s s tu d y because I t In c lu d es th e f a c i l i t i e s fo r th e
o r ig in a t io n , d i s t r i b u t i o n , and d isp la y of au d io , t e l e v i s io n , and
graphic m ateria ls fo r group and Ind iv idual p resen ta tion ; the In stru c
tio n a l m ateria ls thus created and recorded; and the persons employed
to p a r tic ip a te w ith the fa c u lty in th e ir c rea tio n , p resen ta tion , and
ev alu a tio n .
Educational Technology
E d u c a tio n a l tech n o lo g y i s th a t broad f i e l d of endeavor where
s c i e n t i f i c p ro cesses a re a p p lied to th e s o lu t io n of e d u c a tio n a l
problem s (Wood e t a l . , 1980, p. 375).
In s tru c tio n a l Technology
In s tru c tio n a l technology i s a system atic way of designing, car
rying out, and evaluating the to ta l process of learning and teaching
in terms of sp ec ific ob jec tiv es, based upon research in human learn
ing and com m unication, and em ploying a com bination of human and
nonhuman resources to bring about more e ffe c tiv e in s tru c tio n (Brown,
Lew is, & H arc le ro ad , 1973, p. 3).
Community College
Bender (1980) defined community co llege as
a publicly supported In s t i tu t io n of higher education which o f fe r s in s t r u c t io n , both fo rm al and in fo rm a l, below the baccalaureate degree fo r high school graduates or post-high school age,, and p ro v id es a program which r e f l e c t s the s p e c i f ic needs and i n t e r e s t s of the lo c a l community.(p. 212).
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Jun ior College
17
The ju n io r c o lle g e in c lu d es I n s t i t u t i o n s o ffe rin g general and
s p e c ia l iz e d ed u c a tio n to persons beyond h ig h sch o o l age, e i t h e r to
meet immediately th e ir present educational needs or to prepare them
fo r f u r th e r s tudy (Thornton, 1972, p. 80). A ccording to Thornton
(1972), community jun io r college i s a kind of ju n io r co llege which is
u s u a lly a p u b lic i n s t i t u t i o n , draws most of i t s s tu d e n ts from i t s
supporting community, develops programs of study in response to needs
of th e lo c a l community, and i s l ik e ly to o f f e r a w ider v a r ie ty of
courses than a noncommunity jun ior co llege, which intends to a t t r a c t
students from a much wider geographic area.
Teaching Innovation
A teaching innovation is an idea, p ra c tic e , a c t iv i ty , applica
t io n , o r even t which occurs in an in s t r u c t io n a l s i t u a t io n which i s
perceived to be new by an ind iv idual or group of ind iv iduals (Bender,
1980, p. 213).
In-Service Training
In - s e rv ic e t r a in in g r e f e r s to an ongoing p lanned program to
provide, fo r professional s ta f f , opportun ities to develop s k i l l s fo r
carrying out th e ir re sp o n s ib il i t ie s more e f fe c tiv e ly and e f f ic ie n t ly .
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S ignificance of the Study
18
As noted e a r l ie r , several s tud ies showed th a t students can learn
more when new in s tru c tio n a l media are used properly in the teaching-
le a rn in g p ro cess than co n v en tio n a l te ac h in g m ethods. O ften , th e
s tu d e n ts ' a t t i t u d e s tow ard new media u t i l i z a t i o n a re changed in a
fa v o ra b le d i r e c t io n a f t e r being exposed to d if fe re n t in s tru c tio n a l
media. Also, students g en era lly e x h ib i t p o s i t iv e a t t i t u d e s tow ard
the use of in s tru c tio n a l media.
Reviews of re levan t stud ies in d ica te th a t facu lty members' a t t i
tudes toward the use of the new in s tru c tio n a l media i s considered a
major reason in determ ining the acceptance of in s tru c tio n a l media in
higher education.
F inch , G u s tilo , and W le rs te in e r (1970) s ta te d th a t "the more
p o sitiv e a teacher's a t t i tu d e is toward in s tru c tio n a l resources, the
more l i k e ly he or she i s to use the re so u rce s" (p. 39).
The p re se n t s tudy was p r im a r i ly concerned w ith the e f f e c t of
c e r ta in v a r ia b le s on th e a t t i t u d e s toward the use of in s tru c tio n a l
media. However, i t was a ls o co n sid e red Im p o rtan t to re se a rc h th e
r e la t io n s h ip betw een th e se f a c to r s and the a t t i tu d e of the facu lty
members in d i f f e r e n t i n s t i t u t i o n s of h ig h e r ed u c a tio n in o rd e r to
id e n t i f y the w eaknesses and the s tre n g th s of the e x is t in g media
serv ice programs in each in s t i tu t io n surveyed. Therefore, the out
comes of th is study should a s s is t adm in istra to rs and media personnel,
p ro fe s s io n a ls , and s t a f f in reco g n iz in g the main o b s ta c le s th a t
p rev en t the developm ent of e f f e c t iv e m edia s e rv ic e program s.
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F u r th e r , s in c e I n s t r u c t io n a l media have brought numerous p o s i t iv e
changes in e d u c a tio n , i t c le a r ly would be w orthw hile to s tu d y the
backgrounds of facu lty members because i t i s a c ru c ia l element in the
teaching process before planned change is introduced to improve the
q u a l i ty o f in s t r u c t io n . E q u a lly w orthw hile would be to id e n t i f y
those v ariab les th a t h inder the use of In s tru c tio n a l media in order
to develop a planning approach which w ill a s s is t facu lty to u t i l iz e
d i f f e r e n t fo rm ats of in s t r u c t io n a l media. C onsequently , f a c u l ty
members should be eager to try new methods of teaching. To achieve
th is goal, new teaching to o ls and techniques should be implemented
and developed through the use of media technologies.
A dditionally , the outcomes of the present study w ill attem pt to
a s s i s t those who a re r e s p o n s ib le fo r im plem enting the e d u c a tio n a l
process in higher education to consider the d ifferences among facu lty
members with regard to th e ir p ro fessional experiences and personal
In te re s t in order to redesign the educational program in colleges and
u n iv e rs itie s .
Further, the outcomes of th is in v estig a tio n w ill point out some
recom m endations p e r ta in in g to changing f a c u l ty members' n eg a tiv e
a t t i tu d e s toward the ap p lica tio n of the new technological devices and
m ateria ls . To achieve th is g o a l, a d m in is t r a to r s , media p e rso n n e l,
f a c u l ty members, cu rric u lu m e x p e r ts , and in s tru c tio n a l developers
should sim ultaneously work together in planning, designing, and orga
nizing the media serv ice programs in colleges and u n iv e rs itie s . This
jo in t e f fo r t , therefo re , should reduce facu lty members' re sis tan ce to
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the use of In s tru c tio n a l technology and increase the optimum use of
ava ilab le learning resources.
Summary
The growing number of technological devices and re la ted mate
r i a l s in the i n s t i t u t i o n s o f h ig h e r ed u ca tio n have brought about a
considerable need to research th e ir e ffec tiv en ess in the educational
p ro cess . This need fo c u se s on ways of im proving in s t r u c t io n a l r e
sources, human c a p a b i l i t ie s , f a c i l i t i e s , and m a te r ia ls . A s p e c ia l
em phasis i s on ways of Im proving the te a c h in g - le a rn in g p ro cess
through the use of in s tru c tio n a l media.
The im portance of e d u c a tio n a l media s e rv ic e program s to the
to ta l in s tru c tio n a l process has been emphasized by several s tu d ies .
As noted e a r l ie r , the success of the media serv ice programs in i n s t i
tu tio n s of higher education w il l be a ffec ted by several b a rrie rs . In
t h e i r s tu d ie s , R. C. A llen (1972, 1974), G raf (1976), M e r r i l l & Drob
(1977), and Moore (1984) p o in te d out th a t the la c k of i n s t i t u t i o n a l
su p p o rt, budget, media p e rso n n e l, f a c i l i t i e s , a v a i l a b i l i t y of in
s t r u c t io n a l m edia, and in - s e r v ic e t r a in in g program s have been r e
garded as the main o bstac les in the development of e ffec tiv e media
serv ice programs in co lleges and u n iv e rs itie s .
O ther s tu d ie s (A jib e ro , 1985; W. H. A lle n , 1971; Finch e t a l . ,
1970; Handleman, 1960; M oldstad , 1974) dem onstra ted th a t in s t r u c
tio n a l media are valuable to o ls in the teaching-learn ing process and
showed th e i r e f f e c t iv e n e s s in im proving in s t r u c t io n and le a rn in g .
However, r e g a rd le s s of new methods and d ev ices made a v a i la b le to
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facu lty members and the find ing of th e ir e ffic ien cy and e fficacy , the
dom inant mode of I n s t r u c t io n rem ains the le c tu r e In c o lle g e s and
u n iv e rs itie s .
Further, several researchers have studied the re la tio n sh ip be
tw een f a c u l ty a t t i t u d e s and use of I n s t r u c t io n a l m edia. These
s tu d ie s suggest th a t f a c u l ty a t t i t u d e I s a very c r u c ia l f a c to r in
d e te rm in in g the u t i l i z a t i o n of I n s t r u c t io n a l media (F inch e t a l . ,
1970; Handleman, 1960; P ro c to r , 1983; Purdy, 1975). This s tu d y was
designed to examine severa l fac to rs and th e ir re la tio n sh ip s w ith the
a tti tu d e s of facu lty members toward the use of in s tru c tio n a l media in
selected colleges and u n iv e rs itie s . These fac to rs were: (a) type of
I n s t i t u t i o n , (b) s u b je c t f i e l d , (c) academ ic rank , (d) degree h e ld ,
(e) teaching experience, (f) formal courses In educational media, and
(g) in -se rv ice media tra in in g programs.
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CHAPTER II
REVIEW OF SELECTED LITERATURE
Discussion of In s tru c tio n a l media u t i l iz a t io n and the a t t i tu d e s
of facu lty members w il l be the main theme In th is p art of th is study.
S p ec ific a lly , th is p a rt w i l l provide some Inform ation from the l i t
e r a tu r e to expand the re se a rc h background and d isc u ss each Idea In
order to present the th e o re tic a l framework fo r the study as ou tlined
previously In the statem ent of the problem. More sp e c if ic a lly , the
review of se lected l i t e r a tu r e w ill focus on media programs in co l
leges and u n iv e rs itie s , fac to rs a f f e c t in g the developm ent of m edia
serv ice programs, new media and college teaching, comparison between
in s tru c tio n a l media, the acceptance of in s tru c tio n a l media, media use
and f a c u l ty a t t i t u d e s , f a c to r s in f lu e n c in g media u t i l i z a t i o n ,
hypo theses of the s tu d y , and l a s t l y , w i l l in c lu d e a summary which
w il l p resent a ju s t i f ic a t io n for s ta tin g the questions of th is Inves
t ig a tio n .
Media Programs in Colleges and U niversities
In c re a s e s in u n d erg rad u a te and g rad u a te d is c ip l in e s produces
c o n s id e ra b le in c re a se d demands on college and u n iv e rs ity l ib r a r ie s
fo r research m ateria ls and serv ices. In add ition , advances of modern
science and technological developments have in i t ia te d a new ro le in
in s tru c tio n and produced dram atic changes in the tra d it io n a l ro le of
the l ib r a r y as a d e p o s ito ry fo r te c h n ic a l books more or le s s in th e
22
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n a tu re of tex tb o o k s. However, th e se advances and developm ents
Involve use of a wider range of what i s termed new media. Further
more, the growth of modern media serv ices and f a c i l i t i e s In higher
e d u c a tio n has produced new demands th a t re q u ire q u a l i f ie d media
personnel to support the learn ing process through constructive re la
tionsh ips and cooperation w ith facu lty , media experts, and students.
Fulton, King, Teague, and T ipllng (1979) have Indicated th a t an
I n s t i tu t io n of higher education should have a program of educational
media serv ices adm in istered th rough an I n s t i t u t i o n a l media c e n te r
w ith an adequate supply of appropriate In s tru c tio n a l m ateria ls . The
c e n te r should be a s e rv ic e u n i t th a t o p e ra te s a t the same le v e l as
o th e r m ajor i n s t i t u t i o n a l s e rv ic e s w ith c l e a r ly d e fin ed p o l ic ie s ,
procedures, and plans, including short-range and long-range goals.
Typical Functions of Higher Education Media Services
Because of the wide v a rie ty of c l ie n te le served and the d if f e r
e n t p ro fe s s io n a ls in v o lv ed , th e re have been many ty p ica l functions
assigned to the LRC as a serv ice center fo r higher education. These
f u n c tio n s , as in d ic a te d by Brown, N orberg, and S ryg ley (1972), in
clude the follow ing:
1. P a r tic ip a tio n in (but not f u l l re sp o n s ib ility for) th e d es ig n of in s t r u c t io n a l sy stem s, a p ro cess In v o lv in g th e com prehensive a n a ly s is of human and nonhuman fac to rs and th e ir in te r re la t io n s in teaching and learning.
2. C ir c u la t io n of p r in te d m a te r ia ls , in v o lv in g the use of modern inform ation storage and r e tr ie v a l systems.
3. C irc u la t io n of m otion p ic tu re s and o th e r aud io v isu a l m ateria ls and equipment fo r on-campus in s tru c tio n a l purposes.
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4. Off-campus c irc u la tio n of e d u c a tio n a l m a te r ia ls through extension serv ices and/or by means of cooperative n8erv lce-areaM program s.
5. Customized production of in s tru c tio n a l m ateria ls such as motion p ic tu re s , graphics, and photographic mater i a l s .
6. Provision of f a c i l i t i e s and coaching fo r facu lty members and studen ts to prepare th e ir own inexpensive in s t r u c t io n a l m a te r ia ls , such as overhead tra n s p a re n c ie s , s lid e s , and charts.
7. P ro v is io n of s e rv ic e s and f a c i l i t i e s fo r la r g e - group in s tru c tio n , including open and c lo s e d -d rc u l t te le v ision and sp ec ia l classroom s designed fo r use by groups of varying s izes and equipped fo r the use of various media or fo r multimedia p resen ta tions.
8. T e le v is io n and ra d io b ro a d c a s tin g fo r re g io n a l and community ed u c a tio n ( in the broad sen se) and fo r o f f - campus in s tru c tio n of enro lled students.
9. P ro v is io n of language la b o r a to r ie s and o th e r e lec tro n ic teaching or learn ing f a c i l i t i e s fo r independent study and automated in s tru c tio n .
10. M onitoring of programmed in s tru c tio n , including the use of teaching machines.
11. Technical serv ices such as the design, in s ta l la tio n , maintenance, and operation of In s tru c tio n a l equipment of a l l kinds, including te lev is io n and radio tra n sm itte rs , e lec tro n ic components fo r language la b o ra to rie s , classroom com m unication and s tu d e n t- re sp o n se sy stem s, p r o je c to r s , magnetic recorders.
12. A ssistance in planning and designing new buildings and In s tru c tio n a l f a c i l i t i e s to promote e f f ic ie n t use of educational media.
13. In -se rv ice education and dissem ination of in fo rmation regarding In s tru c t io n a l media developm ents, te c h niques, and research finding.
14. E x p erim en ta l developm ent and t r i a l of in s t r u c tio n a l devices, techniques, and m ateria ls .
15. P rofessional education of s p e c ia lis ts and genera l i s t s q u a lified to assume positions of leadersh ip in planning and d irec tin g educational media programs and research
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In th i s a re a . (pp. 102-103)
O rdinarily , not a l l of the preceding serv ices are provided in a
s ing le educational media program. However, the most Important as
pects of an educational media program in a co llege or u n iv e rs ity in
re la tio n to the in s t i tu t io n and i t s In s tru c tio n a l ob jectives are to
provide an organized and read ily accessib le c o lle c tio n of m ateria ls
and supportive equipment needed to meet in s t i tu t io n a l , In s tru c tio n a l,
and ind iv idual needs of facu lty members and studen ts , and to provide
a s t a f f q u a l i f ie d , concerned , and in v o lv ed in se rv in g the needs of
f a c u l ty and s tu d e n ts . F u r th e r , a media program today r e p re s e n ts a
combination of resources th a t includes people, m a te ria ls , machines,
f a c i l i t i e s , and environments, as w ell as purposes and processes.
According to Prostano and Prostano (1982), media programs should
include three elements:
1. Foundation elements "inputs" which include personn el, f a c i l i t i e s , media, and budget.
2. Support elements which include planning, organizing, s ta ff in g , d ire c tin g , and co n tro llin g .
3. Primary elements "outputs" which include planning and Implementing curriculum , in s tru c tio n a l and in -se rv ice programs, design and production, and guidance and consultan t serv ices, thus, these elements are m utually dependent.(P- 28)
Evaluation of Educational Media Programs
The contribu tion of the educational media programs to in s tru c
tio n in a college or u n iv e rs ity is determined la rg e ly by the ex tent
to which the media serv ices are provided to in s tru c to rs and students
through an organized program. Therefore, i t i s necessary th a t there
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be evaluation procedures re la te d to a se t of c r i t e r i a which determine
th e e f fe c t iv e n e s s of th e media program in s e rv in g th e e d u c a tio n a l
ob jectives of the in s t i tu t io n . With th is in mind, the follow ing is a
l i s t of m ajor g u id e lin e s th a t ought to be tak en in to accoun t in the
evaluation of a media program:
1. Media programs should have w ell defined goals and ob jectives th a t support the in s t i tu t io n a l goals.
2. The media program should be an i n t e g r a l p a r t of the to ta l in s tru c tio n a l program and should be fu n c tio n a lly re la ted to i t s curriculum .
3. There should be s u f f i c i e n t p ro fe s s io n a l s t a f f , c l e r i c a l and te c h n ic a l p e rso n n e l, each w ith a p p ro p r ia te tra in in g and experience, to adm inister the program, provide serv ices to facu lty members and students.
4. The media program must have adequate f in a n c ia l su p p o rt based on i t s r o le as a p a r t of th e i n s t r u c t io n a l program.
5. The m edia program should p ro v id e fo r con tinuous in -se rv ice education to the facu lty and to the media s ta f f to expand the use of a p p ro p ria te i n s t r u c t io n a l m a te r ia ls and new equipment.
6. The media program should p ro v id e f o r adequate p a rtic ip a tio n of teachers, supervisors, and others in the s e le c t io n of i n s t r u c t io n a l m a te r ia ls and equipm ent fo r acq u is itio n .
7. The media program should provide resource personn e l and f a c i l i t i e s to a s s i s t te a c h e rs and s tu d e n ts in developing needed in s tru c tio n a l m ateria ls .
S. The media program should p ro v id e fo r p ro d u c tiv e in s t r u c t io n a l re se a rc h fo r i t s own e v a lu a tio n , and fo r continuous planning th a t can meet the demands of education and th e new I n s t r u c t io n a l developm ents as w e ll as new developments in communications.
9. There should be adequate provisions fo r necessary lo ca l processing of m ateria ls and fo r maintenance and re p a ir of m ateria ls and equipment.
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10. There should be system atic provisions fo r e lim in a tin g m a te r ia ls th a t a re o b so le te or otherw ise unsulted fo r fu rth e r c irc u la tio n . (Brown e t a l . , 1972, pp. 415-417)
Numerous stud ies have been conducted by d if fe re n t In v estig a to rs
to determ ine the adequacy of the educational media serv ices programs
In higher education. More s p e c if ic a lly , these stud ies have examined
the s ta tu s of the educational media serv ices programs In colleges and
u n iv e r s i t i e s . An in v e s t ig a t io n was conducted by Lambert (1971) to
determine the s ta tu s of the educational media program In colleges and
u n iv e r s i t i e s . A n a ly s is o f th e d a ta rev ea led th a t th e fo llo w in g
fundamental elements were Important in implementing the educational
media serv ices program. These elements were:
1. The in - s e r v ic e e d u ca tio n program should be conducted by the p r o fe s s io n a l media s t a f f to a cq u a in t the facu lty with media serv ices and the appropriate u t i l iz a t io n of educational media.
2. The Involvem ent of p ro fe s s io n a l media p ersonnel w ith facu lty i s necessary In curriculum development and in the I n te g ra t io n of a p p ro p r ia te media and technology in to the In s tru c tio n a l process.
3. The educational media cen ter should have f a c i l i t ie s and personnel to lo c a lly produce a range of media and o rig in a l m ateria ls fo r facu lty u t i l iz a t io n .
4. There should be s u ff ic ie n t number of p rofessional, tech n ica l, and c le r ic a l media personnel to provide comprehensive educational media serv ices, (p. 3295A)
Factors A ffecting the Development of Media Service Programs
Various researchers have reached conclusions ind ica tin g th a t the
developm ent of th e e d u c a tio n a l media s e rv ic e program s in h ig h e r
education is re la ted to some fac to rs th a t have been regarded as the
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main obstac les in the developnent of e ffe c tiv e media serv ice programs
In colleges and u n iv e rs i t ie s , namely, (a) I n s t i tu t io n a l support, (b)
budget, (c ) m edia p e rso n n e l, (d) f a c i l i t i e s , (e ) a v a i l a b i l i t y of
In s tru c tio n a l media, and (g) in -se rv ice tra in in g programs*
In s t i tu t io n a l Support
Several s tu d ies have found th a t there is a re la tio n sh ip between
in s t i tu t io n a l support and the development of media serv ices programs
in higher education. Margoles (1969) concluded th a t a higher educa
tio n In s t i tu t io n has an Im portant ro le to play in meeting i t s obliga
tio n to in s tru c tio n a l change through support systems such as media
s e rv ic e s which w i l l have a p o s i t iv e im pact on th e f a c u l ty use of
i n s t r u c t io n a l m edia. A nother stu d y by R. C. A llen (1972) was con
ducted to exam ine th e s ta tu s of th e e d u c a tio n a l media program in
colleges and u n iv e rs i t ie s . I t was, however, concluded th a t " if the
I n s t i t u t i o n s th a t have weak program s had s tro n g e r a d m in is t r a t iv e
commitments th e ir programs could be stronger" (p. 2003A). However,
he recommended th a t more e f f o r t should be made by u n iv e r s i ty and
college ad m in istra to rs to achieve a g rea te r commitment to the support
of t h e i r e d u c a tio n a l m edia program s. The r e s u l t s of th e p reced ing
s tu d ie s were su p p o rted by K. W. A llen & A llen (1973) and Sanner
(1974).
In add ition to the foregoing s tu d ie s , several s tud ies have been
conducted to in v es tig a te the fac to rs th a t a f fe c t the use of in s tru c
t io n a l media by f a c u l ty members in h ig h e r ed u ca tio n . A study was
done by I t t e l s o n (1979) w ith reg a rd to the s e v e ra l f a c to rs th a t
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a f f e c t the use o f i n s t r u c t io n a l m edia by f a c u l ty in l i b e r a l a r t s
co lleges* Thus, the a v a i l a b i l i t y , r e l i a b i l i t y , and convenience of
use of in s tru c tio n a l media fo r in s tru c tio n a l purposes as the major
f a c to r s were examined in t h i s s tu d y . The r e s u l t s in d ic a te d th a t
in s t i tu t io n a l support was s ig n if ic a n tly associated w ith the facu lty
members' u t i l iz a t io n of in s tru c tio n a l media. F urther, the encourage
ment of f a c u l ty members through i n s t i t u t i o n a l su p p o rt w hether by
t h e i r co lle a g u es o r by a d m in is tr a t io n was s ig n if ic a n tly re la ted to
th e in c re a se of use o f I n s t r u c t io n a l media by f a c u l ty members in
th e ir classroom se ttin g s .
Furthermore, Imogle (1980) conducted a study w ith regard to the
fac to rs associated w ith facu lty u t i l iz a t io n of In s tru c tio n a l media in
a u n iv e r s i ty c o n te x t. The u l t im a te purpose of t h i s s tu d y was to
a s s i s t a v a r ie ty of peop le concerned w ith e d u c a tio n a l in n o v a tio n s
in v o lv in g in s t r u c t io n a l media in a u n iv e r s i ty c o n te x t. Data were
c o l le c te d by usin g a q u e s tio n n a ire on frequency of in s t r u c t io n a l
media u se , u n iv e r s i ty su p p o rt fo r i n s t r u c t io n a l m edia, so u rces of
in fo rm a tio n , and the c o n s t r a in t s on I n s t r u c t io n a l media use. The
re su lts ind icated th a t the m ajority of the facu lty members f e l t th a t
the u n iv e rsity was not providing the necessary support to encourage
them to use in s tru c tio n a l media.
Budget
Finance is one of the most im portant fac to rs which tends to have
im plications fo r many o ther areas. Adequate f in a n c ia l support of the
le a rn in g re so u rces c e n te r (LRC) i s a c r u c ia l f a c to r because of the
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d iv e rs ity In personnel, equipment, m a te ria ls , and f a c i l i t i e s needed
to im prove th e e x is t in g s e rv ic e s and to make them a v a i la b le to th e
u se rs .
Finance was id e n tif ie d as a major cause of in e f f ic ie n t program
o p e ra tio n in c o lle g e s and u n iv e r s i t ie s * However, K. W. A llen and
A llen (1973) re p o rte d th a t c o lle g e s should have adequate f in a n c ia l
re so u rc e s in o rd e r to im prove the q u a l i ty of t h e i r media s e rv ic e s
programs* A d d itio n a lly , a s tudy was conducted by Bannon (1979) to
d e te rm in e th e p re se n t s ta tu s of e d u c a tio n a l m edia s e rv ic e s in th e
public four-year in s t i tu t io n s of higher education in Louisiana. Data
were g a th e red from th e e d u c a tio n a l media d i r e c to r s a t 13 p u b lic
u n iv e rs itie s . The re su lts ind icated th a t "most of the media d irec
to r s b e lie v e d th a t in ad eq u a te budget was th e m ain o b s ta c le in th e
developm ent of e f f e c t iv e media s e rv ic e program s" (p. 3061A). Fur
thermore, a study was done by Graf (1976) to examine the adequacy of
the educational media serv ice programs a t u n iv e rs it ie s as perceived
by the f a c u l ty , d ep a rtm en ta l c h a irp e rso n s , and m edia d i r e c to r s a t
in s t i tu t io n s of higher education. I t was found, however, th a t "re
spondents to th i s s tu d y p e rce iv ed budget p ro v is io n s fo r the media
serv ices programs as being the most inadequate elements of the pro
gram s” (p. 2588A). Thus, the im p o rta n t f a c t to em phasize h ere i s
th a t there is a re la tio n sh ip between adequate f in a n c ia l support and
the development of the educational media s e rv ic e program s. There
fo re , th i s n o tio n was supported by s e v e ra l s tu d ie s . H utchinson
(1 9 8 1 ), Nkom (1 9 8 2 ), R u s s e l l (1 9 8 1 ), Sorem ekun (1 9 7 9 ), and
V o rak itp o k a to rn (1980), in t h e i r s tu d ie s , p o in ted out th a t an
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adequate f in a n c ia l support as a fac to r is re la te d to the development
of e ffe c tiv e educational media serv ice programs in u n iv e rs itie s .
The preceding s tu d ies have d ea lt w ith the f in a n c ia l support as a
f a c to r in on ly one type of i n s t i t u t i o n , nam ely, in a u n iv e r s i ty
c o n te x t, as noted e a r l i e r . Many s tu d ie s have been u n d ertak en to
id en tify the fac to rs th a t a f fe c t the development of e ffe c tiv e media
serv ice programs in co lleges and u n iv e rs itie s ; the findings of these
stu d ies do suggest th a t an inadequate budget was a fac to r th a t down
graded the serv ices of the LRC.
Generally, M errill and Drob (1977) suggested tremendous c r i te r i a
fo r p lan n in g the c o lle g e and u n iv e r s i ty le a rn in g re so u rce s c e n te r .
Hence, they p o in ted ou t th a t the budget of the LRC i s an Im p o rtan t
fac to r in improving the cu rren t s ta tu s of the education media serv ice
program in colleges and u n iv e rs it ie s . For th is reason, they recom
mended th a t "d irec t funding fo r the learning resources center should
be ava ilab le in an amount necessary to provide fo r equipment rep lace
ment, research and development, consu ltation in in s tru c tio n a l devel
opment, group and s e lf - in s tru c t io n a l p resen ta tion serv ices, and plan
ning serv ices as a minimum" (p. 111). An in v estig a tio n was conducted
by Joo (1980) to id e n tify the current s ta tu s of audiovisual cen ters
in colleges and u n iv e rs itie s . I t was found th a t lack of Inadequate
budget was regarded as th e main o b s ta c le in th e developm ent of an
e ffe c tiv e audiovisual serv ice programs (p. 3713A). Further, Dipaolo
(1980), in h is stu d y of media p ro d u c tio n s e rv ic e s in c o lle g e s and
u n iv e rs it ie s , found the lack of s tab le funding was the main problem
th a t prevents the lo ca l production of d iffe re n t kinds of m ate ria ls .
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32
Media Personnel
C ru c ia l to the developm ent of e d u c a tio n a l media p ro g ra a s In
co lleges and u n iv e rs it ie s Is the a v a i la b i l i ty of adequately tra in ed
p e rso n n e l. T h e re fo re , s e v e ra l re se a rc h e rs have Indicated th a t the
learn ing resources cen ter requ ires broadly educated and w e ll-q u a li
f ie d p e rso n n e l. An I n v e s t ig a t io n was conducted by S. S lkkhaband lt
(1977) to d e te rm in e th e s ta tu s of a u d io v isu a l program s In te a c h e rs
co lleges. I t was found th a t the lack of adequate aed la personnel was
the major problem In Increasing and Improving the current serv ices.
A nother s tu d y by Moore (1984) In d ic a te d th a t the p erso n n e l of the
learn ing resources cen ters In community colleges have d if fe re n t fo r
mal tra in in g In e ith e r l ib ra ry science or In s tru c tio n a l technology,
and th e re were a ls o a la rg e number of s tu d e n ts w orking as a id e s In
th ese colleges.
Furthermore, a study was conducted by Soremekun (1979) to exam
ine the use of educational technology In a u n iv e rs ity context. The
re su lts Indicated th a t the lack of adequate s ta f f was a s ig n if ic a n t
fa c to r a ffe c tin g the development of e d u c a tio n a l technology . More
over, more personnel should be tra ined In the area of in s tru c tio n a l
development so th a t they can be involved a t the planning and develop
ment stages. Thus, the deficiency In s ta f f of the media cen ter or In
LRC was a major problem in these selected u n iv e rs itie s . This notion
was supported by V o ra k ltp o k a to rn 's (1978) s tu d y of the re so u rces
c e n te r s a t the u n iv e r s i ty le v e l . According to F orero (1979), the
lack of adequately tra in ed personnel is the fundamental explanation
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of why media personnel's p a r t ic ip a t io n in th e in s t r u c t io n a l d esig n
process i s very lim ited .
In a d d it io n to th e fo reg o in g s tu d ie s , s e v e ra l re se a rc h e s have
been conducted to evaluate the cu rren t s ta tu s of the LRC serv ices in
ju n io r c o l le g e s , c o l le g e s , and u n iv e r s i t i e s . These s tu d ie s have
Indicated th a t the lack of q u a lif ie d personnel in a l l types of in s t i
tu tio n s surveyed was regarded as the main obstacle in the development
of e ffe c tiv e educational media serv ice programs (Dipaolo, 1980; Joo,
1980; M illard , 1972).
The preceding s tu d ies agreed upon q u a lif ic a tio n s th a t are neces
sary fo r the co llege and u n iv e rs ity media personnel. The success of
the learning resources cen te r in meeting the in s tru c tio n a l objectives
w il l depend upon w e ll-q u a lif ied and num erically adequate media per
sonnel and p roper a d m in is t r a t io n of resources, human and nonhuman.
The e ffec tiv e learning resources cen ter requ ires personnel fam ilia r
w ith both learning theory and p rac tice and th e ir e ffec tiveness in the
learning process, as w ell as fa m il ia r i ty in the areas of communica
tio n and adm in istra tion . However, the im portant fa c t to be empha
s ize d i s th a t w ith th e developm ent of th e I n s t r u c t io n a l media and
th e ir use in many areas of d isc ip lin e s , media personnel w il l have to
place emphasis on improving th e ir s k i l l s and acquiring more experi
ences. Undoubtedly, the LRC personnel should be involved w ith fac
u lty in curriculum development and in the in te g ra tio n of appropriate
media and technology in to the i n s t r u c t io n a l d esig n p ro ce ss . The
p rofessional s ta f f should be Involved in the development and support
o f th e c o l le g e and u n i v e r s i t y e d u c a t io n a l p ro g ram s th ro u g h
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consu lta tive services* Thus, I t Is necessary fo r a good re la tio n sh ip
to e x is t between the learn ing resources program s ta f f and the facu l
ty . Bender (1980) p o in ted ou t th a t " th e m ost im p o rta n t o f th e se
serv ices Is consu lta tion w ith facu lty and the c rea tio n of an environ
ment conducive to Innovative In stru c tio n . Also very Important is the
provision of equipment and assis tan ce fo r lo c a lly produced In stru c
t io n a l m a te r ia ls ” (p. 136). B es id es, a s tu d y by Stephens (1972)
Indicated th a t more inform ation on av a ilab le se rv ices and m ateria ls
and improved communication among facu lty , ad m in istra tio n , and the LRC
s t a f f were needed in o rd e r to in c re a se th e u t i l i z a t i o n of in s t r u c
tio n a l media by facu lty members.
F a c i l i t ie s
Because of the increasing ra te of change In educational requ ire
ments and the enormous growth of new media and technology, in s t i tu
tions of higher education w il l have to place emphasis on the f a c i l i
t ie s , including those required fo r storage, production of m a te ria ls ,
d i s t r i b u t io n , and th e use of in s t r u c t io n a l m a te r ia ls and r e la te d
equipment. Moore (1984) pointed out:
The advent of the comprehensive LRC has g re a tly complicated the d esig n of th e e x is t in g f a c i l i t i e s . These f a c i l i t i e s w i l l now need w id e ly d iv e rse a re a s in c lu d in g s tu d y a re a s fo r sm all group viewing and lis ten in g . Reading, browsing, l i s t e n in g , v iew ing a re a s , open-access a re a s to books and m ateria ls , conference a re a s , c i r c u la t io n , a d m in is t r a t io n and p lann ing a re a s , work and p ro cess in g sp ac e , equipm ent storage and re p a ir , media production including graphics and photography, p ro fe s s io n a l co llec tio n s , learn ing laborator ie s (m ediated and com puterized a s s i s te d in s t r u c t io n ) , darkrooms, stacks, te lev is io n stud io and in s tru c tio n (production), s to rage, in s tru c tio n a l design and o ther sp ec ia lized a re a s , (p. 318)
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I t seems lik e ly th a t arrangements should be made a t the LRC to
f a c i l i t a t e the use o f I n s t r u c t io n a l media w ith in th e c o lle g e and
u n iv e rs ity campuses in order to provide teach ing-learn ing resources
in d iffe re n t loca tions. Therefore, convenient physical environments
in campuses should be a p p ro p r ia te ly d esigned to use a v a r ie ty of
in s tru c tio n a l resources and devices.
An im portant fa c to r in the development and use of in s tru c tio n a l
media and technological devices i s the physical environment of the
LRC and th e a re a s th a t accommodate a p p ro p r ia te te a c h in g - le a rn in g
a c t iv i t ie s . Consequently, tremendous stud ies have been conducted to
examine the educational media serv ice programs w ith emphasis on the
physical f a c i l i t i e s which are provided w ith in the colleges and uni
v e r s i t ie s .
An in v estig a tio n was conducted by Bannon (1979) to determine the
s ta tu s of e d u c a tio n a l m edia s e rv ic e s in fo u r-y e a r p u b lic i n s t i t u
tio n s. The re su lts showed adequate f a c i l i t i e s were provided in a l l
b u ild in g 's a re a s .
Soremekun (1979) in d ic a te d th a t " f a c i l i t i e s fo r academ ic pur
poses in u n iv e rs itie s , such as classroom s, lec tu re auditorium s and
teaching cen ters, were av a ilab le in some in s t i tu t io n s , yet they were
not ava ilab le in s u ff ic ie n t numbers to accommodate the large demand
of each in s t i t u t i o n " (p. 223).
V arious s tu d ie s have been done by d i f f e r e n t in v e s t ig a to r s in
both ty p es of i n s t i t u t i o n s of c o lle g e and u n iv e r s i ty . The p rim ary
focus of th ese in v e s t ig a t io n s was on d e te rm in in g the fa c to rs th a t
a ffe c t the u t i l iz a t io n of in s tru c tio n a l media by facu lty members and
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evaluating educational media s e rv ic e program s in h ig h e r ed u ca tio n .
Based on an analysis of the data reported by colleges and u n iv ersi
t ie s surveyed, there was an agreement th a t physical f a c i l i t i e s should
be arranged to improve the lo ca tio n and a c c e s s ib i l i ty of media to the
t o t a l i n s t r u c t io n a l s t a f f (R. C. A llen , 1974; D lpaolo , 1980, Joo ,
1980, Sanner, 1974; Stephens, 1972).
In conclusion, an im portant d e te rren t to increase the u t i l iz a
tio n of in s tru c tio n a l m ate ria ls and re la ted equipment is the lack of
appropriate physical conditions in the teach ing-learn ing environment.
Hence, th e problem o f p ro v id in g the re q u ire d f a c i l i t i e s should be
given specia l a tte n tio n in order to make possib le the e f f ic ie n t use
of in s t r u c t io n a l re so u rc e s program s. Spaces m ust be designed and
provided for several d if fe re n t purposes fo r large-group teaching and
small-group as w ell, fo r independent study and reference work, and
for production of m a te ria ls and fo r teacher preparation a c t iv i t ie s .
The environm ent in w hich th e i n s t r u c t io n a l p ro cess occu rs should
accommodate the optimum use of media equipment and m ate ria ls . Brown
e t a l. (1972) postu lated th a t the design, construction , manipulation,
and improvement of the physical learn ing environment c le a r ly require
the ex p e rt c o n tr ib u t io n s of e d u c a tio n a l m edia p e rso n n e l who a re
fa m ilia r w ith the educational purposes fo r which such f a c i l i t i e s w ill
be used and with the standards to which they should adhere (p. 162).
The im portance of I n s ig h t f u l in t e r e la t io n s h ip s o f the media s t a f f
member with the teacher, the ad m in istra to r, the curriculum experts,
and various a rc h ite c tu ra l, a co u stic a l, e le c tro n ic , and other spec ia l
i s t s cannot be overemphasized.
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The optimum use of the LRC requ ires th a t a l l forms of media be
rea d ily availab le in nearly a l l in s tru c tio n a l areas* F urther, a wide
v a r ie ty of media and m a te r ia ls should be a c c e s s ib le to f a c u l ty and
s tu d en ts .
A v a ila b ility of In s tru c tio n a l Media
The rapid growth in the number of in s tru c tio n a l media was due to
g rea te r f le x ib i l i ty of Ind iv idualiz ing in s tru c tio n and the a b i l i ty to
Involve a g re a t number of s tu d e n ts . There has a ls o been a c o r re
sponding growth in terms of the serv ices needed in each In s t i tu t io n
of higher education to respond appropria te ly to a v a rie ty of d if f e r
ent d is c ip lin e s .
Despite the rapid development of technological devices and the
r e la te d m a te r ia ls fo r in s t r u c t io n a l p u rp o ses , the lack of a v a i la
b i l i ty of these resources on campuses was another problem added to
prevent the expanding use of learning resources in many In s ti tu tio n s
of higher education. Consequently, the nature and amount of m ateri
a l s and equipm ent w i l l in f lu e n c e the su ccess of th e e n t i r e media
program . The s e le c t io n of both m a te r ia ls and r e la te d equipm ent
should be based on the needs of the users in each area of d isc ip lin e .
S ev era l s tu d ie s were undertaken by d if fe re n t in v es tig a to rs in
many types of i n s t i t u t i o n s a t c o lle g e and u n iv e r s i ty le v e ls . An
e a r ly s tu d y re p o rte d by R. C. A llen (1972) was based on the ev a lu a
tio n of educational media programs in colleges and u n iv e rs itie s . The
q u a lita tiv e data were obtained using a comprehensive se lf-ev a lu a tiv e
c h e c k l i s t—The E v a lu a tiv e C h e c k lis t: An In s tru m e n t fo r S e l f -
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Evaluating an Educational Media Prograa In Colleges and U n iversities.
Also used was an In v e n to ry ch eck -sh ee t used to obtain q u an tita tiv e
data to determ ine whether an In s t i tu t io n met the q u an tita tiv e stan
dards fo r audiovisual personnel, equipment, and m ateria ls . Analysis
of the data reported by 36 of the 40 in s t i tu t io n s surveyed revealed
th a t the media programs' m ateria ls and equipment were not w ell lo
cated (geographically) nor were they read ily av a ilab le and accessib le
to in s t r u c to r s in r e l a t io n to th e r e s t of the ongoing e d u c a tio n a l
process. S im ilar p o s itiv e re su lts of the importance of the av a ila
b i l i t y of in s tru c tio n a l m ateria ls and the accompanying equipment have
been re p o rte d by s e v e ra l s tu d ie s (Bannon, 1979; E l-Sharkaw y, 1983;
Im ogie, 1980; Nkom, 1982; Soremekun, 1979; V o rak itp o k a to rn , 1980).
Therefore, in th e ir rep o rts of stud ies they conducted, they Indicated
th a t the lack of the a v a i la b i l i ty and a c c e s s ib il i ty of in s tru c tio n a l
media, both softw are and hardware, was considered an im portant prob
lem for the development of an e ffe c tiv e media serv ice program and,
th e r e fo re , led to u n d e r u t i l i z a t io n of th e se re so u rc e s by f a c u l ty
members in th e ir in s tru c tio n a l process.
An in v estig a tio n of au d io v isu a l hardw are a c q u is i t io n s in c o l
leg e s and u n iv e r s i t i e s d u rin g th e p e rio d 1970-80 was conducted by
Bynon (1980). Fourteen colleges and u n iv e rs it ie s p a rtic ip a ted . All
had audiovisual media programs. Based on analysis of the data gath
e red , a u d io v isu a l hardw are a c q u is i t io n s d id n o t meet the in s t r u c
t io n a l needs o f th e i n s t i t u t i o n s surveyed. Based on the fo rego ing
f in d in g , th e study p o in ted out th a t approved program s tan d a rd s fo r
acq u is itio n s and replacement policy must be developed id en tify in g the
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needs of the in s t i tu t io n a l environment.
A d i f f e r e n t s tu d y was done by R. M. D avis (1983) to d e term in e
th e a u d io v isu a l p ro d u c tio n a t the u n iv e r s i ty le v e l . I t was found
th a t the major d e te rren ts to production of m a te ria ls were the lack of
time to plan and prepare m a te ria ls , lack of m a te ria ls , lack of equip
ment, and lack of techn ica l a ss is tan ce to do the Involved techniques.
Therefore, to encourage both the p reparation of m ateria ls and effec
tiv e planning, "health science teachers w il l need to be supported by
being given time fo r these a c t iv i t ie s and by being given recognition
fo r t h e i r media p ro d u c tio n ju s t as they would fo r a p u b lic a t io n .
They must a lso be p rov ided w ith the m a te r ia ls and o th e r re so u rc e s
needed to plan and prepare th e ir own teaching m ateria ls" (p. 2861A).
In-Service Training Programs
An examination of the types of equipment and m ateria ls cu rren tly
being c ircu la ted by the le a rn in g re so u rc e s c e n te r p ro v id es c r u c ia l
ev idence th a t change is ta k in g p lac e in te rm s of the a p p l i c a b i l i t y
and u t i l iz a t io n of newer media in in s tru c tio n a l programs. Further
more, the v a r ie ty of the newer media fo r t h e i r use in d i f f e r e n t
d isc ip lin es requires g rea t a s s is ta n c e from m edia p erso n n e l to he lp
f a c u lty members in t h e i r s e le c t io n s and th e use of th e a p p ro p ria te
media m ateria ls and the accompanying equipment. Also, the acceptance
of the use of I n s t r u c t io n a l media by f a c u l ty members i s dependent
upon the s e rv ic e s th a t a re p rov ided by th e le a rn in g re so u rc e s cen
te r ’s personnel. For th is reason, Lambert (1971) ind icated th a t in -
s e rv ic e t r a in in g program s to ac q u a in t the f a c u l ty w ith the media
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s e rv ic e s and p roper u t i l i z a t i o n of i n s t r u c t io n a l media should be
con tinuously conducted.
Furthermore( sev era l research s tu d ies were undertaken by d if f e r
e n t r e s e a rc h e r s to e v a lu a te th e c u r re n t m edia s e rv ic e program s in
c o lle g e s and u n iv e r s i t i e s . Sanner (1974), R. C. A llen (1974), S.
Sikkhabandit (1977), Abdel-Aal (1980), and Anandam and Kelly (1982),
in t h e i r r e p o r ts of s tu d ie s they conducted, in d ic a te d th a t f a c u l ty
tra in in g programs are c ite d as the most im portant reason In h ib itin g
wider uses of in s tru c tio n a l media and hindering the development of an
e ffe c tiv e educational media serv ice programs in higher education.
A dditionally , numerous stud ies have been undertaken to examine
questions re la ted to the id e n tif ic a tio n of fac to rs th a t influence the
use of in s tru c tio n a l media. There were co n sis ten t findings among the
researchers regarding the in -se rv ice tra in in g programs. Ogunmilade
(1979), Soremekun (1979), and Im ogie (1980) found in t h e i r s tu d ie s
th a t in -se rv ice tra in in g programs fo r facu lty members and th e ir uses
of in s t r u c t io n a l media were p o s i t iv e ly re la te d and highly s ig n if i
cant .
I t i s apparent from the preceding findings of the s tu d ies men
tioned e a r l ie r th a t the need for planning and conducting educational
in -se rv ice tra in in g programs i s e s se n tia l fo r providing and improving
the a b i l i ty fo r both experienced and inexperienced facu lty . Further,
the le a rn in g re so u rc e s c e n te r 's p ro fe s s io n a ls should be p repared
w e ll , as noted in e a r l i e r s tu d ie s , to meet new needs and im plem ent
innovations in colleges and u n iv e rs itie s .
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New Media and College Teaching
41
Numerous s tu d ies have been conducted which focus upon the use of
d iffe re n t forms of In s tru c tio n a l m edia In te a c h in g . These s tu d ie s
have no t on ly focused on th e c r i t e r i a of s tu d e n t ach ievem ent, p e r
form ance, and a b i l i t y of th e s tu d e n t to work w ith I n s t r u c t io n a l
m edia, bu t a ls o have focused on th e com parison betw een d i f f e r e n t
forms of media and th e i r e ffec tiv en ess to modify studen ts ' a tt i tu d e s .
Computer and Learning
Several in v estig a tio n s were p rim arily concerned with computer-
a s s i s te d in s t r u c t io n (CAI) and i t s e f f e c t iv e n e s s on s tu d e n ts '
achievement. In a study concerning the evaluation of an in te ra c tiv e
v id e o -d is c system , Braun (1984) concluded th a t "c o m p u te r-a s s is te d
in s t r u c t io n Is b e n e f ic ia l In I n s t r u c t io n and th a t the v id e o -d is c -
based system provides a dram atic improvement in performance of s tu
d en ts" (p. 125).
Only two stud ies were p rim arily concerned w ith the effectiveness
of com puter-assisted in s tru c tio n according to a b i l i ty lev e l. M artin
and Suppes ( c i te d in Edwards, N orton, T a y lo r, W eiss, & D usseldorp ,
1975) found " c o m p u te r-a s s is te d in s t r u c t io n d r i l l and p r a c t ic e in
a rith m etic to be r e la t iv e ly more e ffe c tiv e fo r low a b i l i ty students
than fo r average or high a b i l i ty studen ts” (p. 151).
The r e la t io n s h ip betw een p rev io u s ex p e rien ce and the use of a
computer to solve problems was in v estig a ted by many researchers. One
of th ese s tu d ie s was conducted by Soloway ( c i te d in Braun, 1984).
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This study showed th a t "students who have taken a one sem ester course
In com puter-program m ing were ab le c o r re c t ly to solve algebra word
problems more re l ia b ly than were students w ithout th a t experience”
(p. 123).
There have been su b s ta n tia l numbers of evaluative s tu d ies on the
Impact of computers In d r ill-a n d -p ra c tlc e ap p lica tio n . One of these
s tud ies was conducted by Bracey (c ite d In Braun, 1984). I t was found
th a t " s tu d e n ts using CAI le a rn e d to th e same c r i t e r i a f a s t e r than
non-com puter-asslsted In s tru c tio n studen ts” (p. 121).
The preceding findings showed the e ffec tiv en ess of using comput
e r s in d r i l l - a n d - p r a c t i c e and com puter-assisted In s tru c tio n on the
v a rio u s sam ples of s tu d e n ts in many su b je c t a re a s . F u r th e r , o th e r
s tud ies were undertaken to compare the use of computers in in s tru c
tio n and a t ra d it io n a l approach.
In a comparison between com puter-assisted in s tru c tio n and con
v e n tio n a l teach in g m ethods, i t was found th a t " th e CAI s u b je c ts
perform ed s ig n i f i c a n t ly b e t te r than th o se s u b je c ts in s t r u c te d by
c o n v en tio n a l teach in g methods (CONV)” (Hahn, 1983, p. 964A). In
c o n tra s t, D'Souza (1984) found th a t "CAI was equally as e ffe c tiv e as
t r a d i t i o n a l te a c h e r -d ir e c te d in s t r u c t io n . However, th e r o le of
teacher w ill a l te r somewhat when CAI is employed" (p. 1658A). Other
s tud ies (Lewellen, 1971; Vinsonhaler & Bass, 1972) supported findings
of b e t t e r perform ance of CAI s tu d e n ts on s ta n d a rd iz e d t e s t s when
compared to performance of students who received tra d it io n a l in s tru c
tio n .
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43
Another comparison study was done In ac tu a l college classrooms
by Kulik, Kulik, and Cohen (1980). I t was found th a t computer-based
in s tru c tio n made sm all but s ig n if ic a n t c o n tr ib u t io n s to th e course
achievement of co llege students and a lso produced p o s itiv e e f fe c ts on
the a t t i tu d e s of s tuden ts toward the subject m atter they were study
in g . They a ls o found c o m p u te r-a s s is te d in s t r u c t io n s u b s ta n t i a l ly
reduced th e amount o f tim e needed fo r in s t r u c t io n . T h e re fo re , i t
appears th a t CAI i s a u s e fu l a l t e r n a t iv e to t r a d i t i o n a l methods of
i n s t r u c t io n in c o lle g e c la ssro o m s, e s p e c ia l ly in s i tu a t io n s where
in s tru c tio n and/or student time is lim ited .
A rev iew of re se a rc h e s on the u sin g of th e c o m p u te r-a s s is te d
in s tru c tio n , Thomas (c ite d in Burns & Bozeman, 1981) concluded th a t:
The s tu d e n ts rev iew ed p a in t a p o s i t i v e p i c t u r e f o r com puter-assisted in s tru c tio n . In the past years, proponents hoped to see g rea t achievement gains fo r CAI courses, spoke of very low c o s ts and h igh r e te n t io n , and d id not m ention tim e a t a l l . Today, CAI as a medium has " s e t t l e d down.” Achievement gains over o ther more tra d it io n a l methods are the norm, but mere equivalence w ith good in s tru c tio n is a lso a tta in ed . Retention is equal to th a t obtained in tra d it io n a l in s tru c tio n . The technology fo s te rs genera l ly favorable a t t i tu d e s toward computers and often toward the sub ject being taught. Perhaps the most valuable find ing in the long run is th a t many CAI students gain mastery s ta tu s in a shortened period of time. (p. 36)
In s tru c tio n a l T elevision
Considering the evaluation of te lev is io n ap p lica tio n in teach
ing, the re su lts of a l l s tu d ies mentioned by Braun (1984) showed very
p o s itiv e e ffe c ts of TV programs when they are w ell designed and used
co rrec tly (pp. 124-125).
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Many s tu d ie s have coopared d i f f e r e n t form s of m edia w ith
te a c h e r -d ir e c te d in s t r u c t io n as to th e i r r e la t iv e effec tiv en ess in
teach in g . L ofthouse ( c i te d in R eid , MacLennan, & G re e n h il l , 1967)
found th a t " th e re were no s ig n i f i c a n t d if f e r e n c e s in exam ination
sc o re s betw een th e i n s t r u c t io n a l t e l e v i s io n (ITV) o r f a c e - to - f a c e
groups. . . . Students p referred face -to -face over ITV presen ta tions
when in s t r u c to r and te a c h in g methods were c o n s ta n t. • • • S tu d en ts
regarded in s tru c tio n a l procedures as being equally e ffe c tiv e whether
p re sen te d by f a c e - to - f a c e o r by in s t r u c t io n a l te le v i s io n methods"
(pp. 119-120).
M oreover, the e f f e c t iv e n e s s of in s t r u c t io n a l te lev is io n (ITV)
has been studied w ith various populations of students in many sub ject
a re a s . At the c o lle g e le v e l , Mount and W alte rs (1981), in t h e i r
study, compared the performance of students in a te lev ised introduc
tory psychology course to th a t of students in a t ra d it io n a l introduc
tory psychology course a t a community college. A ll students had the
same in s t r u c to r and tex tbook . They took the same t e s t s . I t was
found th a t students in the te lev ised in troducto ry course did s ig n if i
can tly b e tte r than those in the tra d it io n a l in troductory course. In
g e n e ra l, Anandam and K elly (1982) re p o rte d th a t th e rev iew of th e
l i te r a tu r e has revealed th a t "students seemed to p re fe r sm all d iscus
s io n c la s s e s to t e l e v i s io n c la s s e s . F u r th e r , s tu d e n ts were more
fa v o ra b le tow ard ITV a f t e r they ex p erien ced i t " (p. 24). B esid es,
they in d ic a te d th a t one rev iew surveyed ap p ro x im a te ly 862 s tu d ie s
th a t compared the e f f e c t iv e n e s s of ITV and tra d it io n a l in s tru c tio n
(TI), and i t concluded th a t there was strong evidence th a t ITV is as
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e f f e c t iv e as TI. A lso, a number o f s tu d e n ts and te a c h e rs had an
unfavorable a t t i tu d e toward ITV, but the incidence of such a tt i tu d e
diminished as in s t i tu t io n s gained experience w ith the medium.
Comparisons Between In s tru c tio n a l Media
In recent years, there has been a growing and increasing number
of hardware and a corresponding growth in the development of s o f t
w are. C onsequently , an abundance of l i t e r a t u r e has been p u b lish e d
fo cu sin g upon com parisons between d iffe re n t forms of in s tru c tio n a l
media use in classrooms and th e ir e ffec tiv en ess in a teach ing-learn
ing process.
In a comparison between com puter-assisted in s tru c tio n and other
n o n trad ltio n a l methods of in s tru c tio n , a review of several s tu d ies by
Edwards e t a l . (1975) in d ic a te s th a t "CAI has been shown to be
equally e ffe c tiv e when compared w ith in d iv id u a l tu to r in g , language
laboratory , and media such as programmed in s tru c tio n and f i lm s tr ip s ”
(pp. 148-149). This f in d in g was supported by Hahn (1983) who found
th a t " th e re was no s ig n i f i c a n t d if fe re n c e in perform ance betw een
s u b je c ts in s t r u c te d by the m u ltim ed ia i n s t r u c t io n (MM) and the
c o m p u te r-a s s is te d In s tru c tio n (CAI)” (p. 964A).
In a review of the l i te r a tu r e re la tiv e to the e ffec tiv en ess of
a l t e r n a t iv e in s t r u c t io n a l media, Jam ison e t a l . (1974) concluded
th a t:
CAI a tte m p ts to im prove the q u a l i ty of i n s t r u c t io n by providing fo r i t s In d iv id u a liza tio n along one or more d imensions. Nonetheless, findings of no s ig n if ic a n t d if f e r ence dominate the research l i te ra tu r e in th is area. Though there are often no s ig n if ic a n t d ifferences in achievement,
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some s tu d ie s do r e p o r t a sav in g in s tu d e n t t i n e , and th i s i s an index of success. When sm all amounts of CAI are used as a supplement to regu lar classroom in s tru c tio n , substant i a l evidence suggests th a t i t leads to an improvement in ach ievem en t, p a r t i c u la r l y fo r s lo w er s tu d e n ts . Models e x i s t th a t r e l a t e th e amount of ach ievem ent g a in to the number of CAI sessions a student receives, (p. 56)
One in v estig a tio n was p rim arily concerned w ith a comparison of
videotape, audiotape, and p r in t. One of the most in te re s tin g find
ings was the s tr ik in g d ifference between the two groups as to p refer
ence in learn ing m ate ria ls . Machula (1979) found th a t "86 percent of
M ichigan s tu d e n ts in d ic a te d a p re fe re n c e fo r re a d in g , w hereas 70
percent of the I l l in o i s group p referred te le v is io n . Only one person
in e ith e r group p referred learning by audiotapeN (p. 180). However,
the researcher concluded th a t:
Our f in d in g s in d ic a te le s s c o g n itiv e le a rn in g took p lace w ith a u d io - ta p e s th an w ith o th e r m edia. Video and audio may both be a t a disadvantage when compared w ith p r in t due to the lack of ind iv idual con tro l over the ra te of presenta t io n . . . . A nother p o s s ib le e x p la n a tio n fo r the d i s p a r ity in cognitive learn ing might be th a t an audio presenta tio n requ ires more e f fo r t to m aintain concentration than does a video-tape or p rin t, (pp. 182-183)
The use of audiotape by very sm all number has been given a tte n
tio n by Machula (1979), who explained the ignorance of th is medium by
s ta tin g th a t:
The fa c t th a t only one subject out of 114 p referred learn ing by au d io tap e can c e r ta in ly no t be ig n o red . I t should be no ted , how ever, th a t the use of au d io ta p e s in many a u d io - tu to r ia l la b o r a to r ie s has proven q u i te s u c c e s s fu l .Lack of ex p erien ce w ith in s t r u c t io n a l a u d io - ta p e s may account fo r p art of the overwhelmingly negative response to th is medium, (p. 183)
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47
Media and Student A ttitudes
A c o n s id e ra b le number of s tu d ie s have been concerned w ith the
r e la t io n s h ip s betw een th e use o f d i f f e r e n t form s of media and the
a t t i tu d e s toward th e ir ap p lica tio n In to in s tru c tio n a l programs.
Several In v estig a tio n s were p rim arily concerned w ith the use of
te le v is io n and film to modify s tuden ts ' a t t i tu d e s and w ith the fac -
to r s th a t produce a t t i t u d e changes. However, they have shown th a t
"such a tt i tu d e s , are changed in a favorable d ire c tio n by both te le
v is io n and film " (Reid e t a l . , 1967, p. 13). Dubln and Hedley ( c i te d
In Jam ison e t a l . , 1974) rev iew ed a number of s tu d ie s on the a t t i
tudes of college students toward ITV. They ind ica ted th a t "students
have more favorable a t t i tu d e s toward ITV a f te r they have experienced
i t than b efo re ; a f t e r exposure to ITV, h a l f to tw o - th ird s of the
students surveyed reported a tt i tu d e s th a t were favorable (as opposed
to n e u tr a l or u n fav o rab le )" (p. 37). In a s tudy by K ulik and
Bangert-Drowns (1984), they found th a t "programmed in s tru c tio n and
in d iv id u a l I n s t r u c t io n have had l im i te d su ccess in im proving s tu
dents' a t t i tu d e s . Computer-based In s tru c tio n , on the o ther hand, has
g rea tly a lte red studen ts ' a t t i tu d e s toward the computer" (p. 137).
In determ ining the effec tiv en ess of d if fe re n t forms of media, a
com parison of v id e o ta p e , a u d io tap e , and p r in t was conducted by
Machula (1979) to exam ine th e i r e f f e c t iv e n e s s . I t was found th a t
"students liked te le v is io n le ss but learned s ig n if ic a n tly more from
i t than from the a u d io - ta p e which they l ik e d more" (p. 167). S im i
l a r ly , Saracho (1982) found th a t " s tu d e n ts who used the com puter-
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assisted Instruction program had greater achievement gains than did
students who p a rtic ip a te d In the regular classroom program. However,
th o se s tu d e n ts who were not In th e CAI program had more fa v o ra b le
a t t i tu d e s toward CAI than did students In the CAI program" (pp. 216-
217). However, t h i s f in d in g was not supported by Braun (1984), who
re p o rte d th a t " s tu d e n ts g e n e ra lly re p o rt p o s itiv e a t t i tu d e s toward
computer-based learn ing and enjoy the a b i l i ty to move a t th e ir own
pace" (p. 121).
Machula (1979) concluded th a t:
The f in d in g s of t h i s s tu d y would seem to in d ic a te th a t a t le a s t in some contexts the medium which Is used can play an im p o rtan t p a r t in th e re c e p tio n of the c o n te n t. Not only may experiences be perceived d if fe re n tly depending on the medium used, but a lso p e rso n a litie s may be perceived favorable in one medium but not In another, (p. 181)
In exam ining th e s tu d e n ts ' a t t i t u d e s tow ard th e CAI program ,
Saracho (1982) explained the s itu a tio n by re fe rr in g to the d if fe re n t
learn ing s ty le s of these students. However, the in v estig a to r s ta ted
in th is study th a t:
Students vary in th e ir cognitive s ty le and th e ir responses to d if fe re n t types of in s tru c tio n . Some of th is variance is re la ted to e th n ic ity . . . . Some students favor independ e n t, im p erso n a l, and d i r e c t k inds of in s t r u c t io n , w h ile o th e rs p re fe r the o p p o s ite type of in s t r u c t io n . . . . I t i s p o s s ib le th a t th e s tu d e n ts who used th e CAI program p re fe rred the more dependent, personal, and in d ire c t form of i n s t r u c t io n , which would account fo r th e d if f e re n c e in a t t i t u d e s . . . • S tu d en ts who d id not a t te n d the CAI s e s sions might have wanted to experience th is innovative type of in s tru c tio n to which they did not have access, (p. 217)
In general, many stu d ies have compared d if fe re n t forms of media
as to th e ir re la tiv e e ffec tiveness in fo s te rin g cognitive learn ing ,
and most have found no s ig n i f i c a n t d if fe re n c e . However, Chu e t a l .
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( c i te d In M achula, 1979) concluded In a re c e n t s tu d y th a t "under
a p p ro p r ia te c o n d it io n s , s tu d e n ts can le a rn from an I n s t r u c t io n a l
medium, w hether i t i s t e l e v i s io n , f i lm , r a d io , language, la b , o r
programmed in stru c tio n " (p. 176). S im ila rly , Dubin e t a l . (c ited in
Jamison e t a l . , 1974) concluded th a t "the co llege student as consumer
of teaching does not e x h ib it any s ig n if ic a n t re s is ta n ce to the in tro
duction of educational te le v is io n in to h is own In s tru c tio n a l program"
(p. 37).
In summary, the previous attem pts by a number of in v estig a to rs
were p rim arily concerned with the a t t r ib u te s of in s tru c tio n a l media
and th e i r e f f e c t iv e n e s s on s tu d e n t ach ievem en t, perfo rm ance, and
improvement of the a b i l i ty lev e l. For the most p a rt, the re su lts of
which have been c o n s is te n t . On the o th e r hand, the r e s u l t s of the
comparisons between d if fe re n t forms of media and th e ir e ffec tiveness
have p o in ted out few s ig n i f i c a n t d if f e r e n c e s . The u t i l i z a t i o n of
in s t r u c t io n a l media and m a te r ia ls as in d ic a te d by s e v e ra l s tu d ie s
enhances s tu d e n ts ' le a rn in g . Anandam and K e lly (1982) po in ted out
th a t:
R esults of research on com puter-assisted in s tru c tio n (CAI), computer-managed In s tru c tio n (CMI), and c o m p u te r-a s s is te d guidance (CAG) seem to in d ica te th a t computerized methods of a l l kinds were e ith e r b e tte r than or a t le a s t as e ffec tiv e as noncomputerized methods in bringing about learn ing g a in s , (p. 26)
However, many stud ies have ind icated th a t students achieved b e tte r or
showed no d ifference when compared with those who were taught by the
tra d it io n a l classroom approach. Further, the use of d iffe re n t kinds
of in s tru c tio n a l media have been successfu lly used in many sub ject
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areas. Other s tud ies have shown the advantage of in s tru c tio n a l media
over tra d it io n a l In s tru c tio n In many co llege teaching s itu a tio n s and
w ith d iffe re n t d isc ip lin e s . Consequently, I t appears th a t in s tru c
t io n a l media a re a u s e fu l a l t e r n a t iv e to t r a d i t i o n a l methods of
In s tru c tio n in the co llege classroom. Therefore, the previous evalu
a t io n s of d i f f e r e n t k in d s of i n s t r u c t io n a l media gave c o lle g e and
u n iv e r s i ty ed u ca to rs an a d d i t io n a l p e rs p e c t iv e in term s of t h e i r
e f fe c t iv e n e s s in many s u b je c t a re a s and demonstrated th a t I n s t i tu
tions of higher education would accept these media and technology as
im portant teaching and learn ing resources.
A d d itio n a lly , each medium has i t s s tr e n g th s and w eaknesses.
From the lea rn e rs ' perspectives, the in s tru c tio n a l media can transm it
in fo rm a tio n , h ig h l ig h t Im p o rtan t id e a s , p ro v id e a c o n s ta n t i n t e r
change betw een th e le a rn e r and th e program , I l l u s t r a t e a b s t r a c t
concepts, c la r ify complex themes, s tim u la te th inking , fo s te r problem
so lv in g s k i l l s , p rov ide im m ediate feedback to s p e c i f i c re sp o n ses ,
m a in ta in le a r n e r 's i n t e r e s t th rough th e use o f feedback , s im u la te
experiences, and fo s te r a e s th e tic apprecia tion and pleasure in read
ing, viewing, and lis te n in g . Consequently, the se le c tio n of a spe
c i f ic medium th a t best matches both the purpose fo r the learn ing and
the purpose fo r a p a r t ic u la r student i s a c ru c ia l s tep when designing
the in s tru c tio n a l program.
Acceptance of In s tru c tio n a l Media
The ado p tio n of new in n o v a tio n s in h ig h e r ed u c a tio n makes th e
in d iv id u a l te ac h e r see the advan tages o f th e change and how
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b e n e f ic ia l a re th e r e s u l t s I f th e new Id e a s a re a p p lie d In the
te a c h in g - le a rn in g p ro c e ss . The accep tance of new Innovations goes
through fiv e stages which are described as fo llow s:
1. Awareness stage: The Indiv idual lea rn s of the ex istence of
new Ideas but lacks Inform ation about I t .
2. In te re s t stage: The Indiv idual develops In te re s t In Innova
tio n and seeks ad d itio n a l Inform ation about I t .
3. Evaluation stage: The ind iv idual makes mental ap p lica tio n
of new ideas to h is present an tic ip a ted fu tu re s itu a tio n and decides
whether to t ry i t .
4. T r ia l stage: The ind iv idual a c tu a lly app lies the new Idea
on a sm all scale in order to determine i t s u t i l i t y in h is own s itu a
tio n .
5. Adoption stage: The Indiv idual uses the new Idea continu
ou sly on a f u l l s c a le . (E. N. Rogers & Shoemaker, 1971, pp. 100-
101).
R. I . Evans (1970) p o s tu la te d th a t " th e a c tu a l c h a r a c t e r i s t i c s
of an innovation are of l i t t l e importance to I t s adoption. What does
seem to m a tte r i s th e way in which the In d iv id u a l p e rc e iv e s the
re la tiv e values of an innovation" (p. 16). This notion was supported
by Boles (1980), who s ta te d :
U n c e rta in ty i s th e m ajor f a c to r in r e s i s ta n c e to change; th e in d iv id u a l who w i l l be a f fe c te d by a proposed change needs to have h e r /h is u n ce rta in tie s reduced by learn ing how the change w il l a f fe c t her/him . I f the re s u l ts seem lik e ly to be b e n e fic ia l, the change w il l be welcomed. I t i s only when re su lts of the change are unknown or are perceived as c e r ta in o r l i k e ly to make the In d iv id u a l's s ta te -o f-b e in g le s s d e s ir a b le th a t change i s r e s i s te d . . . . One has l i t t l e choice in accepting unplanned change. With planned
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change, we perceive a choice of accepting or not accepting and the option we choose Is dependent on perceived e f fe c ts on us. (pp. 136*137)
The Influence of educational technology and I t s e ffec tiv en ess In
In s tru c tio n a l development programs has been c r i t ic iz e d by many I n s t i
tu tio n s of higher education. However, Gaff (c ite d In Sprague, 1981)
s ta te d :
In h ig h e r e d u c a tio n , where a u d io -v is u a l media a re o f te n viewed as being nonessen tia l fo r co llege teaching, in s tru c t io n a l developm ent program s which a re seen o f te n as on ly adjuncts to aud io -v isual serv ices w il l o ften be le ss e ffec t i v e . T his i s p ro b ab ly one reason fo r th e U n iv e rs ity of Michigan's Center fo r Research on Learning and Teaching to have downplayed th e r o le of a u d io -v is u a l techno logy and hardware in i t s In s tru c tio n a l development program, (p. 24)
The growth of in s tru c tio n a l development f a c i l i t i e s a t colleges
and u n iv e rs itie s provides a wide v a rie ty of in s tru c tio n a l programs to
c o n tr ib u te to the developm ent of c o lle g e and u n iv e r s i ty teach in g
through the ap p lica tio n of educational technology.
The existence of the new technology has created a wide v a rie ty
of responses from fa c u lty members. Therefore, d if fe re n t s tu d ies have
been conducted In many a re a s by d i f f e r e n t educators to In v estig a te
the con trad ictory views about the new ro le s of innovation in teaching
and learn ing process by g e ttin g the reactions from facu lty members in
many in s t i tu t io n s .
A s tu d y of f a c u l ty 's a t t i t u d e s tow ard te c h n o lo g ic a l teach in g
media a t C alifo rn ia Community College was conducted by Purdy (1975),
who examined some uses of in s tru c tio n a l Innovation on campus, such as
a u d io - tu to r ia l courses, com puter-assisted in s t r u c t io n , le a rn in g r e
so u rces c e n te r s , and t e l e v i s io n . I t was, how ever, found th a t
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" re a c t io n s to in n o v a tio n d i f f e r acco rd in g to a te a c h e r 's age, h is
d isc ip lin e or personal values" (p. 9).
The problem of u n d e ru tiliz a tio n of in s tru c tio n a l media by many
teachers was studied by d if fe re n t researchers. For Instance, the use
of In s tru c tio n a l te le v is io n was studied by S. C. Slkkhabandit (1977),
who found th a t:
The adopters who had some knowledge of te lev is io n , are more fa v o ra b le tow ard th e use o f c lo s e d - c l r c u l t t e le v i s io n (CCTV) than the non adopters, who had le ss knowledge about CCTV. Adopters and non adopters do not d if f e r w ith regard to sex and deg ree h e ld , but d i f f e r s ig n i f i c a n t ly w ith re g a rd to age, te a c h in g ex p e rien ce , le v e ls ta u g h t, and sub jec t areas taught, (p. 3230A)
C onsidering S. C. S ik k h a b a n d it 's (1977) f in d in g s , Joo (1980)
found th a t "teachers' re s is ta n ce to adopting newer methods of teach
ing and th e ir ignorance of audiovisual equipment hindered the u t i l i
za tio n of audiovisual m a te ria ls in c lass" (p. 3713A).
The adoption of new media in colleges and u n iv e rs itie s in many
areas fo r enhancing the q u a li t ie s of the teaching and learn ing pro
ce ss has been co n s id e red th e p rim ary r o le of th e academ ic l ib r a r y .
W ith re g a rd to th e "adop tion" of an In n o v a tio n , Bender (1980) has
ind icated th a t " facu lty committed to in n o v a tiv e in s t r u c t io n a l p ro
grams regard media as a p r io r i ty item" (p. 137).
The question, "Why do in s tru c to rs a t one in s t i tu t io n incorporate
new in n o v a tio n s m edia in to t h e i r te a c h in g , w h ile o th e rs drop new
devices from th e ir teach ing-learn ing process?" has created many ex
p la n a tio n s about e d u c a to rs ' r e s is ta n c e to the use of in s t r u c t io n a l
technology. According to Rose (1982), several fac to rs Influence the
in d iv id u a l e d u c a to r 's re lu c ta n c e to use n o n trad itio n a l educational
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technologies, however. Rose s ta ted :
1. Educators nay lack an understanding of the natureof the technology, the phlloaophlcal assumption underlyingI t s u se , and I t s re lev an c e to o b je c t iv e s and le a rn in goutcomes.
2. Technology i s o f te n p e rce iv ed by ed u ca to rs as a th re a t to th e ir jobs.
3. E ducato rs may ex p erien ce c o n f l ic t betw een th e i r id e a ls and s e l f - i n t e r e s t / p r e s e r v a t i o n . For exam ple, an ed u c a to r may f e e l th a t s tu d e n ts le a rn more in a non- t ra d lt lo n a l system, but he/she enjoys the personal Involvement of the old system and teaching p a tte rn .
4. A f a i r ly generous time commitment i s required fo r the development of q u a lity programs using educational technology.
5. Some educators fe e l more com fortable w ith a tra d itio n a l classroom s e tt in g and sm aller numbers of students, and they g enera lly re ly on the force of th e ir p e rso n a litie s to d ire c t the learn ing s itu a tio n , (pp. 13-14)
Although the expanding cap ac itie s and c a p a b ilit ie s of computers
and other devices are used in improving the teaching process, the use
of in s tru c tio n a l technology has been receiving only s lig h t a tte n tio n
in h ig h e r e d u c a tio n . T h e re fo re , in h ig h e r ed u c a tio n , the le c tu r e
continues to be dominant in the teaching process to overcome in s tru c
tio n a l problems.
Richards (1974) conducted a study of facu lty re s is ta n ce of the
use of in s tru c tio n a l technology, about ad m in istra tiv e leadersh ip in
u t i l iz in g technological devices and m ate ria ls , about the pedagogical
p r in c ip le s on which such u t i l i z a t i o n could be based , and about how
the educational values of using in s tru c tio n a l technology were evalu
ated. He summed up the preceding study by s ta tin g :
Only a sm all m inority of teachers in each in s t i tu t io n use in s tru c tio n a l media and m ate ria ls , and nearly a l l systems
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are underused by fac u lty and students* There i s widespread facu lty re s is ta n ce because many teachers perceive In stru ct io n a l techno logy a s a th r e a t to t h e i r jo b s ; an d /o r I t ' s too much b o th e r to adap t co u rse c o n te n t to I n s t r u c t io n a l media, or to m anipulate equipment, o r prepare softw are fo r s e l f - l n s t r u c t lo n . Many te a c h e rs know l i t t l e about the p o te n tia l of modern media and machines and do not care to le a rn . And many te a c h e rs c r i t i c i z e th e ir adm in istra tion which they say o ften proclaims I t s d es ire fo r and encouragement of Innovation, but f a l l s to support, app rec ia te , or reward—physica lly , f in a n c ia lly , or through reduced loads— innovative users of in s tru c tio n a l technology, (p. 482)
Purdy (1975) postu la ted :
Those facu lty who f e l t more com fortable w ith a t ra d it io n a l c lassro o m , g e n e ra l ly , r e l i e d on fo rc e o f p e r s o n a l i ty to d ire c t the learn ing s itu a tio n , and facu lty who were uncomfo rtab le lec tu rin g found i t e a s ie r to devise computer and s l id e - ta p e program s, to m an ipu la te these m ateria ls u n ti l students demonstrated learn ing in a way s a tis fy in g to the te a c h e r , (pp. 10-11)
Waggoner (1984) ex p la in ed f a c u l ty r e s is ta n c e to the use of
in s t r u c t io n a l tech n o lo g y , and why th e le c tu r e co n tin u es to be em
ployed in teaching in higher education. He s ta te d th a t:
1. Any proposed change means some u n c e r ta in ty , and re s is tan ce is an expected consequence.
2. The technological a l te rn a tiv e had not been widely availab le or affordab le .
3. The l e c tu r e has been the p r in c ip a l and v en era ted means of tran sm ittin g knowledge from scholar to students.
4. The enormous growth of higher education in s t i tu t io n s s tr a in e d f a c u l ty re so u rc e s . . . . The l e c tu r e , th en , has come to r e p re s e n t th e convergence of r o le , norm, and value in the teaching facu lty member, (pp. 7-8)
The acq u is itio n of ad d itio n a l techniques fo r the improvement of
present teaching methods requ ires changes in teacher's a tt i tu d e s not
only to accept the new educational media, but a lso to develop h is or
her p re se n t s k i l l s as w e ll as knowledge. Ack ( c i te d in G aff, 1975)
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suggested th a t "change and improvement In teaching w il l occur only I f
facu lty undergo personal and e f fe c tiv e change as w ell as changes In
c o g n itio n and s k i l l " (p. 37).
Although there have been many s tu d ies concerned w ith In i t ia t in g
f a c u l ty 's developm ent program s fo r Im proving th e p re se n t I n s t r u c
t io n a l c o n d itio n s , th e r e s u l t s o f which have v a r ie d trem endously .
T his d iv e r s i ty i s n o t on ly among f a c u l ty members, bu t a ls o among
In s t i tu t io n s .
A stu d y conducted by M argoles (1969) In d ic a te d th re e broad
gu idelines fo r developing an e d u c a tio n a l c l im a te fa v o ra b le fo r in
s t r u c t io n through a m edia su p p o rt program which a re d e sc rib e d as
follow s:
1. There are a v a rie ty of s tra te g ie s fo r conceptualiz in g the form ation of a t t i tu d e s toward media. Therefore, media c o n s u lta n ts should d i r e c t t h e i r a t t e n t io n to t h e i r c l ie n ts ' personal and o rg a n iz a tio n a l g o a ls , th e a v a i la b le mediated messages and equipment, those messages th a t o ffe r minimum c o n tro l over th e p ro fe s s o r 's p r e s e n ta t io n , and those th a t o ffe r minimum co n tro ls .
2. The more a p rofessor uses media, the more he wants to lo c a te m essages th a t a re co m p a tib le w ith h is s ty le of p resentation . Therefore, media personnel should work w ith department chairmen in s e tt in g up p o lic ie s fo r the development of a comprehensive In s tru c tio n a l M ateria ls Center.
3. Before a p ro fe s s o r w i l l make good use of m edia, h is a t t i t u d e s tow ard m edia in g e n e ra l and in s p e c i f ic s itu a tio n s must be modified. Before these a tt i tu d e s can be changed, the p ro fe s s o r m ust see h im se lf a s d i s t i n c t from h is b e lie fs about the b a rr ie rs to using media, (p. 71)
Furthermore, the in v es tig a to r concluded th a t:
The un iv ersity has an im portant ro le to play in meeting i t s ob ligation to In s tru c tio n a l change through support system such as media s e rv ic e s , I n s t r u c t io n a l developm ent, and in s tru c tio n a l m a te ria ls cen te rs , the facu lty is encouraged. However, the ex istence of such support system is predicated
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57
upon th e knowledge th a t th e f a c u l ty haa about th a n . The more a f a c u l ty member le a rn s about m edia r e l a t in g to h la own sp ec ia l needs, the b e tte r the p ro b ab ility th a t he w il l a c q u ire in fo rm a tio n th a t d e s c r ib e s , e v a lu a te s , and advocates ac tion w ith regard to use. (Margolea, 1969, p. 71)
Media Use and Faculty A ttitudes
A number of s tu d ie s have been conducted which focus upon th e
u t i l iz a t io n of in s tru c tio n a l media. S p ec ific a lly , the question which
focuses on teacher-resources re la tio n sh ip s was examined.
In a com parison betw een the use of chalkboard and th e use of
transparencies, Chance (c ite d in Brown & Thornton, 1963) found th a t
" fa c u lty members showed a p re fe re n c e fo r engaging In tra n sp a re n c y
dem onstration In c o n tra s t to producing chalkboard drawing. Several
In s tru c to rs a lso Indicated they believed the transparencies provided
a more p ro fessional appearance fo r the I l lu s t r a t io n s presented to the
s tu d e n ts " (p. 132).
An ex p e rim e n ta l s tu d y conducted by Macomber ( c i te d In Reid e t
a l., 1967) compared ITV and s m a ll-a n d - la rg e -c la s s f a c e - to - f a c e . I t
was, however, found th a t:
T eachers reg a rd ed ITV as a h e lp fu l a id r a th e r than an end In I t s e l f . They f e l t ITV and face -to -face In s tru c tio n were equal regarding the teacher's a b i l i ty to animate h is presen ta tio n to make an im pression on studen ts ' a t t i tu d e s , and to cover the cou rse c o n te n t. T eachers f e l t th a t s tu d e n ts learned as w ell In ITV as In face-to -face courses, and f e l t th a t course o b jec tives were covered a t le a s t as w ell I f not b e tte r In ITV sec tio n s than In large but not sm all face -to - face sections, (pp. 125-126)
In a comparison between the use of p r in t m ate ria ls and the use
of a u d io v isu a l m edia, J . V. Rogers (1978) concluded th a t " te a c h e rs
fe e l most confident about th e ir a b i l i ty to work w ith p r in t m ateria ls
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and evaluate In s tru c tio n a l resources fo r th e ir own teaching, and they
are moderately In te re s te d In working w ith aud iov isual, v isu a l, and
aud ito ry a a te r la ls In co llec tio n s ava ilab le to then" (p. 23).
Many c o n s is te n t a tte m p ts have been u n d ertak en by a number of
In v estig a to rs to examine the r e la t io n s h ip s betw een f a c u l ty 's a t t i
tudes and the use of the newer In s tru c tio n a l media. However, I t was
found th a t " te a c h e rs seem to have more fa v o ra b le a t t i t u d e s tow ard
tra d it io n a l types of resources than resources which might be termed
p ro g re s s iv e . A d d it io n a lly , they tend to use most th o se re so u rc e s
which are more tra d it io n a lly associated w ith shop or lab In stru c tio n "
(F inch e t a l . , 1970, p. 38).
An Investiga tion conducted by Purdy (1975) examined some use of
In s tru c tio n a l Innovation on campus such as a u d io - tu to r i a l c o u rse s ,
com puter-assisted In s tru c tio n , learning resources cen te rs , and te le
v ision . However, the researcher concluded th a t:
Two basic Ideas or a t t i tu d e s of teachers held Ind iv idually and c o lle c tiv e ly toward teaching were found: (a) the f i r s tI s th e Idea th a t teach in g I s a so lo a c t i v i t y , r a th e r than one th a t Is shared or done In concert w ith o ther teachers, and (b) th e second a s s e r t s th a t , In o rd e r to te a c h , th e In s tru c to r must have con tro l over the learn ing environment.. . . These two basic facu lty perspectives toward teaching have Immense Im plications fo r use of technological teaching devices, (p. 9)
Brown and Thornton (1963) explained the c r i t ic is m s of the use of
the new media In education by s ta tin g th a t:
C ritic ism s have followed two ra th e r d if fe re n t l in e s . . . .One group abhors technology In education because they th ink I t represents weak and d e b il i ta t in g forms of learn ing exper ie n c e . A nother group fe a r s technology because of i t s s treng th to a l t e r the conditions of human l i f e and growth.(p. 13)
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A study was conducted to determine the a t t i tu d e s of two groups
of c o lle g e te a c h e rs tow ard the u t i l i z a t i o n of c lo s e d -d rc u i t te le
v ision . The re su lts of the in v estig a tio n ind icated th a t a s ig n i f i
cant d ifference in a t t i tu d e s toward teaching by c lo s e d -d rc u i t te le
v is io n ex isted between the two groups. However, "teachers who taught
by te le v is io n displayed a s ig n if ic a n tly more p o s itiv e a t t i tu d e than
d id th e te a c h e rs who had never tau g h t by te le v is io n " (Handleman,
1960, p. 1290). In c o n t r a s t , S ta r l ln and John ( c i te d in Reid e t a l . ,
1967) ind icated th a t " a tt i tu d e s of facu lty member toward te le v is io n
ranged from highly approving to strong ly disapproving. I t was fu r
th er reported th a t a g rea te r percentage of facu lty members opposed
ra th e r than accepted the idea of te lev is io n teaching" (p. 169).
V arious re s e a rc h e rs have reached co n c lu s io n s in d ic a t in g th a t
a t t i t u d e s tow ard th e use of in s t r u c t io n a l media Improved d u rin g
formal s tu d ies w ithin th a t area. One of these s tu d ies was conducted
by Guba and Snyder (c ite d in Aquino, 1970) and ind icated th a t "teach
e r s who used in s t r u c t io n a l t e le v is io n had more p o s i t iv e a t t i t u d e s
tow ard in s t r u c t io n a l te le v i s io n and newer in s tru c tio n a l media than
te a c h e rs who d id not use th e te le v is io n medium" (p. 188). However,
these re su lts confirmed the previous findings of Handleman (1960).
One in v estig a tio n was p rim arily concerned w ith teacher a t t i tu d e s
toward audiovisual in s tru c tio n . Analysis of the data ind icated th a t
the m atrices u t i l iz e d in determ ining f a c t o r - a t t l t u d e r e la t io n s h ip s
rev ea le d th a t "no one in th e n eg a tiv e a t t i t u d e change group noted
th a t audiovisual m ateria ls were av ailab le in amounts s u ff ic ie n t fo r
t h e i r in s t r u c t io n a l needs, and no one in the p o s i t iv e change group
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noted th a t audiovisual equlpaent and m ate ria ls were not accessib le to
then when needed" (Aquino, 1970, p. 192).
A s tu d y was conducted to d e te rm in e te a c h e r a t t i t u d e s to media
teaching environments. Aquino (1974) studied th is re la tio n sh ip s and
concluded th a t:
Those who exhib ited more favorable a t t i tu d e s toward audiov isu a l In s tru c tio n were more Inclined to be c r i t i c a l of the educational media environments w ith in which they were employed. Teachers who possess extrem ely p o s itiv e a t t i tu d e s tow ard a u d io v isu a l I n s t r u c t io n a re a p p a re n tly th o se who su ffe r the g rea te r f ru s tra t io n s when th e i r e f fo r ts to u t i l iz e educational media are rebuffed by environmental conditio n s which do not provide audiovisual equipment and mater i a l s a t the tim es they are required, (p. 77)
Faculty a t t i tu d e s have often been somewhat more negative than
th o se of s tu d e n ts , and In many I n s t i t u t i o n s of h ig h e r e d u c a tio n ,
n e g a tiv e a t t i t u d e s of th e f a c u l ty members have been the g r e a te s t
im pedim ent to the use o f new m edia. However, Reid e t a l . (1967)
suggested th a t:
When the need to use te le v i s io n I s c l e a r ly ex p la in ed and ju s t i f ie d , fo r example, by Increased student enrollm ents, o r an ac tu a l shortage of facu lty , there are usually s u f f ic ien t numbers of good teachers who are w illin g to teach on te le v i s io n to make i t s use v ia b le . I t has been s a id th a t people a re o f te n down on th in g s they a re n o t up on. Seve r a l s tu d ie s have in d ic a te d th a t one way of g a in in g In creased facu lty acceptance on in s t r u c t io n a l te le v is io n i s to in v o lv e f a c u l ty members a c t iv e ly in th e p lan n in g and conducting of an experim en t In th e use o f t e le v i s io n fo r teaching a course in th e ir own d isc ip lin e , (p. 12)
Finch e t a l . (1970) concluded th a t:
A n aly sis of a t t i t u d e v a r ia b le rev ea led th a t te a c h e rs may view in s tru c tio n a l reso u rces in accordance w ith th e p e rso n a l Involvem ent w ith re so u rce p re p a ra t io n , s e le c t io n , p resen ta tion , and app lica tion . The re su lts seemed to sugg e s t th a t re so u rc e s may be c l a s s i f i e d In accordance w ith the aforementioned teacher perceptions, (p. 38)
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Much o f th e c r i t i c i s m i s d ir e c te d tow ard th e m isuses of many
In s tru c tio n a l aed la in each area of d isc ip lin e s . Dressel and Marcus
(1982) postu la ted th a t "teachers becoae e n th u s ia s tic about the avail'*
a b i l i ty of hardware w ithout having thought how i t a lg h t best be used"
(p. 81)*
Factors Influencing Media U tiliz a tio n
As noted e a r l ie r , the evaluations of d if fe re n t kinds of in s tru c
tio n a l aed ia gave an la p o r ta n t in d ica tio n th a t shows the advantages
of d if fe re n t fo ra s of in s tru c tio n a l aed ia hardware and softw are over
t r a d i t i o n a l ae th o d o f in s t r u c t io n in both c o lle g e and u n iv e r s i ty
le v e l . The use of a o re te c h n o lo g ic a l d ev ices and the accoapanylng
softw are in d if fe re n t in s tru c tio n a l s itu a tio n s is considered to be a
usefu l a l te rn a tiv e to t ra d it io n a l aethods of In stru c tio n . C ertain ly ,
there can be no doubt th a t properly designed in s tru c tio n a l media can
enhance and promote learn in g and support teacher-led In s tru c tio n , but
i t s e ffec tiv en ess depends on the teachers.
The u t i l iz a t io n of in s tru c tio n a l media in co lleges and un iversi
t i e s by in s tru c to rs in classroom se ttin g has been studied by d if f e r
ent researchers in aany locations to in v estig a te fac to rs th a t in f lu
ence the use of d if fe re n t forms of in s tru c tio n a l media hardware and
softw are. Some of these stud ies were based on the assumption postu
la te d by Welch (1975), who th e o r iz e d th a t "a te a c h e r 's a t t i t u d e
tow ard m edia i s no t a m ajor f a c to r in d e te rm in in g u t i l i z a t i o n of
in s tru c tio n a l media" (p. 5795A). Consequently, e a r l ie r s tud ies fo l
low ing th i s a ssu m p tio n have been u n d e r ta k e n to exam ine th e
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re la tio n sh ip between fa c u lty a t t i t u d e and th e use of I n s t r u c t io n a l
media. Several s tu d ies (Calhoun, 1977; Knovlton & Hawes, 1962, Venn,
1969) have found no s ig n if ic a n t re la tio n sh ip between teachers' a t t i
tu d es and th e use o f i n s t r u c t io n a l a e d ia . However, o th e r s tu d ie s
(AJibero, 1985; El-Sharkawy, 1983; Gagne & Briggs, 1974; M iles, 1973;
Moore & Hunt, 1980; M orton, 1980; M oshalkeh, 1983; Moss, 1979;
P roctor, 1983; Soreuekun, 1979; Stephens, 1972; Thomson, 1975; Tibbs,
1975; W iaberly, 1975) found a p o sitiv e re la tio n sh ip ex isted between
media u t i l iz a t io n and teachers ' a t t i tu d e s toward in s tru c tio n a l tech
nology (see Table 1).
As noted e a r l i e r , P ro c to r (1983) has th e o r iz e d th a t " i f media
were not used to teach a lesson, i t i s because of a t t l tu d in a l ly based
reaso n s r a th e r than a p e rce iv ed b a r r i e r of la c k of th e a p p ro p ria te
knowledge of how to use media" (p. 1307A).
Several s tu d ies were p rim arily concerned w ith the id e n tif ic a tio n
of o th e r f a c to r s th a t in f lu e n c e th e use of in s t r u c t io n a l m edia.
These fac to rs were: (a) type of in s t i tu t io n , (b) subject f ie ld , (c)
academ ic ran k , (d ) d eg ree h e ld , (e) teach in g e x p e rie n c e , ( f ) fo rm al
co u rses in e d u c a tio n a l m edia, and (g) in - s e r v ic e media t r a in in g
programs.
Type of I n s t i tu t io n
Several s tu d ies have been undertaken by d iffe re n t researchers in
many locations to determ ine i f there i s a re la tio n sh ip between type
of in s t i tu t io n and the use of in s tru c tio n a l media by facu lty members
in higher education (see Table 2).
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63
Table 1
Reaulta of Studies Examining the RelationshipBetween Faculty Attitudes and Media Use
StudyP o sitiv e
re la tio n sh ip(PR)
Nore la tio n sh ip
(NR)
A jlbero , 1985 PR
Aquino, 1970 PR
Aquino, 1974 PR
Calhoun, 1977 NR
Handleman, 1960 PR
M iles, 1973 PR
Moore & Hunt, 1980 PR
Morton, 1980 PR
Moshaikeh, 1983 PR
Moss, 1979 PR
P rocto r, 1983 PR
Thomson, 1975 PR
Tibbs, 1975 PR
Venn, 1969 NR
Welch, 1975 NR
Wimberly, 1975 PR
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64
Table 2
Results of Studies Examining the Relationship BetweenType of Institutions and Media Use
StudyP o sitiv e
re la tio n sh ip(PR)
Nore la tio n sh ip
(NR)
Abdl, 1981 PR
R. C. A llen, 1974 PR
Bender, 1980 PR
Mims, 1984 PR
Stephens, 1972 PR
A stu d y re p o rte d by Bender (1980) e v a lu a te d the le a rn in g r e
sources and the In s tru c tio n a l programs in community co lleges. How
ever, according to s t a t i s t i c s examined, the proportion of community
c o lle g e f a c u l ty u s in g m ediated in s t r u c t io n had in c re a se d over the
previous 3 years. A ll seven of the in s t i tu t io n s reported th a t more
facu lty were rely ing on the use of media, an in d ica tio n th a t mediated
in s t r u c t io n w i l l co n tin u e to grow (p. 148). In c o n tr a s t w ith the
preceding finding by Bender (1980), Mims (1984) found th a t two-year
c o lle g e in s t r u c to r s w ere very t r a d i t i o n a l in t h e i r u t i l i z a t i o n of
in s tru c tio n a l media.
S im ilar research e f fo r ts have attem pted to evaluate and compare
the use of in s tru c tio n a l media a t public co lleges w ith use in public
u n iv e rs itie s . Consequently, in a study by R. C. Allen (1974), i t was
concluded th a t ju n io r c o l le g e s should make a d d i t io n a l e f f o r t s to
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Improve the q u a lity of th e ir educational media programs.
A dditionally , an In v estig a tio n was conducted by Abdl (1981) to
Id en tify d ifferences in media use among fa c u lty a t se lected co lleges
and u n iv e rs itie s . The survey Instrum ent generated data re f le c tin g a
c le a r tre n d tow ard g r e a te r media use by community c o lle g e f a c u l ty
than by th e ir colleagues a t the chosen u n iv e rs itie s . The data d is -
closed th a t 100Z of the community college fac u lty reported some use
of in s tru c tio n a l media during the p rio r term, w hile 84Z of u n iv e rs ity
f a c u l ty re p o rte d u s in g media in t h i s p e rio d . The su rvey r e s u l t s
suggest, therefo re , th a t u n d eru tiliza tio n of In s tru c tio n a l media is
g rea te r in u n iv e rs itie s than in community co lleges. A la rg e r number
of u n iv e rsity facu lty id e n tif ie d themselves as nonusers of in s tru c
t io n a l m edia, compared to community c o lle g e fa c u l ty ; and of th e
u n iv ersity facu lty who acknowledged using media, th e ir reported lev e l
of use was su b s ta n tia lly le ss than facu lty users a t community col
leges .
S im ila r ly , a s tu d y by MacKenzie, K rau t, and Jones ( c i te d in
A jib e ro , 1985) re p o rte d th a t th e u n iv e r s i ty as an i n s t i t u t i o n has
been found to o ffe r strong resis tan ce toward the use of in s tru c tio n a l
media.
The u n d e ru tiliza tio n of in s tru c tio n a l media in higher education
was discussed by several s tud ies . However, in th e ir rep o rts , Jabker
and H a lin sk i (1978) and Waggoner (1984) p o in te d out th a t te a c h in g ,
not research, is the c e n tra l focus in co lleges and u n iv e rs itie s . For
th is reason, the facu lty 's time Is devoted to teaching not to experi
menting with educational media. Consequently, th is appears to be the
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fundam ental e x p la n a tio n of why new media tech n o lo g ie s have n o t
achieved more widespread ap p lica tio n In the u n iv e rs ity 's In s tru c tio n .
Moreover, they Ind icated th a t c o lle g e s and u n iv e r s i t i e s should en
courage f a c u l ty members to experim ent w ith e d u c a tio n a l media as a
means o f In c re a s in g I n s t r u c t io n a l e f f e c t iv e n e s s . A lso, they men
tio n e d th a t p a r t of the f a c u l ty members' rew ard system should be
based upon re se a rc h th a t fo cu ses on th e e f f e c t iv e n e s s o f new m edia
technology and I t s re levan t to the teaching-learn ing process.
Subject F ield
A s tu d y was p r im a r i ly concerned w ith te a c h e r a t t i t u d e tow ard
In s tru c tio n a l resources. Kelley (1960) s tu d ie d s e v e ra l f a c to r s r e
la te d to te a c h e r a t t i t u d e tow ard a u d io v isu a l m a te r ia ls . I t was
reported th a t Mthe sub jec t m atter area In which one teaches Is not a
s ig n if ic a n t fac to r fo r determ ining a tti tu d e s toward the use of audio
v isu a l m a te ria ls ’* (p. 121).
The p reced in g f in d in g by K elley (1960) was not supported by
G rant, 1970; M afton, 1981; S. S lk k h ab an d it, 1977; Simms, 1977; and
Welch, 1975, who found In th e ir s tud ies th a t subject areas taught Is
a f a c to r In the e x te n t to which te a c h e rs u t i l i z e d I n s t r u c t io n a l
m edia, hardw are and so ftw a re (see Table 3). In an o th e r in v e s t ig a
t io n , th e r e s u l t s In d ic a te d th a t "o th e r than a u d io v isu a l and a r t
e d u c a tio n , s u b je c t a re a s ta u g h t by f a c u l ty members do not lead to
d ifferences In the use of In s tru c tio n a l media" (Moshalkeh, 1983, p.
2863A).
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Table 3
Results of Studies Examining the Relationship BetweenSubject Area Taught and Media Use
StudyP o sitiv e
re la tio n sh ip(PR)
Nore la tio n sh ip
(NR)
Abdi, 1981 PR
Grant, 1970 PR
K elley, 1960 NR
L ibrero , 1982 PR
Mafton, 1981 PR
Moshalkeh, 1983 NR
S. C. Slkkhabandit, 1977 PR
Simms, 1977 PR
Welch, 1975 PR
Wimberly, 1975 PR
Numerous s tu d ies have been conducted by d if fe re n t In v estig a to rs
to examine I f a d i f f e r e n c e e x i s t s betw een the su b je c t a re a s ta u g h t
and the use of in s tru c tio n a l media. McIntyre (c ited in Reid e t a l .,
1967) found th a t " th e D en ta l schoo l f a c u l ty had s ig n i f i c a n t h ig h e r
sc o re s than the r e s t o f th e u n iv e r s i t i e s in every AV in v e s tig a te d "
(p. 129).
F u rth erm o re , in an In v e s t ig a t io n , W imberly (1975) found th a t
"teachers viewed media more p o s itiv e ly fo r so c ia l science than for
s c ie n c e , language a r t s and m athem atics, in th a t o rder" (p. 7792A).
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Ia co n tras t w ith these find ings, S. C. Slkkhabandit (1977) found th a t
" c lo a e d -d rc u lt te le v is io n (CCTV) tended to be used more by college
I n s t r u c to r s who ta u g h t E n g lish " (p. 3230A). T his f in d in g was sup
ported by Grant (1970), who found th a t "there were aore acceptors of
th e newer e d u c a tio n a l a e d ia than r e j e c t e r s in th e s u b je c t a re a of
E n g lish " (p. 676A).
W im berly 's (1975) f in d in g s were sup p o rted by Abdl (1981), who
concluded th a t "use o f m edia i s s ig n i f i c a n t ly r e la te d to f i e l d of
academic sp ec ia liz a tio n . N atural science facu lty and so c ia l science
facu lty use media more often than In s tru c to rs in language a r ts " (p.
2448). Considering the sub jec t m atter taught, L lbrero 's (1982) study
of audiovisual media u t i l iz a t io n showed th a t "facu lty members of the
School of E ducation in B loom ington a re e x te n s iv e u se rs of a wide
v a rie ty of audiovisual media” (p. 2985A). This finding supported the
s tu d y of S. C. S lk k h ab an d it (1977), who found th a t "c lo sed c i r c u i t
te le v is io n (CCTV) tended to be used more by college in s tru c to rs who
taught education” (p. 3230A). Mafton (1981) concluded in a study on
the u t i l i z a t i o n of in s t r u c t io n a l te le v i s io n th a t " su b je c t m a t te r
tau g h t appears to be a f a c to r to which p u b lic school te a c h e rs u t i
lized in s tru c tio n a l te lev is io n " (p. 2452A). Moreover, an in v estig a
t io n conducted by G odfrey (1967) examined th e s t a t e o f a u d io v isu a l
technology fo r the years 1961 to 1966. One of the im portant findings
of th is in v estig a tio n was th a t the use of in s tru c tio n a l resources is
re la ted to the sub jec t taught.
Various researchers have reached conclusions in d ica tin g th a t the
use of in s tru c tio n a l media is re la te d to some fac to rs th a t influence
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th e ir use by In s tru c to rs . However, the preceding findings of these
In v estig a tio n s seen th a t they have lacked consistency regarding which
sub jec t m atter taught Influences the u t i l iz a t io n of the In s tru c tio n a l
media and m ate ria ls . However, the Importance of th is fa c to r has been
emphasized by g rea t numbers of these In v estig a to rs . Therefore, th is
fa c to r was Investigated In th is study.
Academic Rank
Numerous stud ies have been undertaken to examine the Importance
of academic rank as a fa c to r th a t can be Investigated to Id en tify I t s
a f f e c t upon the use of I n s t r u c t io n a l media. However, th e most Im
p ressive aspect of such stud ies i s the inconsistency of the re s u l ts
(see T able 4).
Table 4
Results of Studies Examining the R elationship Between Academic Rank and Media Use
P ositive NoStudy re la tio n sh ip re la tio n sh ip
(PR) (NR)
M cIntyre, 1963 PR
Calhoun, 1977 NR
M cIn ty re 's (1963) s tu d y found th a t " th e re I s a h igh degree of
c o rre la tio n between facu lty rank and q u an tita tiv e use of new media"
(p. 141). This f in d in g was not supported by Calhoun (1977), who
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found th a t " s ig n i f ic a n t f in d in g s were no t found reg a rd in g th e aca
dem ic rank" (p. 3226A).
Degree Held
An abundance of l i t e r a t u r e has been p u b lish ed concern ing the
d eg ree h e ld by th o se f a c u l ty members who work w ith c o lle g e s and
u n iv e rs it ie s (see Table 5). Welch (1975) found th a t "highest degree
held by teachers i s inconsequential to the understanding of u t i l i z a
t i o n o f i n s t r u c t i o n a l m edia" (p . 5795A). A s tu d y o f S. C.
S lk k h ab an d it (1977) I n d ic a te s th a t "ad o p te rs and n o n -ad o p te rs of
I n s t r u c t io n a l t e l e v i s io n do not d i f f e r w ith reg a rd to degree held"
(p. 3230A). Data g en e ra ted from Simms's (1977) s tudy showed th a t
" te a c h e rs w ith h ig h e s t deg rees were the most in fre q u e n t u se rs of
a u d io v isu a l m a te r ia ls in t h e i r teach in g co u rses" (p. 3349A). An
in v e s tig a tio n was concerned w ith iden tify ing fac to rs a ffec tin g fac
u l ty use of i n s t r u c t io n a l m edia. The re se a rc h re p o rte d in d ic a te s
th a t th e frequency of use i s r e la te d to the degree he ld by f a c u l ty
members. Abdi (1981) found th a t "71% of the responses d isclosed th a t
frequency of use is g re a te r among facu lty w ith m aster's degrees than
w ith d o c to ra l deg rees" (p . 2448A). C onsidering th e degree h e ld by
f a c u l ty members as a f a c to r r e la te d to the use of in s t r u c t io n a l
media, Moshalkeh (1983) found th a t "facu lty members w ith Bachelor's
degrees are more l ik e ly to use in s tru c tio n a l media than those w ith
M aster'8 or Doctoral degrees" (p. 2863A).
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Table 5
Results of Studies Ezaalning the RelationshipBetween Degree Held and Media Use
StudyP o sitiv e
re la tio n sh ip(PR)
Nore la tio n sh ip
(NR)
Abdi, 1981 PR
Moshalkeh, 1983 PR
S. C. Slkkhabandit, 1977 NR
Simms, 1977 PR
Stephens, 1972 PR
Welch, 1975 NR
The findings of previous Investiga tions seem to hold contradic
tory views regarding the degree held and i t s a f fe c t upon the u t i l i z a
tio n of in s tru c tio n a l media.
Teaching Experience
K elley (1960), M oshalkeh (1983), and T ibbs (1975), in t h e i r
s tu d ie s , found th a t th e re was no s ig n i f ic a n t r e la t io n s h ip betw een
I n s t r u c t io n a l media use by f a c u l ty members and y ea rs of teach in g
ex p erien ce . In c o n tr a s t w ith th e p reced in g r e s e a rc h e r s ' f in d in g s ,
Mims (1984) supported s e v e ra l o th e r re s e a rc h e rs (Abdi, 1981;
Handleman, 1960; G ran t, 1970; M afton, 1981; M orton, 1980; S. C.
Slkkhabandit, 1977; Stephens, 1972) by s ta tin g th a t nthe u t i l iz a t io n
of in s t r u c t io n a l m edia i s c o r re la te d w ith teach in g ex p erien ce"
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(p. 3253A). Hence, I t was found th a t " c lo a e d - c i r c u l t t e l e v i s io n
(CCTV) tended to be used aore by college In s tru c to rs w ith le ss than
10 y ea rs of te ac h in g ex p erien ce" (S. C. S lk k h ab an d it, 1977, p.
3230A). Further, Stephens (1972) concluded th a t those facu lty mem
b e rs w ith more e x p e rien ce tended to have h ig h e r m edia u t i l i z a t i o n
r a te s (see Table 6).
Table 6
R esults of Studies Examining the R elationship Between Teaching Experience and Media Use
P o sitiv e NoStudy re la tio n sh ip re la tio n sh ip
(PR) (NR)
Abdi, 1981 PR
Grant, 1970 PR
Handleman, 1960 PR
Kelley, 1960 NR
Mafton, 1981 PR
Mims, 1984 PR
Morton, 1980 PR
Moshalkeh, 1983 NR
Stephens, 1972 PR
Tibbs, 1975 NR
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Formal Courses
Numerous s tu d ie s (Abdi, 1981; R. M. D avis, 1983; M afton, 1981;
Mims, 1984; M orton, 1980; Simms, 1977) have examined th e f a c to r s
r e la te d to te a c h e r use o f I n s t r u c t io n a l media* R e su lts o f th e se
d i f f e r e n t s tu d ie s su g g es t th a t th e use of I n s t r u c t io n a l m edia I s
re la te d to the number of courses taken by In s tru c to rs In educational
media. Therefore, form al tra in in g In media i s considered a fa c to r In
determ ining the use of in s tru c tio n a l media (see Table 7).
Table 7
R esults of Studies Examining the R elationship Between Formal Courses and Media Use
StudyP ositive
re la tio n sh ip(PR)
Nore la tio n sh ip
(NR)
Abdi, 1981 PR
R. M. Davis, 1983 PR
Mafton, 1981 PR
Mims, 1984 PR
Morton, 1980 PR
Simms, 1977 PR
In-Service Media Training Programs
Growth in accep tan ce of the new in n o v a tio n by c o lle g e s and
u n iv e r s i t i e s has been in flu e n c e d by cu rricu lu m programming and
in s t r u c t io n a l developm ent fo r im proving th e te a c h in g - le a rn in g
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process. Therefore, the improvement of co llege and u n iv e rs ity teach
ing th rough the a p p l ic a t io n o f new tech n o lo g y r e l i e s on a w e l l -
equipped l i b r a r y w ith d i f f e r e n t ty p es of m a te r ia ls and equipm ent
whether under u n ified or In tegrated systems. The placement of media
m ate ria ls and equipment fo r more e ffe c tiv e u t i l iz a t io n Is required to
s t im u la te demand fo r p ro fe s s io n a l grow th and developm ent fo r bo th
facu lty members and media personnel as w ell.
Changes In media, m a te ria ls , curriculum , and conceptions of the
ro le of the teacher a l l suggest the need fo r more e ffe c tiv e continu
ing educational tra in in g fo r a l l of the lev e ls of education.
Gaff (1975) In d ic a te d th a t th e re a re genuine d if f e re n c e s of
o p in io n concern ing what I s wrong w ith I n s t r u c t io n and what can be
done to help facu lty Improve I t . He mentioned th a t:
Some persons assume th a t facu lty are too narrow and lim ited in t h e i r knowledge and e x p e rien ce ; they seek to h e lp fa c u lty extend the range of th e ir knowledge and awareness to o ther academic d isc ip lin e s and the community. Others held th a t facu lty are not knowledgeable about higher education in g e n e ra l , o r te a c h in g and le a rn in g In p a r t i c u la r , and seek to promote such learning. S t i l l o ther persons a s se r t th a t in s t r u c t io n would be Improved I f f a c u l ty possessed more s k i l l s fo r teaching students; some programs emphasize s k i l l developm ent. Some c r i t i c s argue th a t c o g n itiv e knowledge or a d d itio n a l s k i l l s w ill produce l i t t l e change in f a c u l ty u n le s s they a ls o e x p e rien ce a f f e c t iv e g row th , which receives emphasis in c e r ta in programs. Some believe th a t facu lty need to become more aware of th e ir own teaching b eh av io r, and th e re a re s e v e ra l e f f o r t s to g ive them usefu l feedback. And s t i l l o thers a s se r t th a t the concern ought not to be w ith teachers and teaching a t a l l but w ith students and learn ing , (pp. 29-30)
Numerous s tud ies reported by ind iv idual researchers showed ev i
dence of more c a re In Im proving te a c h e rs ' s k i l l s in u t i l i z a t i o n of
in s tru c tio n a l media (A jibero, 1985; Berman, 1969; Kozma, 1978, Moore
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75
& Hunt, 1980; Moss, 1979). A s tu d y conducted by S. S lkkhaband it
(1977) showed th a t "sixty-one percent of 222 college In s tru c to rs had
no audiovisual In -se rv ice tra in in g experience” (p. 3231A). However,
in a stu d y by Khoah-Chaahai (1983) found th a t " a o a t te a c h e rs ag ree
th a t they can be a o re e f f e c t iv e in t h e i r I n s t r u c t io n I f they know
a o re about p ro p er u t i l i z a t i o n of e d u c a tio n a l a e d ia " (p. 964A). In
an o th e r s tu d y , i t was re p o r te d th a t " re sp o n d en ts w ith advanced de
g re e s (B.A., M.A., Ph.D., o r Ed.D.) p e rce iv ed th e a e d ia c o a p e te n c ie s
to be a o re i a p o r ta n t than th o se w ith o u t such q u a l i f i c a t io n "
(Ogedengbe, 1983, p. 1306A).
C onsidering the la p o r ta n c e of a e d ia co ap e ten cy , Brown e t a l .
(1972) ind icated th a t:
Soae of the wore ia p o r ta n t teacher coapetencies required fo r e ffe c tiv e u t i l iz a t io n of in s t r u c t io n a l a e d ia in c lu d e :(a) u n d ers tan d in g o f the b eh av io ra l processes involved in coaaunlcation and learn ing , (b) knowing aed ia ch a rac te r is t ic s and c a p a b il i t ie s , (c) playing a responsib le and effectiv e ro le in planning and la p lea en tin g in s tru c tio n a l sys- t e a s , (d) e v a lu a tin g and conducting o r p a r t i c ip a t in g in experiaen ta l s tu d ies of teaching and learn ing , (e) knowing about availab le a a te r la l s and th e ir sources, asking approp r ia te se lec tio n s of a a te r la l s fo r sp e c ific in s tru c tio n a l ob jec tives, and (f) having the necessary s k i l l s to operate and use in s tru c tio n a l aed ia devices, (p. 344)
One in v estig a tio n was p r ia a r i ly concerned w ith which s k i l l s are
n ecessa ry fo r p ro sp e c tiv e te a c h e rs to p o sse ss . The r e s u l t s of a
s tu d y by F re ib u rg e r (1981) in d ic a te th a t " th o se s k i l l s f e l t most
a p p ro p ria te a re th o se which a re u n iv e r s a l ly accep ted by th e a e d ia
profession and those which do not requ ire the classroom teacher to be
p r o f ic ie n t in e i th e r p ro d u c tio n o r te c h n ic a l s k i l l s " (p. 1447A).
Further, numerous in v estig a tio n s have been undertaken to In v estig a te
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whether the in -se rv ic e programs ac tu a lly produce changes In classroom
behavior. S p ec ific a lly , whether sp ec ific media competencies have an
a f f e c t upon th e use o f I n s t r u c t io n a l media. For exam ple, Evans,
Sm ith , and C o lv i l le 's s tu d y ( c i te d In Brown & T horn ton , 1963) found
th a t " a ttitu d e s of p rofessors who p a r tic ip a te In In s tru c tio n a l te le
v is io n (ITV) programming tow ard te le v i s io n as a te ac h in g medium
changed dram atically In a favorable d irec tio n " (p. 54). However, the
Importance of an In -se rv ice program and I t s Influences on the u t i l i
z a t io n o f I n s t r u c t io n a l media has been em phasized by a number o f
In v estig a to rs . In recen t years, Mafton (1981) postu la ted th a t "there
Is a c o rre la tio n between u t i l iz a t io n of In s tru c tio n a l te le v is io n and
th e number of c r e d i t hours com pleted In I n s t r u c t io n a l m edia in -
serv ice” (p. 2452A). An In v estig a tio n was p rim arily concerned w ith
th e c h a r a c t e r i s t i c s of a c c e p to rs and re je c to rs of the newer educa
tio n a l media. However, Grant (1970) concluded in th is study th a t:
1. There was a p o s i t iv e mean change of a t t i t u d e tow ard a u d io v isu a l m edia fo r th e 21-60 age group. There was negative mean a tt i tu d e change fo r the 61-70 age group.The Wisconsin Audiovisual D em onstration seemed to be in f lu e n tia l in the improvement of a t t i tu d e toward audiovisual media.
2. There was a negative mean a t t i tu d e change toward audiovisual media fo r respondents w ith 36 or more years of teaching experience, (p. 676A)
S im ila rly , Is sa -F u lla ta (1983) found th a t "teachers' response to
workshop questionnaire showed th a t those teachers seem to have de
veloped a p o s i t iv e a t t i t u d e tow ard e d u c a tio n a l techno logy and in
s tru c tio n a l media” (p. 2862A).
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The r e la t io n s h ip betw een te a c h e r s ' t r a in in g and th e use of
e d u c a tio n a l media was in v e s t ig a te d by A l-D ebassi (1984). I t was
found th a t "teachers w ith tra in in g In educational media used s ig n if i
can tly more media than teachers w ithout tra in in g " (p. 2332A). Fur
th e r, a study of facu lty development and the adoption and d iffu sio n
of c lassroom In n o v a tio n s was done by Kozma (1978). The g o a ls of a
facu lty development program were to Increase the use of In s tru c tio n a l
technologies by facu lty members and to Involve the p a rtic ip a n ts in
the d is s e m in a tio n of th e se In n o v a tio n s to t h e i r c o lle ag u e s . A se
le c te d group of 11 p ro fe s s o rs re ce iv ed f a c u l ty fe llo w sh ip s to be
in ten siv e ly involved In the reanalysis of th e ir teaching. The par
t i c ip a n t s co n tac ted a la rg e number of t h e i r c o lle a g u es to d isc u ss
I n s t r u c t io n a l m a tte rs . The In v e s t ig a to r concluded th a t " th e re i s
l i t t l e evidence to In d ica te th a t a facu lty development program such
as the fellow ship can be ju s t i f ie d so le ly in terms of the re su ltin g
dissem ination of innovations" (pp. 448-449).
F urther, an in v e s tig a tio n was conducted to examine the re la tio n
ship between the u t i l iz a t io n of audiovisual m ate ria ls and teachers'
competency ra tin g s . I t was found th a t "teachers who had had a col
leg e cou rse in th e u t i l i z a t i o n of a u d io v isu a l m a te r ia ls p r io r to
g ra d u a tin g from c o lle g e were more f re q u e n t u se rs of a u d io v isu a l
m a te r ia ls than were te a c h e rs who had had ln s e rv lc e t r a in in g o r a
course since graduating from college" (Simms, 1977, p. 3349A).
In d e te rm in in g th e e f f e c t s of t r a in in g on teach in g e f f e c t iv e
ness, Dalgaard (1977) found th a t:
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Teaching a s s i s t a n t r a t in g s of th e t r a in in g se s s io n s were very favorable. They found most top ics usefu l and genera l ly recommended th a t the tra in in g program be required a t le a s t fo r new Inexperienced untrained teaching a s s is ta n ts .. . . I t was f u r th e r re p o rte d th a t te a c h in g ex p erien ce alone did not caused s ig n if ic a n t changes In expert ra tin g s of teaching a s s is ta n ts ' teaching performance, (p. 6417A).
S im ila r ly , a s tu d y was conducted by D algaard (1982); the r e s u l t s
support the o rig in a l hypothesis th a t "teaching experience alone does
not r e su lt in more e f fe c tiv e teaching as judged by experts. A re la
t iv e ly b r ie f tra in in g program on basic teaching s k i l l s can improve
teaching a s s is ta n ts ' s k i l l s as ra ted by experts" (p. 49).
G en era lly , acco rd in g to G aff (1975), d i f f e r e n t c o lle g e s and
u n iv e rs itie s have u t i l iz e d the in s tru c tio n a l development process in
d iffe re n t ways:
Some place an emphasis on the production of learn ing mater i a l s th a t may be used in co u rse s ; o th e rs d es ig n or r e design whole courses; some help implement whole cu rricu la by working w ith facu lty ; others seek to inform professors about v a rio u s a s p e c ts o f th e i n s t r u c t io n a l developm ent p ro c e ss ; and s t i l l o th e rs r e ly on p ro v id in g c o n s u lta t iv e serv ices to ind iv idual facu lty members about a v a rie ty of is s u e s and co n cern s, (p. 60)
Although facu lty re luctance is widespread, there are many fac
u l ty members in te r e s te d in im proving th e i r p re se n t methods of in
s t r u c t io n by becoming in v o lv ed in program s th a t can h e lp them to
acquire more knowledge and s k i l l s . Therefore, i t i s evident th a t in -
serv ice programs provide many opportun ities fo r teachers w ith lim ited
experience or background fo r enhancing th e ir growth through continu
ous and a w ell considered planning program.
In conclusion, the most im portant aspect of the previous stud ies
i s the co n s is te n c y of th e r e s u l t s (see Table 8 ). The r e s u l t s of an
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In v estig a tio n by Guskey (1984) in d ica te th a t "evidence of change in
th e le a rn in g outcom es of s tu d e n ts may be an e s s e n t i a l e lem ent in
promoting a ffe c tiv e changes in teachers" (p. 257).
Table 8
Results of S tudies Examining the R elationship Between In-Service Media Training Programs and Media Use
P o sitiv e NoStudy re la tio n sh ip re la tio n sh ip
(PR) (NR)
A jlbero , 1985 PR
Al-Debassi, 1984 PR
Berman, 1969 PR
Dalgaard, 1977 PR
Dalgaard, 1984 PR
Guskey, 1984 PR
Issa -F u lla ta , 1983 PR
Kh08h-Cha8hml, 1983 PR
Kozma, 1978 PR
Mafton, 1981 PR
Moss, 1979 PR
Ogedengbe, 1983 PR
Simms, 1977 PR
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Hypotheses
80
The review of the l i te r a tu r e provides a th e o re tic a l fraaew ork
fo r the p resen t study* This has been developed through id e n tif ic a
t io n and d is c u s s io n o f th e m ajor f in d in g s of th e p rev io u s s tu d ie s .
However, i t i s necessary to research and to examine such fac to rs and
t h e i r r e la t io n s h ip s w ith the a t t i t u d e f a c to r th a t in f lu e n c e s the
u t i l iz a t io n of in s tru c tio n a l media.
K e r lin g e r (1966) s ta te d a h y p o th es is th a t "p e rce p tio n s of the
t r a i t s of e f f e c t iv e te a c h e rs a re in p a r t a fu n c tio n of a t t i t u d e s
tow ard ed u ca tio n " (p. 160). However, th e most Im p o rtan t r e s u l t of
th is in v estig a tio n was th a t "a ttitu d e s toward education and percep
t io n of te a c h e rs a re r e la te d " (p. 166). C onsequently , i t i s one of
th e reaso n s fo r c o n s tru c t in g the hypotheses o f th e p re se n t s tudy .
T his reaso n was su p p o rted by Tobias (1968). The s tu d y by Tobias
o ffered evidence th a t the th re a t of automation i s of some Importance
in th e a t t i t u d e s of te a c h e rs tow ard educational media. "A ttention
should be paid to these a t t i tu d e s when the teacher f i r s t comes in to
contact w ith newer media, before the a t t i tu d e s become so lid if ie d and
f in a lly se lf -p e rp e tu a tin g " (p. 98).
The developm ent of th e hypotheses i s based on th e assum ption
th a t " i f m edia were n o t used to teach a le s s o n , i t was because of
a t t l tu d ln a l ly based reasons ra th e r than a perceived b a rr ie r or lack
of th e a p p ro p r ia te knowledge of how to use media" (P ro c to r , 1983,
p. 1307A).
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The previous assum ption as w ell as the review of the l i te r a tu r e
led to the construc tion of the follow ing hypotheses:
Hypothesis 1: The mean a tt i tu d e s of fa c u lty members In In s t i tu
t io n s ra te d by t h e i r m edia d i r e c to r s as having h igh q u a l i ty media
serv ice programs w i l l be g rea te r than the mean a t t i tu d e s of facu lty
members in in s t i tu t io n s ra ted by th e ir media d ire c to rs as having low
q u a lity media serv ice programs in regard to the use of In s tru c tio n a l
media.
H ypothesis 2 : There i s a r e la t io n s h ip betw een th e type of
in s t i tu t io n s and the a t t i tu d e s of the facu lty members toward the use
of in s tru c tio n a l media.
Hypothesis 3: There i s a re la tio n sh ip between the sub ject areas
tau g h t by f a c u l ty members and th e a t t i t u d e s tow ard th e use of in
s tru c tio n a l media.
Hypothesis 4: There is a re la tio n sh ip between the academic rank
of facu lty members and the a tt i tu d e s toward the use of in s tru c tio n a l
media.
Hypothesis 5: There i s a re la tio n sh ip between the degree held
by facu lty members and the a t t i tu d e s toward the use of In s tru c tio n a l
media.
H ypothesis 6: F a c u lty members who have been teach in g a t an
i n s t i t u t i o n fo r a s h o r te r p e rio d of tim e w i l l have more fa v o ra b le
a t t i tu d e s toward the use of in s tru c tio n a l media than those who have a
long period of time in teaching.
Hypothesis 7: Faculty members who have had formal courses in
educational media w il l have more favorable a tt i tu d e s toward the use
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of In s tru c tio n a l media than those facu lty members who did not have
formal tra in in g courses in media use.
H ypo thesis 8 : F a c u lty members who p a rtic ip a te d In in -se rv ice
programs in media use w il l have more favorable a t t i tu d e s toward the
use of in s t r u c t io n a l m edia than th o se f a c u l ty members who d id no t
p a r tic ip a te In in -se rv ice programs In media use.
Sunoary
Media program s may not approach optimum le v e l u n le ss media
co lle c tio n softw are and the accompanying hardware, media personnel,
and f a c i l i t i e s are w ell designed and organized to meet in s tru c tio n a l
demands and th e ir con trib u tio n s to the to ta l educational system in
c o lle g e s and u n iv e r s i t i e s w e ll a p p re c ia te d as v a lu a b le te a c h in g -
learn ing resou rces.
Emergence of th e le a rn in g re so u rce s c e n te r has s tim u la te d a
number of stud ies on i t s re la tio n sh ip w ith the educational programs
and i t s n e c e s s i ty to su p p o rt a wide v a r ie ty of d i s c ip l in e s . A con
c lu s io n which can be drawn from th e p rev io u s s tu d ie s i s th a t , even
though colleges and u n iv e rs it ie s have d iverse po licy and procedures
p a t te r n s , many s i m i l a r i t i e s e x i s t in th e se i n s t i t u t i o n s which can
provide a comprehensive media serv ices program re la ted to in s t i tu
tio n a l, in s tru c tio n a l, and ind iv idual needs of facu lty members and
students. These s im i la r i t ie s were explained previously: (a) i n s t i
tu t io n a l su p p o rt, (b) budget (c ) p e rso n n e l, (d) f a c i l i t i e s , (e)
a v a ila b il i ty of and a c c e s s ib i l i ty of in s tru c tio n a l media, and (f) in -
serv ice tra in in g programs.
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A dditionally , severa l r e se a rc h e rs have gone f u r th e r , s tu d y in g
o th e r f a c to r s th a t a f f e c t the u t i l i z a t i o n of I n s t r u c t io n a l a e d ia .
Numerous s tu d ies have been conducted to d e te ra in e whether there Is a
r e la t io n s h ip betw een f a c u l ty 's a t t i t u d e s and a e d ia u t i l i z a t i o n .
Hence, a c o n s id e ra b le nuaber of s tu d ie s have been conducted by
H andleaan (1960), Tobias (1968), F inch e t a l . (1970), Guba e t a l .
(c ite d in Aquino, 1970), M iles (1973), Tibbs (1975), W laberly (1975),
Moshalkeh (1983), El-Sharkawy (1983), and Proctor (1983), who found
s ig n i f i c a n t r e l a t io n s h ip s between I n s t r u c t io n a l a e d ia use and th e
a t t i tu d e s of facu lty aeabers toward aedia. In add ition , aany of the
stud ies reported th a t facu lty a tti tu d e s have o ften been more negative
than those of students. In higher education, negative a t t i tu d e s of
the facu lty members toward In s tru c tio n a l media have been considered a
fa c to r th a t hinders innovative approaches which Involve processes In
te a c h in g - le a rn in g u s in g more n o n tra d lt lo n a l re so u rc e s . The newer
media are o ften viewed as being not e s se n tia l fo r college teaching,
and where the Influence of e d u ca tio n a l techno logy in i n s t r u c t io n a l
development program has been downgraded because of the facu lty mem
bers re s is ta n c e .
Furthermore, reviews of relevant researches have Indicated th a t
several in v estig a tio n s have been undertaken to examine o ther fa c to rs
th a t Influence the use of in s tru c tio n a l media. However, the s tu d ies
c ited e a r l ie r have been conducted to examine some v ariab les such as
type of in s t i tu t io n s , sub ject areas taught by in s tru c to rs , academic
rank , degree h e ld by I n s t r u c to r s , le n g th of teach in g e x p e rie n c e ,
fo rm al co u rses in e d u c a tio n a l media u t i l i z a t i o n , and in - s e r v ic e
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programs In instructional media uses.
I t i s ap p a ren t from a rev iew of th e l i t e r a t u r e th a t one of the
probable reasons th a t h inder the use of In s tru c tio n a l technology i s
th e a t t i t u d e o f th e f a c u l ty members, and i t s a f f e c t upon th e use of
In s tru c tio n a l media.
Hence, F inch e t a l . (1970) s ta te d th a t " th e more p o s i t iv e a
te a c h e r 's a t t i t u d e i s tow ard an I n s t r u c t io n a l re so u rc e , the more
l i k e ly he o r she i s to use th e re so u rce may In d ic a te h is o r h er
a t t i tu d e toward o ther resources” (pp. 39-40).
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CHAPTER III
RESEARCH DESIGN AND METHODOLOGY
The Research Sample
The s u b je c ts f o r t h i s s tudy c o n s is te d o f media d i r e c to r s and
facu lty members from se lec ted colleges and u n iv e rs itie s In Michigan.
A l i s t of f a c u l ty members was o b ta in ed from co u rse c a ta lo g u e s and
In s t i tu t io n a l d ire c to r ie s . A simple random sample was se lec ted from
th e p o p u la tio n 's l i s t in each c o lle g e and u n iv e r s i ty . H ink le ,
Wiersma, and Ju rs (1979) defined a sim ple random sample as "a sample
in which each member has equal p ro b ab ility of being se lec ted and the
s e le c t io n of a l l members i s Independent of one ano th er" (p. 123).
The se le c tio n of the su b jec ts was based on fiv e categories of subject
areas taught and re la ted d isc ip lin e s (see Table 9). This c la s s if ic a
t io n was a lso used by Arnold (1981), F ran k e l and G erald (1980),
Gourman (1983), and Humphrey (1980).
The research population consisted of 6 media d ire c to rs and 390
facu lty members rep resen ting s ix I n s t i t u t i o n s o f h ig h e r e d u c a tio n .
The se le c tio n of these In s ti tu tio n s was determined by the q u a lity of
the media serv ice programs in each college and u n iv ersity surveyed.
A w r i t te n q u e s tio n n a ire was used to d e te rm in e th e q u a l i ty of the
media programs. The questionnaire was developed by the in v es tig a to r
fo r th e purpose of t h i s s tu d y based upon an In s tru m e n t fo r S e l f -
Evaluating an Educational Media Program in Colleges and U n iv ersities
85
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Table 9
C ategories and Related D isc ip lin e s Used for the S e le c t io n o f the Subjects
C ategories
N atural sc ien ces S o c ia l sc ien ces P ro fess io n a l Humanities Fine a r ts
B io logy Anthropology Education Communication Art
Chemistry P o l i t ic a l sc ien ce Health re la ted E nglish Dance
Computer sc ien ce H istory P h ysica l education Language Music
Geology Geography L iteratu re Design
P hysics Socio logy Philosophy Theater
Mathematics Psychology
Engineering Economics
ooON
(F u lto n e t a l . , 1979). The q u e s tio n n a ire w ith a cover l e t t e r which
explained the purpose of the study was d is tr ib u te d to each In s t i tu
t io n 's m edia d i r e c to r o f th e LRG (se e A ppendices A end B). The
survey Instrum ent consisted of 30 Item s. These Items were based on
th e f a c to r s th a t have been em phasized by many I n v e s t ig a to r s as th e
main obstacles In the development of e ffe c tiv e media serv ice programs
In higher education. These fac to rs were: (a) In s t i tu t io n a l support,
(b) budget, (c) media personnel, (d) f a c i l i t i e s , (e) a v a ila b i l i ty of
in s tru c tio n media, and ( f) in -se rv ice tra in in g programs. In order to
d e te rm in e the q u a l i ty o f media s e rv ic e program s in th e se i n s t i t u
tio n s , the mean and the standard dev iation were used to analyze the
d a ta . C onsequently , th e in v e s t ig a to r s e le c te d th re e I n s t i t u t i o n s
th a t have high q u a lity media serv ice programs and th ree in s t i tu t io n s
th a t have low q u a l i ty m edia s e rv ic e program s in o rd e r to make a
comparison between these In s ti tu tio n s .
F in a lly , the sample s ize In each of the s ix in s t i tu t io n s was 63
sub jects randomly se lec ted in order to cover a l l the number of v a r i
ables in the present study.
Instrum entation
A w ritten questionnaire was developed by th e I n v e s t ig a to r fo r
t h i s s tu d y based upon a rev iew of the r e la te d l i t e r a t u r e . The i n i
t i a l se le c tio n of the survey instrum ent requested inform ation on the
background of each p a r t i c ip a n t In t h i s s tu d y to d e te rm in e each r e
spondent's type of in s t i tu t io n , sub ject f ie ld , academic rank, h ighest
degree earned, number of years teaching in higher education, number
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of form al courses taken In media, and attendance in in -se rv ice tra in
ing programs in in s tru c tio n a l media. In a l a te r sec tio n , the survey
instrum ent contained 40 item s based on a review of the re la te d l i t
e r a tu r e to e l i c i t th e re sp o n d e n t's a t t i t u d e s tow ard the use o f in
s tru c tio n a l media. The questionnaire a lso provided space fo r w ritte n
comments. A L ikert sca le was assigned for each response ranging from
5 to 1 w ith a weight of strong ly agree, agree, no opinion, d isag ree .
and s trong ly disagree. The scoring was reversed fo r negative items*
For th e purpose of a n a ly s is , the q u e s tio n n a ire item s were
grouped in to five catego ries. These categories were (a) media a v a il
a b i l i t y and a c c e s s i b i l i t y , (b) media u se , (c) d e s i r a b i l i t y and ap
p l ic a b i l i ty of educational technology, (d) media personnel coopera
tio n and communication w ith facu lty , and (e) necessity of in -se rv ice
media tra in in g programs.
P i lo t Study of the Survey Items
Before preparing the f in a l d ra f t of the questionnaire item s, i t
was e s se n tia l to have a p i lo t run to get feedback from the research
s u b je c ts and o th e r p erso n s invo lved concern ing the d esig n of the
s tu d y (Ary, Jaco b s, & R azavleh, 1979; Borg & G a ll , 1984; W iersma,
1980). T h e re fo re , th e q u e s tio n n a ire was p i l o t te s te d . The p i l o t
te s t was conducted using a sample of 35 facu lty members* Analysis of
the responses of the p i lo t t e s t re su lted in changes in the wording of
some q u e s tio n s and some of the Item s were e lim in a te d . I t a lso
changed the se t of the questions which d ea lt w ith facu lty background.
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89
Design and Procedure
T his s tu d y was d esigned to g a in th e f a c to r a t t i t u d e r e l a t io n
sh ip s and t h e i r a f f e c t upon media u t i l i z a t i o n . E ig h t Independent
v a r ia b le s w ere used fo r fo rm u la tin g and t e s t in g the hypotheses of
th is in v e s tig a tio n .
The questionnaires were mailed to 390 facu lty members by f i r s t -
c la ss m ail. A ll questionnaires were accompanied w ith a cover l e t t e r
which ex p la in ed th e purpose of the p re se n t s tu d y . Anonymity was
assured to a l l respondents by asking them not to w rite th e ir names on
the questionnaires and assurance was given th a t the ov era ll response
was im portant and no ind iv idual responses would be singled out (see
Appendices C and D).
A s e lf - a d d re s s e d stam ped r e tu rn envelope was enclosed for the
re tu rn of the completed questionnaire. Of the 390 d is tr ib u ted ques
tio n n a ire s , 215 (55.132) were returned to the researcher.
To improve th is response, a follow-up l e t t e r was sent to facu lty
who did not respond w ith in 3 weeks of the f i r s t m ailing (see Appendix
E). Ary e t a l . (1979) in d ic a te d th a t :
A planned fo llo w -u p i s n ecessa ry i f one i s to reach the maximum percent of re tu rn s . I f the questionnaire has not been re tu rn e d soon a f t e r th e i n i t i a l m a ilin g , a p o s tca rd reminder should be sen t to the respondents. A fter th a t, a second m ailing of the questionnaire along w ith a new cover l e t t e r i s recommended. . . . The u su a l approach i s to t r y to In terview a sm all random sample of the nonrespondents fo r the purpose of learn ing something of th e ir ch a rac te ris t ic s and obtaining th e ir responses, (p. 178)
In add ition , i t was necessary to telephone facu lty members who
had no t y e t responded to the f i r s t an d /o r second m ailin g and to
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re q u e s t t h e i r p a r t i c ip a t io n in th e s tudy . A f te r th a t , a second
m ailing of the questionnaire is recommended by Ary e t a l . (1979).
A to ta l of 175 questionnaires, evenly d is tr ib u te d to a l l of the
nonrespondent su b jec ts , were mailed by f i r s t - c l a s s mail along w ith a
s e lf -a d d re s s e d stam ped envelope fo r the r e tu rn of th e com pleted
questionnaire. The number of questionnaires d is tr ib u te d and returned
fo r the d iffe re n t groups i s i l lu s t r a te d in Table 10.
Table 10
D istribu ted and Returned Q uestionnaires by Group
GroupNumber of
questionnaires d is tr ib u ted
Number of questionnaires
returnedPercentreturned
Two-year colleges 130 106 27.18
Four-year colleges 130 110 28.21
U niversities 130 108 27.69
Totals 390 324 83.08
Data Analysis
The study involved eigh t independent v ariab les . The independent
v a r ia b le i s the presumed cause of th e dependent v a r ia b le , and the
dependent v a r ia b le i s the consequence of the independent v a r ia b le
(K erlinger, 1973). The independent v ariab les involved in th is study
were: (a) the q u a lity of media serv ice programs in higher education
i n s t i t u t i o n s , (b) type of i n s t i t u t i o n s , (c) s u b je c t a re a s ta u g h t,
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(d) academ ic ran k , (e ) degree h e ld , ( f ) te a c h in g ex p e rie n c e , (g)
formal courses In educational media, and (h) in -se rv ice media tra in
ing programs.
The dependent v a r ia b le was th e a t t i t u d e of f a c u l ty members
toward the use of in s tru c tio n a l media as measured on a 5-point scale.
Null Hypotheses
Based on th e re se a rc h hypotheses which were s ta te d In C hapter
I I , the follow ing n u ll hypotheses were form ulated:
1. There w i l l be no d if f e r e n c e in th e mean a t t i t u d e sc o re s
between facu lty members in In s ti tu tio n s rated by th e ir media d irec
to rs as having high q u a lity media serv ice programs and those facu lty
members in in s t i tu t io n s ra ted by th e ir media d ire c to rs as having low
q u a lity media serv ice programs in regard to the use of in s tru c tio n a l
media.
2. There w ill be no re la tio n sh ip between the type of in s t i tu
tio n s and the a t t i tu d e s of facu lty members toward the use of in s tru c
tio n a l media.
3. There w i l l be no r e la t io n s h ip betw een the su b je c t a rea s
tau g h t by f a c u l ty members and th e a t t i t u d e s tow ard the use of in
s tru c tio n a l media.
4. There w il l be no re la tio n sh ip between the academic rank of
f a c u l ty members and th e a t t i t u d e s tow ard the use of in s t r u c t io n a l
media.
5. There w i l l be no r e la t io n s h ip betw een th e degree h e ld by
f a c u l ty members and th e a t t i t u d e s tow ard the use of in s t r u c t io n a l
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media.
6. There w i l l be no d if f e r e n c e In th e a t t i t u d e s of f a c u l ty
members in regard to th e ir use of in s tru c tio n a l media based on th e ir
teach ing experiences.
7. There w i l l be no d if f e r e n c e in th e a t t i t u d e s of f a c u l ty
members in regard to th e ir use of in s tru c tio n a l media based on th e ir
formal courses taken in educational media.
8. There w i l l be no d if f e r e n c e in th e a t t i t u d e s o f fa c u l ty
members in regard to th e ir use of In s tru c tio n a l media based on th e ir
p a rtic ip a tio n in in -se rv ic e media tra in in g programs in media use.
One-way analysis of variance (ANOVA) was used to te s t Hypotheses
2, 3, 4, and 5. A t_ t e s t fo r Independent sam ples means was used to
t e s t H ypotheses 1, 6, 7, and 8. For re p o r t in g of th e s tu d y r e s u l t s ,
the re se a rc h e r s e le c te d th e .05 a lp h a le v e l . The f in d in g s o f th e
study are discussed in Chapter IV.
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CHAPTER IV
FINDINGS
The purpose of t h i s c h a p te r i s to r e p o r t the r e s u l t s of a
s t a t i s t i c a l ana lysis of data co llec ted in th is research study fo r the
te s tin g of the hypotheses. Results of the study are reported through
(a) comparison between high and low q u a lity media serv ice programs,
(b) analysis of the fa c to rs and data questionnaire using a l l the five
c a te g o r ie s , and (c) a n a ly s is of the f a c to r s and d a ta q u e s tio n n a ire
using only the second category of the questionnaire item s. F in a lly ,
th e s e c t io n on the d is c u s s io n rev iew s th e r e s u l t s and r e l a t e s the
research outcome to the o v e ra ll th e o re tic a l framework of the study.
Research Results
The research re su lts are presented in the follow ing manner:• (a)
the te s tin g of the research hypotheses, (b) the analysis of data, and
(c) a general d iscussion of the hypotheses and data.
Hypothesis 1
The mean a tt i tu d e s of facu lty members in in s t i tu t io n s rated by
th e ir media d ire c to rs as having high q u a lity media serv ice programs
w ill be g rea te r than the mean a tti tu d e s of facu lty members in i n s t i
tu tio n s ra ted by th e ir media d ire c to rs as having low q u a lity media
s e rv ic e program s in reg a rd to the use of in s t r u c t io n a l media (see
93
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94
Table 11). In order to compare the data co llec ted , four groups were
te s ted to determine d iffe ren ces between and/or among the variab les.
Table 11
Mean and Standard Deviation of Media Service Programs In Colleges and U n iv ersities
(N - 6)
Group Size Mean SD
Two-year colleges
Kalamazoo Valley Community College 1 4.63a 1.03
Kellogg Community College 1 3.30b 1.19
Four-year colleges
F e rris S tate College 1 3.46a 1.53
Grand Valley S tate College 1 3.23b 1.04
U niversities
C entral Michigan U niversity 1 3.60a 1.28
Western Michigan U niversity 1 3.50b 1.20
aHigher q u a lity media serv ice programs. ^Lower q u a lity media serv ice programs.
The n u l l h y p o th e s is s ta te d th a t no d if f e re n c e would be found
between the mean scores In the a t t i tu d e s of facu lty members In i n s t i
tu tions ra ted as having high q u a lity media serv ice programs and the
a tti tu d e s of those fa c u lty members in in s t i tu t io n s ra ted as having
low q u a lity media serv ice programs In regard to the use of in s tru c
tio n a l media. The a l te rn a te h y p o th e s is was d i r e c t io n a l and s ta te d
th a t a s ig n i f i c a n t d if f e r e n c e e x is te d in th e p o s i t iv e d i r e c t io n of
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95
those facu lty members In In s ti tu tio n s ra ted as having high q u a lity
media serv ice programs.
Group 1
Two-year co lleges. The analysis of mean scores (see Table 12)
suggests an im portant d ifference e x is ts in the a tt i tu d e s toward the
use of in s tru c tio n a l media between subjects who have higher q u a lity
media serv ice programs when compared to those who have lower q u a lity
media s e rv ic e program s (_t ■ 3.43, df, ■ 104, £ ■ .001).
Table 12
Comparison Between the Quality of Media Service Programs and A ttitudes of Faculty Members Toward the
Use of In s tru c tio n a l Media (Two-Year Colleges)
Group Size Mean SD
High 56 150.4 14.69
Low 50 141.1 13.00
Note. N ■ 106. All categories ■ 40 item s.
Since the observed va lue of the £ t e s t (3.43) exceeded the
c r i t i c a l va lue of £ (1 .6 6 ) , th e n u l l h y p o th e s is was r e je c te d a t the
.05 leve l of s ign ificance. The re su lts supported the p o s itiv e d ire c
t io n of th e a l t e r n a te h y p o th e s is . I t can be concluded th a t th e
q u a lity of the media serv ice programs did guarantee the ac tu a l use of
in s tru c tio n a l media, s p e c if ic a lly in two-year co lleges. The analysis
of the data indicated th a t facu lty members in two-year colleges were
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re ly in g on the use of In s tru c tio n a l media In th e ir teaching areas in
those in s t i tu t io n s th a t have high q u a lity media serv ice programs.
Group 2
Four-year co lleges. The data analysis r e s u l ts shown in Table 13
in d ic a te th a t th e observed v a lu e of th e t e s t s t a t i s t i c (j: ■ 1.01,
d f * 108, £ “ *^2) was le s s than the c r i t i c a l v a lu e of th e t e s t
s t a t i s t i c (1.66) a t th e .05 le v e l of s ig n if ic a n c e ; th u s , th e n u l l
hypothesis of no d ifference was not re jec ted . I t can be concluded,
th e re fo re , th a t th e re was no d if f e re n c e betw een the q u a l i ty o f th e
media serv ice programs and the a tt i tu d e s of facu lty members toward
the use of in s tru c tio n a l media.
Table 13
Comparison Between the Q uality of Media Service Programs and A ttitudes of Faculty Members Toward the
Use of In s tru c tio n a l Media (Four-Year Colleges)
Group Size Mean SD
High 58 146.4 15.82
Low 52 143.6 12.15
Note. N * 110. All categories ■ 40 item s.
Group 3
U n iv e r s i t i e s . The d a ta a n a ly s is r e s u l t s shown in Table 14
in d ic a te th a t the observed va lue of the t e s t s t a t i s t i c ( t ■ 2.10,
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d f ■ 106, j> ■ .03) exceeded Che c r i t i c a l v a lu e of Che t e s t s t a t i s t i c
(1.66) a t the .05 lev e l of s ign ifican ce ; thus, Che n u ll hypothesis of
no d if f e re n c e was r e je c te d . I t can be concluded , th e r e fo re , th a t
there was a d ifference between the q u a lity of media serv ice programs
and the a tt i tu d e s of facu lty members toward the use of in s tru c tio n a l
media. At the u n iv e rsity lev e l the research hypothesis was accepted;
and thus, high q u a lity of media serv ice programs was s ig n if ic a n tly
associated w ith facu lty members’ u t i l iz a t io n of in s tru c tio n a l media.
Table 14
Comparison Between the Quality of Media Service Programs and A ttitudes of Faculty Members Toward the
Use of In s tru c tio n a l Media (U n iv ers itie s)
Group Size Mean SD
High 48 142.6 14.49
Low 60 137.0 12.99
Note. N * 108. A ll ca tego ries ■ 40 item s.
Group 4
Comparison betw een th re e i n s t i t u t i o n s ra te d as having h igh
q u a lity media serv ice programs and th ree in s t i tu t io n s rated as having
low q u a lity media serv ice programs was done to t e s t the n u ll hypothe
s i s of no d if fe re n c e betw een the two groups a g a in s t an a l t e r n a t e
hypothesis which s ta ted th a t a s ig n if ic a n t d ifference ex isted in the
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98p o sitiv e d ire c tio n of those In s ti tu tio n s ra ted as having high q u a lity
media serv ice programs (see Table 15).
Table 15
Comparison Between the Quality of Media Service Programs and A ttitudes of Faculty Members Toward the
Use of In s tru c tio n a l Media
Group Size Mean SD
High 162 146.6 15.28
Low 162 140.4 12.95
Note. Three In s ti tu tio n s ra ted as high. Three In s ti tu tio n s ra ted as low. N ■ 324. A ll categories ■ 40 Items.
S ince th e observed va lue of the t e s t s t a t i s t i c (£ - 3.96,
d f - 322, £ - .000) was g r e a te r than the c r i t i c a l v a lu e of th e t e s t
s t a t i s t i c (1.65) a t the .05 lev e l of s ig n ifican ce , the n u ll hypothe
s i s of no d if f e re n c e was r e je c te d . I t can be concluded th a t th e re
was a d ifference between the q u a lity of media serv ice programs and
th e a t t i t u d e s of f a c u l ty members tow ard th e use of I n s t r u c t io n a l
media.
Hypothesis 2
There is a re la tio n sh ip between the type of in s t i tu t io n and the
a t t i tu d e s of facu lty members toward the use of in s tru c tio n a l media.
The n u ll hypothesis s ta ted th a t no re la tio n sh ip would be found
between the type of in s t i tu t io n and facu lty members' a t t i tu d e s toward
the use of in s tru c tio n a l media. The a lte rn a te hypothesis conjectured
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th a t there would be a t le a s t one mean th a t d iffe re d from the o thers.
The d a ta shown In Table 16 In d ic a te th a t th e £ v a lu e of 6.58
re fle c te d a p ro b ab ility of .002, which was le s s than the .05 lev e l of
s ig n if ic a n c e ; th u s , th e n u l l h y p o th es is o f no r e la t io n s h ip was re
je c te d In fav o r of th e a l t e r n a t e h y p o th e s is . I t can be concluded
th a t there was a re la tio n sh ip between the type of in s t i tu t io n and the
a t t i tu d e s of facu lty members toward the use of in s tru c tio n a l media.
Table 16
One-Way Analysis of Variance of R elationship Between Type of In s t i tu t io n s and Faculty Members'
A ttitudes Toward the Use of Media
Group Size Mean SD
Two-year colleges 106 146.0 14.62
Four-year colleges 110 145.1 14.21
U niversities 108 139.5 13.89
Source df Mean sq. F Prob.
Between 2 1335.0 6.58 .002
Within 321 202.7
Note. N - 324. F c r i t i c a l value * 3.024. A ll categories - 40item s.
Hypothesis 3
There i s a r e la t io n s h ip between the s u b je c t a re a s tau g h t by
f a c u l ty members and th e a t t i t u d e s tow ard th e use of in s t r u c t io n a l
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media.
Testing the n u ll hypothesis of no s ig n if ic a n t re la tio n sh ip be
tween th e f iv e s u b je c t a re a s ta u g h t by f a c u l ty members and t h e i r
a tt i tu d e s toward the use of in s tru c tio n a l media was done against an
a lte rn a te hypothesis which ind icated th a t there would be a t le a s t one
p a ir or a combination of population means th a t would d if fe r .
An a n a ly s is o f T able 17 I l l u s t r a t e s th e d a ta which in flu e n c e d
the decision of re je c tin g the n u ll hypothesis. Since the p ro b ab ility
(£ ■ 10.62, d f ■ 4 /319 , £ ■ .000) was l e s s than th e a lpha .05 le v e l
of s ig n ifican ce , the n u ll hypothesis of no re la tio n sh ip between group
means was re jec ted . I t can be concluded, th ere fo re , th a t there was a
s ig n i f ic a n t r e la t io n s h ip which e x is te d betw een th e s u b je c t a re a s
tau g h t by f a c u l ty members and th e a t t i t u d e s tow ard the use of in
s tru c tio n a l media.
Hypothesis 4
There i s a r e la t io n s h ip betw een th e academ ic rank of f a c u l ty
members and the a tt i tu d e s toward the use of in s tru c tio n a l media.
While the nu ll hypothesis s ta ted there would be no s ig n if ic a n t
re la tio n sh ip between the four groups, the a lte rn a te hypothesis con
je c tu re d th a t th e re would be a t l e a s t one p a i r or a com bination of
population means which would d if fe r .
Table 18 contains the data upon which analysis of th is variab le
was made. Since the observed value of the t e s t s t a t i s t i c (£ “ 3.49,
df ■ 3/320, £ ■ .02) exceeded the c r i t i c a l v a lu e a t the .05 le v e l of
s ign ificance , the n u ll hypothesis of no re la tio n sh ip between academic
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101
rank and facu lty a t t i tu d e s toward the use of In s tru c tio n a l media was
re jec ted and the a lte rn a te research hypothesis was held as tenable.
Therefore, the analysis of the data supported the contention of the
research hypothesis th a t academic rank was re la ted to the a t t i tu d e s
of facu lty members toward the use of In s tru c tio n a l media.
Table 17
One-Way Analysis of Variance of Relationship Between Subject Areas and Faculty A ttitudes Toward the
Use of In s tru c tio n a l Media
Group Size Mean SD
Social sciences 63 137.0 13.87
Natural sciences 71 150.2 13.75
Professional 69 148.0 13.32
Humanities 64 142.0 13.42
Fine a r ts 57 140.9 13.06
Source df Mean sq. F Prob.
Between 4 1935.0 10.62 .000
Within 319 182.2
Note. N * 324. F c r i t i c a l value * 2.40. All categories “ 40 item s.
Hypothesis 5
There Is a r e la t io n s h ip between the degree he ld by f a c u l ty
members and the a tt i tu d e s toward the use of in s tru c tio n a l media.
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Table 18
One-Way Analysis of Variance of R elationship Between Academic Rank and Faculty A ttitudes Toward the
Use of In s tru c tio n a l Media
Group Size Mean SD
Professor 61 140.2 15.19
A ssistan t Professor 77 145.2 14.55
Associate Professor 73 140.8 13.47
In s tru c to r 113 146.1 14.10
Source df Mean sq. F Prob.
Between 3 712. 6 3.49
CMO•
Within 320 204. 0
Note. N ■ 324. F c r i t i c a l value ■ 2.63. A ll categories ■ 40 item s.
The n u ll hypothesis s ta ted th a t no re la tio n sh ip would be found
between the degree held and the a t t i tu d e s toward the use of In stru c
tio n a l media.
An a n a ly s is of T able 19 I l l u s t r a t e s the d a ta which in flu e n c ed
the d e c is io n of f a l l i n g to r e j e c t th e n u l l h y p o th e s is . S ince th e
p r o b a b i l i ty (£ ■ 2.61, d£ ■ 1/322, £ ■ .11) was g re a te r than th e
alpha .05 lev e l of s ig n ifican ce , the n u ll hypothesis of no re la tio n
sh ip betw een group means was not r e je c te d . I t can be concluded,
therefo re , th a t there was no re la tio n sh ip between the degree held by
facu lty members and th e i r a t t i tu d e s toward the use of in s tru c tio n a l
media.
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Table 19
One-Way Analysis of Variance of R elationship Between Degree Held and Faculty A ttitudes Toward the
Use of In s tru c tio n a l Media
Group Size Mean SD
Doctor 155 145.0 14.31
Master 169 142.4 14.43
Source df Mean sq. F Prob.
Between 1 540.7 1.62 .11
Within 322 206.5
Note. N ■ 324. F c r i t i c a l value ■ 3.87. A ll ca tegories ■ 40 item s.
Hypothesis 6
Faculty members who have been teaching a t an in s t i tu t io n fo r a
sho rter period of time w il l have more favorable a tti tu d e s toward the
use of in s t r u c t io n a l m edia than th o se who have tau g h t fo r a long
period of time.
The n u l l h y p o th e s is which s ta te d th a t no d if f e re n c e would be
found between the two groups in regard to th e ir a t t i tu d e s toward the
use of In s tru c tio n a l media was te s ted against an a lte rn a te hypothesis
which was s ta ted in a p o s itiv e d ire c tio n and an tic ip a ted to be s ta
t i s t i c a l l y s ig n if ic a n t a t an alpha lev e l of .05.
D iffe ren ces in th e mean sc o re s were observed in the a t t i t u d e s
toward the use of in s tru c tio n a l media between sub jec ts who have been
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te ach in g fo r a s h o r te r p e rio d of tim e and th o se s u b je c ts who have
been teach in g fo r a long p e rio d o f tim e (see Table 20) (£ * 2.87,
d f - 322, £ - .004).
S ince th e observed v a lu e of the £ t e s t (1.87) exceeded the
c r i t i c a l value of £ (1*65) In th is o n e-ta iled t e s t , the n u ll hypothe
s is of no d ifference was re jec ted in favor of the a lte rn a te hypothe
s i s a t th e .05 a lp h a le v e l . I t can be concluded th a t s u b je c ts who
have been teach in g fo r a s h o r te r p e rio d of tim e showed fa v o ra b le
a t t i t u d e s tow ard th e use o f I n s t r u c t io n a l media compared to th o se
subjects who have a long period of time In teaching.
Table 20
Years of Teaching Compared to Faculty A ttitudes
Group Size Mean SD
Less than 10 years 155 146.0 14.24
More than 10 years 169 141.4 14.35
Note. N ■ 324. A ll ca tegories ■ 40 item s.
Hypothesis 7
Faculty members who have had formal courses in educational media
w il l have more favorable a t t i tu d e s toward the use of in s tru c tio n a l
media than those facu lty members who did not have formal courses in
educational media.
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The n u l l h y p o th e s is proposed th a t th e re was no d if f e re n c e be
tween the two groups in regard to th e ir a t t i tu d e s toward the use of
in s tru c tio n a l media. The a l te r n a te h y p o th esis was d i r e c t io n a l and
s ta ted th a t a s ig n if ic a n t d ifference ex isted in the p o s itiv e d irec
tio n of those who had formal courses a t an alpha lev e l of .05.
D ifferences between the mean scores of the a t t i tu d e s toward the
use of i n s t r u c t io n a l m edia (£ ■ 9.07, d f ■ 322, j> ■ .000) fo r the two
groups were observed (see Table 21).
Table 21
Formal Courses Compared to Faculty A ttitudes Toward the Use of In s tru c tio n a l Media
Group Size Mean SD
Taken formal courses 166 149.9 12.51
Not taken formal courses 158 136.8 13.36
Note. N » 324. A ll ca tego ries ■ 40 item s.
Since the observed va lue of the _t t e s t (9.07) exceeded the
c r i t i c a l value of the _t t e s t (1.65), the n u ll hypothesis was re jec ted
a t the .05 lev e l of s ig n ifican ce . I t can be concluded th a t sub jects
who have had formal courses in educational media demonstrated posi
t iv e a t t i t u d e s tow ard th e use of in s t r u c t io n a l media compared to
those who did not have formal courses in the same f ie ld .
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Hypothesis 8
Faculty members who p a rtic ip a te d In ln -se rv lce programs In media
use w i l l have more fa v o ra b le a t t i t u d e s tow ard th e use of I n s t r u c
tio n a l media than those facu lty members who did not p a r tic ip a te In
ln -se rv lce programs In media use.
The n u l l h y p o th e s is s ta te d th a t no d if f e re n c e would be found
between the mean scores In the a t t i tu d e s toward the use of In stru c
tio n a l media by those sub jec ts who p a rtic ip a te d in ln -se rv lce pro
grams and those who did not. Testing of the n u ll was done against an
a lte rn a te which was In the d ire c tio n of those who p a rtic ip a te d In ln -
servlce programs.
A d if fe re n c e was observed In th e a t t i t u d e mean sco re s between
subjects who p a r tic ip a te d In ln -se rv lce programs compared to those
su b je c ts who d id not (see Table 22) (t_ ■ 6.60, d f ■ 322, £ - .000).
Since the observed v a lu e of th e £ t e s t (6.60) exceeded th e c r i t i c a l
value of £ (1 .65), th e re se a rc h h y p o th e s is was accep ted a t the .05
alpha le v e l . In t h i s o n e - ta i le d t e s t , th e n u l l h y p o th es is of no
d ifference was re je c ted in favor of the a lte rn a te hypothesis. I t can
be concluded th a t f a c u l ty members who p a r t ic ip a te d in In - s e rv ic e
program s d em o n stra ted more p o s i t iv e a t t i t u d e s tow ard the use of
in s tru c tio n a l media than those facu lty members who did not.
Fo llow ing th e t e s t i n g of the second q u e s tio n and r e la te d
hypotheses using a l l f iv e categories presented In the facu lty ques
tio n n a ire on the use of In s tru c tio n a l media, the data were analyzed
by using only th e second ca teg o ry (see Appendix D) and computed to
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d e te rm in e w hether or n o t th e r e s u l t s sup p o rted th e d a ta c o l le c te d
from the to ta l ca tego ries of the questionnaire.
Table 22
In-Service Programs Compared to Faculty A ttitudes Toward the Use of In s tru c tio n a l Media
Group Size Mean SD
P artic ip an ts 170 148.3 14.18
N onparticipants 154 138.3 12.86
Note. N - 324. A ll ca tegories ■ 40 item s.
Hypothesis 2
There is a re la tio n sh ip between the type of in s t i tu t io n and the
a tti tu d e s of facu lty members toward the use of in s tru c tio n a l media.
The n u ll hypothesis which proposed th a t there was no re la tio n
ship between the th ree groups of in s t i tu t io n s in regard to the a t t i
tudes of facu lty members toward the use of in s tru c tio n a l media was
tested against an a l te rn a te hypothesis which ind icated th a t a t le a s t
one p a ir or a combination of population means would d if fe r .
The data analysis re su lts shown in Table 23 indicated th a t the
observed value of the t e s t s t a t i s t i c (£ ■ 2.88, _df ■ 2 /321 , j> ■ .058)
was le s s th a t the c r i t i c a l va lue of the t e s t s t a t i s t i c a t th e .05
lev e l of s ig n ifican ce , so the n u ll hypothesis of no re la tio n sh ip was
not r e je c te d . I t can be concluded, th e re fo re , th a t th e re was no
r e la t io n s h ip betw een th e type of in s t i tu t io n s and facu lty members'
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a t t i tu d e s toward the use of in s tru c tio n a l media. There was no strong
su p p o rt fo r r e je c t in g th e re se a rc h h y p o th e s is . The p ro b a b i l i ty
(F ■ 2.88, df_ ■ 2 /321 , £ * .058) was very c lo se to th e .05 le v e l of
s ig n if ic an ce .
Table 23
One-Way Analysis of Variance of Relationship Between Type of In s t i tu t io n s and Faculty A ttitudes
Toward the Use of In s tru c tio n a l Media (Category 2)
Group Size Mean SD
Two-year colleges 106 49.96 8.18
Four-year colleges 110 49.92 8.32
U niversities 108 47.56 8.78
Source df Mean sq. F Prob.
Between 2 204.70 2.88 .06
Within 321 71.09
Note. N ■ 324. £ c r i t i c a l value ■ 3.024. Category 2 contains 14
Hypothesis 3
There i s a r e la t io n s h ip between th e su b je c t a re a s tau g h t by
f a c u l ty members and th e a t t i t u d e s tow ard the use of in s t r u c t io n a l
media.
While the n u ll hypothesis s ta ted there would be no s ig n if ic a n t
re la tio n sh ip between the f iv e groups, the a lte rn a te conjectured th a t
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109
there would be a t le a s t one p a ir or a combination of population means
which would d if f e r .
S ince th e observed v a lu e of th e t e s t s t a t i s t i c (J? ■ 0.88,
d f ■ 4 /319 , £ ■ .48) was l e s s than th e c r i t i c a l v a lu e of th e t e s t
s t a t i s t i c a t the .05 lev e l of s ig n ifican ce , the n u ll hypothesis was
n o t r e je c te d . I t can be concluded, th e r e fo r e , th a t th e re was no
re la tio n sh ip between sub jec t areas taught and facu lty members' a t t i
tudes toward the use of in s tru c tio n a l media (see Table 24).
Table 24
One-Way Analysis of Variance of R elationship Between Subject Areas and Faculty A ttitudes Toward
the Use of In s tru c tio n a l Media (Category 2)
Group Size Mean SD
Social sciences 63 47.98 9.30
Natural sciences 71 48.66 8.21
Professional 69 50.55 8.14
Humanities 64 49.48 8.13
Fine a r ts 57 48.77 8.30
Source df Mean sq. F Prob.
Between 4 63.21 0.88 • •p* 00
Within 319 71.79
Note. N ■ 324. £ c r i t i c a l value ■ 2.40. Category 2 contains 14item s.
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Hypothesis 4
There Is a r e la t io n s h ip betw een th e academ ic rank of f a c u l ty
members and the a t t i tu d e s toward the use of In s tru c tio n a l media.
The n u ll hypothesis which proposed th a t there was no s ig n if ic a n t
re la tio n sh ip between the four groups was te s te d against an a lte rn a te
hypothesis which ind ica ted th a t a t le a s t one p a ir or a combination of
population means would d if f e r .
In the t e s t in g o f th i s h y p o th e s is , th e observed v a lu e of the
t e s t s t a t i s t i c (1? ■ 1.61, d f ■ 3/320, j j ■ .18) d id n o t exceed th e
c r i t i c a l value of the te s t s t a t i s t i c , and so the n u ll hypothesis was
re ta ined as a tenable value. In o ther words, the n u ll hypothesis was
not r e je c te d a t the .05 le v e l of s ig n if ic a n c e . I t can be concluded
th a t the academ ic rank of f a c u l ty members does not have an im pact
upon th e ir a t t i tu d e s toward the use of in s tru c tio n a l media (see Table
25).
Hypothesis 5
There i s a r e la t io n s h ip between th e degree he ld by f a c u l ty
members and the a t t i tu d e s toward the use of in s tru c tio n a l media.
The n u ll h y p o th e s is s ta te d th a t no s ig n i f i c a n t r e la t io n s h ip
would be found between the degree held and the a t t i tu d e s toward the
use of in s tru c tio n a l media.
Table 26 contains the data upon which analysis of th is v ariab le
was made. Since the observed value of the t e s t s t a t i s t i c (F ■ 0.37,
df ■ 1/322, 2. m *54) d id not exceed the c r i t i c a l v a lu e a t the .05
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l e v e l of s ig n i f ic a n c e , th e n u l l h y p o th es is o f no s ig n i f i c a n t r e l a
t io n s h ip betw een degree he ld and facu lty members' a t t i tu d e s toward
th e use of I n s t r u c t io n a l media was not r e je c te d . I t can be con
cluded, th e re fo re , th a t the degrees held by facu lty members were not
re la te d to th e ir a t t i tu d e s toward the use of In s tru c tio n a l media.
Table 25
One-Way Analysis of Variance of Relationship Between Academic Rank and Faculty A ttitudes Toward
the Use of In s tru c tio n a l Media (Category 2)
Group Size Mean SD
Professor 61 47.20 7.89
A ssistan t Professor 77 50.06 8.65
A ssociate Professor 73 48.88 9.50
In s tru c to r 113 49.84 8.19
Source df Mean sq. F Prob.
Between 3
Within 320
118.80
73.29
1.62 .1845
Note. N ■ 324. F Items.
c r i t i c a l value ■ 2.63. Category 2 contains 14
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Table 26
One-Way Analysis of Variance of R elationship Between Degree Held and Faculty A ttitudes Toward the
Use of In s tru c tio n a l Media (Category 2)
Group Size Mean SD
Master 155 49.44 8.29
Doctor 169 48.85 8.81
Source df Mean sq. F Prob.
Between 1 27.56 0.37 .54
Within 322 73.42
Note. N - 324. item s.
.F c r i t i c a l value m 3.87. Category 2 contains 14
Hypothesis 6
Faculty members who have been teaching a t an in s t i tu t io n fo r a
sh o rte r period of time w il l have more favorable a t t i tu d e s toward the
use of in s tru c tio n a l media than those who have a long period of time
in teach ing .
The n u l l h y p o th es is which s ta te d th a t no d if f e re n c e would be
found between the two groups was te s ted against an a lte rn a te hypothe
s i s which was s ta te d in a p o s i t iv e d i r e c t io n and a n t ic ip a te d to be
s t a t i s t i c a l l y s ig n if ic a n t a t an alpha lev e l of .05.
A d ifference in the mean scores fo r a t t i tu d e s toward the use of
i n s t r u c t io n a l media betw een s u b je c ts who have been teach in g fo r a
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s h o r te r p e rio d of tim e compared to th o se s u b je c ts who have been
te a c h in g fo r a long p e rio d of tim e can be observed (see T able 27)
(_t - 3.12, d f - 322, £ - .002).
Table 27
Years of Teaching Compared to Faculty A ttitudes Toward the Use of In s tru c tio n a l Media
(Category 2)
Group Size Mean SD
Less than 10 years 155 50.59 9.36
More than 10 years 169 47.66 9.47
Note. N ■ 324. Category 2 contains 14 item s.
Since the observed va lue of the £ t e s t (3.12) exceeded the
c r i t i c a l value of £ (1.65) in th is o n e-ta iled te s t , the n u ll hypothe
s is of no d ifference was re jec ted in favor of the a lte rn a te hypothe
s i s a t the .05 le v e l of s ig n if ic a n c e . I t can be concluded th a t
sub jects who have been teaching fo r a sh o rte r period of time showed
favorable a tt i tu d e s toward the use of in s tru c tio n a l media compared to
those sub jects who have a long period of time in teaching.
Hypothesis 7
Faculty members who have had formal courses in educational media
w ill have more favorable a tt i tu d e s toward the use of in s tru c tio n a l
media than those facu lty members who did not have formal courses in
educational media.
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The n u ll hypothesis which proposed th a t th ere was no d ifference
between the two groups was tested against the d ire c tio n a l a lte rn a tiv e
hypothesis which was s ta te d In a p o s itiv e d ire c tio n and an tic ip a ted
to be s t a t i s t i c a l l y s ig n if ic a n t in favor of those who have had formal
co u rses a t an a lpha le v e l of >05.
A d ifference In the mean scores fo r a t t i tu d e s toward the use of
in s tru c tio n a l media between sub jects who have had formal courses in
educational media compared to those sub jec ts who did not have formal
co u rses can be observed (see Table 28) (£ - 11.77, d f » 322,
£ ■ .000).
Table 28
Formal Courses Compared to Faculty A ttitu d es Toward the Use of In s tru c tio n a l Media
(Category 2)
Group Size Mean SD
Taken formal courses 166 53.66 6.45
Not taken formal courses 158 44.34 7.78
Note. N ** 324. Category 2 contains 14 item s.
Since the observed v a lu e of the _t t e s t (11.77) exceeded the
c r i t i c a l value of £ (1 .65), the n u l l h y p o th e s is was r e je c te d a t th e
.05 lev e l of s ign ificance. The re su lt of the £ - te s t value in d ica tes
th a t there was s ta t i s t i c a l l y s ig n if ic a n t d iffe ren ce between the two
groups. Furthermore, the research hypothesis was accepted in favor
of those who have had fo rm al co u rses . I t can be concluded th a t
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s u b je c ts who have had fo rm al co u rses In e d u c a tio n a l media demon
s t r a t e d fa v o ra b le a t t i t u d e s tow ard th e use o f I n s t r u c t io n a l media
compared to those who did not have formal courses In the same f ie ld .
Hypothesis 8
Faculty members who p a rtic ip a ted in in -se rv ice programs In media
use w i l l have more fa v o ra b le a t t i t u d e s tow ard th e use of i n s t r u c
tio n a l media than those facu lty members who did not p a r tic ip a te in
in -se rv ice programs in media use.
The n u l l h y p o th e s is s ta te d th a t no d i f f e r e n c e would be found
between the mean scores of the a tt i tu d e s toward the use of in s tru c
tio n a l media by those sub jec ts who p a rtic ip a te d in in -se rv ice pro
grams and th o se who d id n o t. The a l t e r n a t e h y p o th e s is was d i r e c
tio n a l and s ta ted th a t a s ig n if ic a n t d ifference ex isted in the posi
tiv e d ire c tio n of those who p a rtic ip a te d in in -se rv ic e media tra in in g
programs.
D iffe re n c e s in th e mean sco res were observed in the a t t i t u d e s
tow ard th e use of in s t r u c t io n a l media betw een th e two groups (see
Table 29). S p e c i f ic a l ly , s u b je c ts who p a r t ic ip a te d in in - s e r v ic e
program s had h ig h e r mean sc o re s in the a t t i t u d e s c a le than d id the
com parison group (£ - 7.71, d f - 322, £ - .000).
S ince the observed value of th e £ t e s t (7.71) exceeded the
c r i t i c a l va lue of £ (1 .65), the n u l l h y p o th e s is was r e je c te d a t the
.05 le v e l of s ig n if ic a n c e . The d a ta su g g est th a t s t a t i s t i c a l l y
im portant d ifferences ex isted in favor of the p o s itiv e d ire c tio n of
those s u b je c ts who p a r t ic ip a te d in in - s e r v ic e program s; th u s , th e
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116
re se a rc h h y p o th e s is was accep ted a t th e .05 a lp h a le v e l . I t can be
concluded, th e re fo re , th a t facu lty members who p a rtic ip a te d In In -
s e rv ic e program s have more p o s i t iv e a t t i t u d e s tow ard th e use of
In s tru c tio n a l media than those facu lty members who did not.
Table 29
In-Service Programs Compared to Faculty A ttitudes Toward the Use of In s tru c tio n a l Media
(Category 2)
Group Size Mean SD
P a rtic ip an ts 170 52.26 7.40
N onparticipants 154 45.53 8.31
Note. N ■ 324. Category 2 contains 14 item s.
D iscussion of the R esults
In order to m aintain co n tin u ity w ith the previous section , the
d iscussion w il l adhere to the same sequence as the hypotheses.
The f i r s t h y p o th e s is te s te d th e q u a l i ty of media s e rv ic e p ro
grams and i t s a f fe c t on the a tt i tu d e s of facu lty members toward the
use of in s tru c tio n a l media in two-year co lleges, four-year co lleges,
and in u n iv e rs itie s .
In two-year co lleg es, the hypothesis was accepted. I t appears
th a t higher q u a lity media serv ice programs f a c i l i t a t e the use of the
resources av a ilab le by a l l facu lty members and th e ir a tt i tu d e s become
p o s itiv e toward the a v a i la b i l i ty of the serv ices on campuses. This
m ight be due to the f a c t th a t the c u r re n t media s e rv ic e s a re
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sufficient to meet the instructional needs.
In four-year co lleg es , there was no d ifference In regard to the
u t i l iz a t io n of in s tru c tio n a l media between high and low groups. This
im plies th a t the q u a lity of media serv ice programs was not re la ted to
the use of in s tru c tio n a l resources. A d iffe ren ce in the mean scores
was no t supported in t h i s h y p o th e s is ; th u s , th e c u r re n t media s e r
v ic e s a t both i n s t i t u t i o n s d id n o t in d ic a te th a t both i n s t i t u t i o n s
p rov ide s u f f i c i e n t s e rv ic e s to th e f a c u l ty members. F u r th e r , the
re je c tio n of the research hypothesis a t four-year colleges might be
due to the fac t th a t the d iffe ren ce in the mean scores on the curren t
s ta tu s of media serv ice programs between both co lleges surveyed was
very sm all as reported by th e ir media d ire c to rs .
At the u n iv e rs ity le v e l, re su lts of the f i r s t research hypothe
s is showed a d ifference in the a t t i tu d e s of facu lty members toward
the use of in s tru c tio n a l media between sub jec ts who comprised the two
groups. I t i s l i k e ly th a t the h ig h e r q u a l i ty of th e s e rv ic e s may
have had a p o s i t iv e e f f e c t upon th e u t i l i z a t i o n of the re so u rc e s
a v a ila b le to i n s t r u c to r s . A lso , th o se s u b je c ts who rep o rte d using
in s tru c tio n a l media may have had exce llen t re su lts in using them in
th e ir teaching areas.
This hypothesis supported the contention of a s ig n if ic a n t d if
fe ren ce betw een h igh and low q u a l i ty media s e rv ic e program s. The
observed d if fe re n c e betw een th e two groups was s u f f i c i e n t ly la rg e
enough to support th e r e s e a rc h h y p o th e s is a t th e .05 a lp h a le v e l .
The comparison between those sub jec ts in in s t i tu t io n s ra ted as having
h ig h q u a l i t y m edia s e r v i c e p ro g ram s and th o s e s u b je c t s in
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i n s t i t u t i o n s ra te d as having low q u a l i ty media s e rv ic e program s
showed s tro n g su p p o rt fo r th e h igh q u a l i ty group* The mean t e s t
r e s u l t fo r th e h igh q u a l i ty media s e rv ic e program s group was 146.6
compared to 140.4 fo r the low q u a lity group. This condition Im plies
th a t th e media s e rv ic e program s were e f f e c t iv e in h e lp in g f a c u l ty
members to develop a p o s i t iv e a t t i t u d e tow ard th e use of in s t r u c
tio n a l media; moreover, co llege and u n iv e rs ity facu lty were re ly ing
on th e use of in s t r u c t io n a l media in t h e i r te ac h in g a re a s in those
in s t i tu t io n s th a t have high q u a lity media serv ice programs.
The r e s u l t s supported th e second h y p o th e s is in th a t f a c u l ty
members in each in s t i tu t io n surveyed demonstrated p o s itiv e a tti tu d e s
tow ard th e use of i n s t r u c t io n a l m edia. T his im p lie s th a t th e re is
ad d itio n a l te s tin g th a t needs to be done in order to determine which
type of i n s t i t u t i o n has an im pact upon th e a t t i t u d e s of f a c u lty
members toward the use of In s tru c tio n a l media. The re su lts did not
support th is hypothesis when sub jects compared on the questionnaire
Items 7 to 20 even though sub jects were very d o s e in re je c tin g the
research hypothesis. Therefore, the use of the second category did
not p rov ide good enough r e s u l t s to d e te rm in e th e a t t i t u d e s of th e
facu lty members toward the use of in s tru c tio n a l media as indicated
previously in the review of the l i te r a tu r e .
The th i r d h y p o th e s is was accep ted . In th e t e s t in g of th is
hypothesis, the re s u l ts ind icated a strong support fo r the research
hypothesis th a t a re la tio n sh ip ex isted between subject areas taught
and the a tt i tu d e s toward the use of in s tru c tio n a l media. When th is
h y p o th esis was te s te d u sin g on ly the second ca teg o ry of the
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questionnaire , the r e s u l ts sup p o rted th e r e je c t io n of the re se a rc h
h y p o th e s is . S ince a l l means d id not d i f f e r from each o th e r , the
r e je c t io n of th e r e la t io n s h ip m ight be due to th e u t i l i z a t i o n of
In s tru c tio n a l media In many d iffe re n t sub jec ts . I t can be concluded
th a t th e use of a l l c a te g o r ie s p re sen te d In th e q u e s tio n n a ire d id
provide re l ia b le data fo r te s tin g th is hypothesis and supported the
re la tio n sh ip between sub jec t a re a s and th e i r a f f e c t upon the a t t i
tudes of facu lty members.
The fou rth hypothesis was accepted. The data obtained from the
t o t a l o f a l l q u e s tio n n a ire item s supported the c o n ten tio n of the
research hypothesis th a t academic rank was re la ted to the a tti tu d e s
of facu lty members toward the use of in s tru c tio n a l media. The ques
t io n n a ire Item s 7 to 20 supported the n u l l h y p o th esis th a t no s ig
n if ic a n t re la tio n sh ip ex isted between the independent and dependent
v ariab les . These con trad ic to ry re su lts might be due to the fa c t th a t
the second category of the facu lty questionnaire did not measure what
has been mentioned previously in the review of the l i te ra tu re . The
use o f th e f iv e c a te g o r ie s to an aly ze th e d a ta c o l le c te d supported
the review of the l i t e r a tu r e which ind icated th a t a l l categories were
re la ted to the use of in s tru c tio n a l media. Therefore, th is hypothe
s i s was accep ted . I t can be concluded th a t f a c u lty members d id
d if f e r in th e ir a t t i tu d e s toward the use of in s tru c tio n a l media, and
a t le a s t one mean did d i f f e r from the o thers.
The f i f t h h y p o th e s is was r e je c te d . The d a ta in flu en ced the
decision of fa il in g to re je c t the n u ll hypothesis of no re la tio n sh ip
between degree held and facu lty members' a tt i tu d e s toward the use of
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in s tru c tio n a l media. This re je c tio n of the n u ll hypothesis might be
due to the fa c t th a t both groups exh ib ited p o s itiv e a t t i tu d e s toward
the use o f I n s t r u c t io n a l media r e g a rd le s s of t h e i r d if f e re n c e s in
reg a rd to th e Independent v a r ia b le s . The same co n c lu s io n could be
made fo r th e second c a te g o ry of th e f a c u l ty q u e s tio n n a ire . The
r e s u l t s in d ic a te d a s tro n g su p p o rt fo r th e n u l l h y p o th es is of no
re la tio n sh ip ex is tin g between the two v ariab les . Moreover, i t should
be noted th a t those su b jec ts who held bachelor degrees were e lim i
nated from the te s tin g of th is hypothesis.
The s ix th h y p o th e s is was accep ted . S u b je c ts who have been
teaching fo r a sh o rte r period of time exhib ited more p o s itiv e a t t i
tudes toward the use of in s tru c tio n a l media than those sub jec ts who
have a long period of tim e in teaching. This condition might be due
to the developm ent of te c h n o lo g ic a l d ev ices and th e accompanying
m a te r ia ls in re c e n t y e a rs and a ls o due to th e e d u c a tio n a l media
programs th a t have been estab lish ed in many colleges and u n iv ersi
t i e s . The d a ta o b ta in ed from the second c a te g o ry of the f a c u l ty
questionnaire supported the previous conclusion.
Results from the seventh hypothesis did show a p o sitiv e d irec
tio n in favor of those su b jec ts who have had form al courses in educa
t io n a l media. The s u b je c ts who have had fo rm al co u rses in educa
tio n a l media exhibited p o s itiv e a t t i tu d e s toward the use of in s tru c
t io n a l media compared to th o se s u b je c ts who d id not have fo rm al
co u rses in the same f i e l d . The h ig h e r mean sc o re s m ight be due to
the fa c t th a t ac tua l possessing of th is background in the e ffe c tiv e
ness of u sing th ese re so u rc e s does g u a ran tee a p o s i t iv e a t t i t u d e
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tow ard th e .u se of in s t r u c t io n a l media in t h e i r te ac h in g co u rses ;
moreover, th is condition might be due to the a v a i la b i l i ty and acces
s ib i l i t y of the m ate ria ls and the cu rren t media serv ices av a ilab le to
them in th e ir in s t i tu t io n s as w ell. Using the second category of the
facu lty questionnaire , the n u ll hypothesis was re jec ted . The re su lts
supported the data obtained from a l l f iv e categories of the question
n a ire .
F in a lly , the eigh th hypothesis was in the predicted d irec tio n .
Subjects who p a rtic ip a te d in in -se rv ice tra in in g programs showed more
p o sitiv e a t t i tu d e s toward the use of in s tru c tio n a l media than those
sub jects who did not p a r tic ip a te . The same re su lt was obtained when
both groups were compared u sin g the second ca te g o ry of th e f a c u l ty
questionnaire .
I t appears th a t f a c u l ty members w ith t r a in in g in e d u c a tio n a l
media used s ig n i f i c a n t ly more media than f a c u l ty members w ith o u t
t r a in in g . This m ight be due to th e f a c t th a t most of the h ig h er
education in s t i tu t io n s provide in -se rv ice media tra in in g programs fo r
improving the u t i l iz a t io n of in s tru c tio n a l media. Also, the sub jec ts
who reported th a t they p a rtic ip a te d in such programs believed th a t
the establishm ent of in -se rv ice media tra in in g programs fo r facu lty
members was necessary fo r th e ir p ro fessional growth and development.
This c o n c lu s io n was su p p o rted by th e a n a ly s is of the d a ta o b ta in ed
using the second category of the questionnaire in th is study.
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Sunmary
This chapter presented the te s tin g of the research hypotheses,
th e a n a ly s is of th e d a ta c o l le c te d , and a g e n e ra l d isc u s s io n of th e
r e s u l t s . One-way a n a ly s is of v a rian ce and th e t_ t e s t were used to
t e s t the research hypotheses.
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CHAPTER V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary
The purposes of th is study were:
1. To d e te rm in e th e s ta tu s of th e media s e rv ic e program s in
two-year co lleges, four-year co lleges, and u n iv e rs itie s as measured
by the media d ire c to r in each in s t i tu t io n .
2. To examine the re la tio n sh ip between the q u a lity of the media
serv ice programs and the a tt i tu d e s of facu lty members in regard to
the use of in s tru c tio n a l media.
3. To d e te rm in e w hether (a) type of i n s t i t u t i o n , (b) su b je c t
f i e l d , (c) academ ic ran k , (d) degree h e ld , (e) te ach in g ex p e rien ce ,
( f ) fo rm al co u rses in e d u c a tio n a l m edia, and (g) in - s e r v ic e media
t r a in in g program s a re f a c to r s invo lved as measured by the f a c u l ty
questionnaire on the use of in s tru c tio n a l media.
This study was designed to answer the follow ing questions:
1. Do the a t t i tu d e s of facu lty members in in s t i tu t io n s rated as
having high q u a lity media serv ice programs d if f e r from the a tti tu d e s
of facu lty members in in s t i tu t io n s ra ted as having low q u a lity media
serv ice programs in regard to the use of in s tru c tio n a l media?
2. Do type of in s t i tu t io n , subject f ie ld , academic rank, degree
held, length of teaching ex p e rien ce , fo rm al co u rses in e d u c a tio n a l
media, and in -se rv ice tra in in g programs in in s tru c tio n a l media uses
123
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a f f e c t f a c u l ty members' a t t i t u d e s tow ard th e use of i n s t r u c t io n a l
media?
A rev iew of th e r e le v a n t l i t e r a t u r e was conducted by th e r e
searcher. The follow ing areas were covered by th is review:
1. Media serv ice programs in co lleges and u n iv e rs itie s .
2. Factors a ffe c tin g the development of media serv ice programs.
These fac to rs were: (a) In s t i tu t io n a l support, (b) budget, (c) media
personnel, (d) f a c i l i t i e s , (e) a v a i l a b i l i t y o f in s t r u c t io n a l m edia,
and (f) in -se rv ice tra in in g programs.
3. New media and college teaching which focused upon the use of
d if fe re n t forms of In s tru c tio n a l media in teaching.
4. Comparison betw een in s t r u c t io n a l m edia. As no ted p r e v i
o u s ly , an abundance o f l i t e r a t u r e has been p u b lish ed fo cu sin g upon
com parison betw een d i f f e r e n t form s of in s t r u c t io n a l media use in
classrooms and th e ir e ffec tiv en ess in the teach ing-learn ing process.
5. A cceptance of i n s t r u c t io n a l m edia. This s e c t io n of the
review of the l i te r a tu r e focused upon the use of in s tru c tio n a l media
in many areas and facu lty members' reactions toward the new media and
th e ir ro le s in the teaching and learning process.
6. Media use and f a c u l ty a t t i t u d e s . T his p a r t examined the
re la tio n sh ip between facu lty members' a t t i t u d e s and the use of the
newer in s tru c tio n a l media.
7. F a c to rs in f lu e n c in g media u t i l i z a t i o n . In th i s l a s t sec
tio n , seven fac to rs were id e n tif ie d and discussed, namely: (a) type
of i n s t i t u t i o n , (b) s u b je c t f i e ld , (c) academ ic rank , (d) degree
h e ld , (e) le n g th of teach in g ex p e rien ce , ( f ) fo rm al course in
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e d u c a tio n a l m edia, and (g) in - s e r v ic e media t r a in in g program s. As
noted e a r l ie r in Chapter I I , various researchers have reached conclu
sions in d ica tin g th a t the a t t i tu d e of facu lty members toward the use
of i n s t r u c t io n a l m edia was r e la te d to the p reced in g f a c to r s th a t
in fluence th e ir use by In s tru c to rs .
The s u b je c ts fo r t h i s s tu d y c o n s is te d of media d i r e c to r s and
fac u lty members from se lec ted colleges and u n iv e rs itie s in Michigan.
The p ro fessional sample was 6 media d ire c to rs and 390 facu lty members
represen ting s ix in s t i tu t io n s of h ig h e r ed u ca tio n . P rocedures fo r
obtaining the sub jec ts were discussed.
The data fo r th is study were obtained by means of two question
n a ire s . In order to determ ine the s ta tu s of media serv ice programs
in each i n s t i t u t i o n , a w r i t te n q u e s tio n n a ire was developed by th e
researcher. The questionnaire was mailed to each in s t i tu t io n 's media
d ire c to r of the LRC. Of the nine questionnaires d is tr ib u te d , eight
(88.89%) were re tu rn e d to the re se a rc h e r . T h e re fo re , s ix i n s t i t u
tio n s were se lec ted , th ree In s ti tu tio n s rated as having high q u a lity
media serv ice programs and the other in s t i tu t io n s rated as having low
q u a lity media serv ice programs as reported by the media d ire c to rs of
these In s ti tu tio n s (see Table 11).
In o rd e r to answ er th e second q u e s tio n , a q u e s tio n n a ire was
developed by the researcher. The item s of the questionnaire were the
outcome of reviewing the l i te r a tu r e and discussing the fac to rs and
th e ir re la tio n sh ip to the a tt i tu d e s of facu lty members toward the use
of in s tru c tio n a l media. The questionnaire consisted of two sections.
The f i r s t s e c t io n re q u e s ted in fo rm a tio n on th e background of each
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p a r t ic ip a n t . The second s e c t io n c o n s is te d of 40 item s based on
review of the re la ted l i t e r a tu r e to e l i c i t the respondent's a t t i tu d e s
toward the use of In s tru c tio n a l media. The item s were divided in to
fiv e ca tegories. A L ik e rt scale was assigned fo r each item ranging
from 5 to 1 w ith a w eig h t o f s tro n g ly ag re e , ag re e , no o p in io n ,
d isagree, and s trong ly d isagree. The scoring was reversed fo r nega
tiv e item s. Of the 390 questionnaires d is tr ib u te d , 324 (83.08Z) were
returned to the researcher.
Data c o l le c te d fo r th e s tu d y were analyzed u t i l i z i n g one-way
a n a ly s is of v a r ia n c e (ANOVA) to t e s t H ypotheses 2, 3, 4, and 5.
Also, a _t t e s t fo r independent sample means was used to te s t Hypothe
ses 1, 6, 7, and 8. For r e p o r t in g of the s tu d y r e s u l t s , th e r e
searcher selected the .05 lev e l of sign ificance .
The re su lts of th is study w il l be summarized in accordance with
each of the hypotheses (see Table 30).
Results showed comparisons between su b jec ts who have had high
media s e rv ic e program s and th o se s u b je c ts who have had low media
serv ice programs.
1. The analysis of the data ind icated th a t sub jects a t two-year
colleges which ra ted as having high q u a lity media serv ice programs
dem onstra ted p o s i t iv e a t t i t u d e s tow ard the use of in s t r u c t io n a l
media.
2. The a n a ly s is of th e d a ta showed no s ig n i f i c a n t d if f e re n c e
ex isted between high and low q u a lity media serv ice programs groups a t
fo u r-y ea r co lleges.
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Table 30
R esults of the Testing of the Research Hypotheses of the Present Study
(A ll Items)
Hypothesisno.
Independentvariab le
Accept(A)
Reject(R)
1 a . Two-year colleges A
b. Four-year colleges R
c. U niversities A
d. A ll in s t i tu t io n s A
2 Type of in s t i tu t io n s A
3 Subject area A
4 Academic rank A
5 Degree held R
6 Teaching experience A
7 Formal courses A
8 In -se rv ice programs A
3. At the u n iv e rs ity lev e l, the analysis of the data supported
the p o s itiv e d ire c tio n of the a lte rn a te hypothesis. High q u a lity of
media s e rv ic e program s was s ig n i f i c a n t ly a s s o c ia te d w ith f a c u l ty
a t t i tu d e s toward the use of in s tru c tio n a l media.
4. When a l l s u b je c ts from those i n s t i t u t i o n s which ra te d as
having h igh q u a l i ty media s e rv ic e programs were compared to th o se
sub jects in in s t i tu t io n s rated as having low media serv ice programs,
the observed d ifference between the two groups was s u f f ic ie n tly large
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enough to su p p o rt th e re se a rc h h y p o th e s is a t th e .05 a lp h a le v e l .
S u b je c ts in th o se i n s t i t u t i o n s ra te d as having h igh q u a l i ty media
serv ice programs exh ib ited more favorable a t t i tu d e s toward the use of
in s t r u c t io n a l media th an th o se s u b je c ts who d id not have th e same
q u a lity of media serv ice programs.
R esults were shown of the re la tio n sh ip between type of in s t i tu
tio n and the a t t i tu d e s of facu lty members toward the use of in s tru c
tio n a l media. There was a s ig n if ic a n t re la tio n sh ip between the type
of i n s t i t u t i o n and f a c u l ty members' a t t i t u d e s tow ard th e use of
in s tru c tio n a l media. The data obtained from the second category of
the f a c u l ty q u e s tio n n a ire do no t p rov ide a s tro n g sup p o rt fo r th e
re je c tio n of the research hypothesis. The p ro b ab ility (j> - .058) of
the re je c tio n was very close to the .05 lev e l of sign ificance.
R esults were shown of the re la tio n sh ip between subject areas and
f a c u l ty members' a t t i t u d e s tow ard the use of in s t r u c t io n a l media.
There was a s ig n if ic a n t re la tio n sh ip between sub ject areas taught by
f a c u l ty members and t h e i r a t t i t u d e s tow ard the u t i l i z a t i o n of in
s t r u c t io n a l m edia. Using th e second ca teg o ry of the f a c u l ty ques
tio n n a ire , the n u ll hypothesis of no re la tio n sh ip was not re jec ted .
R esults were shown of the re la tio n sh ip between academic rank and
f a c u l ty members' a t t i t u d e s tow ard the use of in s t r u c t io n a l m edia.
The analysis of the data indicated th a t academic rank was re la ted to
the a t t i t u d e s of f a c u l ty members tow ard the use of in s t r u c t io n a l
media. This re la tio n sh ip was not supported by the re su lt of the data
obtained from the second category of the facu lty questionnaire.
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R e su lts were shown of th e r e la t io n s h ip betw een degree h e ld by
fa cu lty members and th e i r a t t i tu d e s toward the use of In s tru c tio n a l
media. The n u ll hypothesis o f no s ig n i f i c a n t r e la t io n s h ip betw een
group means was not re je c te d . The same re s u lt obtained from the data
c o l le c te d u s in g th e second ca teg o ry of the f a c u l ty q u e s tio n n a ire .
The re s u l ts Indicated a strong support fo r the n u ll hypothesis of no
s ig n if ic a n t re la tio n sh ip ex isted between the independent and depen
den t v a riab les .
R esults showed comparisons between sub jec ts who have been teach
ing fo r a s h o r te r p e rio d of tim e and those s u b je c ts who have a long
p e rio d of tim e in te a c h in g . S u b jec ts who re p o rte d teach in g fo r a
s h o r te r p e rio d d em o n stra ted fa v o ra b le a t t i t u d e s tow ard the use of
in s tru c tio n a l media when compared to those who reported teaching fo r
a long tim e . The d a ta o b ta in ed from the second ca teg o ry of the
f a c u l ty q u e s tio n n a ire p ro v id e s tro n g su p p o rt fo r the re se a rc h
hypothesis.
R e su lts showed com parisons between s u b je c ts who had fo rm al
co u rses in e d u c a tio n a l m edia and th o se s u b je c ts who d id no t. Sub
je c ts who reported having had taken courses showed b e tte r mean scores
on th e ir a t t i tu d e s toward the use of in s tru c tio n a l media than those
s u b je c ts who re p o rte d n o t having had taken such co u rse s . When the
two groups were compared using the second category, the n u ll hypothe
s is of no s ig n if ic a n t d ifference was re jec ted in favor of the a l t e r
nate hypo thesis .
R esults showed comparisons between sub jec ts who had attended in -
serv ice media tra in in g programs and those who did not. A d ifference
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was observed In the a t t i tu d e mean scores between both groups. Sub
je c ts who p a rtic ip a te d In in -se rv ice programs demonstrated more posi
t iv e a t t i t u d e s tow ard th e use of i n s t r u c t io n a l m edia than those
sub jec ts who did not p a r tic ip a te in such programs. The same re su lt
was o b ta in ed when th e two groups were compared u s in g th e second
category of the facu lty questionnaire.
The d ifferences between the re su lts of the data co llec ted using
a l l categories and the second category of the facu lty questionnaire
on the use of In s tru c tio n a l media are i l lu s t r a te d in Table 31. These
d ifferences were based on seven Independent v a riab le s . These v a r i
ables were: (a) type of in s t i tu t io n , (b) sub jec t a rea , (c) academic
rank , (d) degree h e ld , (e) te ach in g e x p e rie n c e , ( f ) fo rm al co u rse s ,
and (g) in -se rv ice media tra in in g programs.
Conclusions
G u id e lin es fo r I n te r p r e t in g t e s t s were tak en from h ig h ly r e
sp ec ted s t a t i s t i c a l tex tb o o k s. These tex tb o o k s in c lu d e Ary e t a l .
(1979), Borg and G all (1983), H inkle e t a l . (1979), K e rlin g e r (1973),
McMillan and Schumacher (1984), and Wiersma (1980).
The fo llo w in g c o n c lu s io n s r e la te d to th e l i s t e d hypo theses in
C hapter I I . Each h y p o th es is i s d isc u sse d , as w e ll as co n c lu s io n s
based upon l i te ra tu r e of the s ign ificance of the s t a t i s t i c a l data.
For the most p a rt, the p a rtic ip a n ts in the study held d iffe re n
t ia te d views on the re la tio n sh ip between the preceding fac to rs and
the a t t i t u d e s of f a c u l ty members in reg a rd to th e use of in s t r u c
tio n a l media. Some of the findings are co n sis ten t w ith the preview
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Table 31
D ifferences Between the R esults of the Data Collected Using A ll Categories and the Second Category Only
(M - 324)
Researchhypothesis
no.Independentvariab le
A ll categories (40 items)
Second category
(14 item s)
2 Type of in s t i tu t io n A R
3 Subject area A R
4 Academic rank A R
5 Degree held R R
6 Teaching experience A A
7 Formal courses A A
8 In -se rv ice programs A A
Note. A ■ the research hypothesis was accepted.R ■ the research hypothesis was re je c ted .
research s tu d ies ; o thers are not. Some findings are s t i l l controver
s ia l .
Hypothesis 1
D ifferences Between High and Low Q uality Media Service Programs in Two-Year Colleges
Based on analysis of the data gathered, the research hypothesis
was accep ted . S u b jec ts who have had h igh q u a l i ty media s e rv ic e
program s were re ly in g on th e use of in s t r u c t io n a l media in t h e i r
teaching areas. S im ila rly , p o sitiv e re su lts of the importance of an
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a f f e c t iv e media s e rv ic e program was re p o rte d by s e v e ra l s tu d ies*
I t t e l s o n (1979), L arry (1984), and Mims (1984), In t h e i r r e p o r ts of
s tu d ie s they conducted , In d ic a te d th a t th e la c k o f h igh q u a l i ty o f
media s e rv ic e program s le a d to u n d e r u t i l i z a t io n of I n s t r u c t io n a l
media by facu lty members in th e ir In s tru c tio n a l process.
D ifferences Between High and Low Q uality Media Service Programs in Four Year Colleges
The a n a ly s is of th e d a ta in d ic a te d no d if f e r e n c e was found
between high and low groups. The research finding of no s ig n if ic a n t
d if f e re n c e betw een h igh and low q u a l i ty media s e rv ic e program s in
reg a rd to th e use of in s t r u c t io n a l media by both groups d id not
sup p o rt Bannon's (1979) findings.
D ifferences Between High and Low Q uality Media Service Programs a t the U niversity Level
High q u a lity of media serv ice programs was s ig n if ic a n tly asso
c ia te d w ith f a c u l ty members' use of i n s t r u c t io n a l m edia. S ev era l
s tud ies by El-Sharkawy (1983), Imogie (1980), I t te ls o n (1979), Larry
(1984), Librero (1982), Mims (1984), and R ussell (1981) reported th a t
the establishm ent of an e ffe c tiv e media serv ice programs in higher
education in s t i tu t io n s was re la ted to g rea te r u t i l iz a t io n of in s tru c
tio n a l media by facu lty members in th e ir in s tru c tio n a l process. I t
can be concluded th a t th o se s u b je c ts who re p o rte d having used in
s tru c tio n a l media in th e i r teaching areas supported the ana lysis of
the data obtained from th e ir media d ire c to rs on the s ta tu s of media
serv ice programs in th e ir in s t i tu t io n s . I t seems to the in v estig a to r
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th a t the a v a i l a b i l i t y of the re so u rc e s i s more l i k e l y to r e s u l t in
more fa v o rab le a t t i t u d e s among f a c u l ty w hich may le ad to g r e a te r
u t i l iz a t io n of in s tru c tio n a l media in th e ir teaching areas*
D ifferences Between High and Low Q uality Media Service Programsin D ifferen t In s ti tu tio n s
In th e com parison of th e two groups, d i f f e r e n c e s were found
between high and low in s t i tu t io n s in regard to the q u a lity of media
serv ice programs and i t s a f fe c t upon the a t t i tu d e s of facu lty members
toward the use of in s tru c tio n a l media* Those su b jec ts from in s t i tu
tions rated as having high q u a lity media se rv ice programs tended to
have more favorable a t t i tu d e s toward the use of In s tru c tio n a l media
than those s u b je c ts from low ra te d i n s t i t u t i o n s . S ev era l s tu d ie s
have been conducted by d i f f e r e n t in v e s t ig a to r s , R. C. A llen (1974),
Bannon (1979), Brown e t a l . (1972), D ipaolo (1980), E l-Sharkaw y
(1983), Im ogie (1980), I t t e l s o n (1979), Joo (1980), Nkom (1982), and
Sanner (1974), in th e ir rep o rts , indicated th a t there was a s ig n if i
cant re la tio n sh ip between higher q u a lity media serv ice programs and
th e In c re a s in g r a te s of use of I n s t r u c t io n a l m edia in c o lle g e s and
u n iv e r s i t i e s . T h e re fo re , p o s i t iv e r e l a t io n s h ip s e x is te d betw een
media u t i l i z a t i o n and the a t t i t u d e tow ard in s t r u c t io n a l m edia.
Margoles (1969) concluded th a t a higher education In s t i tu t io n has an
im p o rtan t ro le to p lay in m eeting i t s o b l ig a t io n to I n s t r u c t io n a l
changes through support systems such as media serv ice programs which
w i l l have a p o s it iv e im pact on the f a c u l ty u t i l i z a t i o n of i n s t r u c
tio n a l media.
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G e n era lly , each e d u c a tio n a l media program today r e p re s e n ts a
com bination of re so u rc e s th a t Inc lude people, m a te ria ls , machines,
f a c i l i t i e s , and environments, as w ell as purposes and process. The
co n tribu tion of educational media serv ice programs to In s tru c tio n In
a college or u n iv e rs ity Is determined la rg e ly by the ex ten t to which
th e s e rv ic e s a re p rov ided to I n s t r u c to r s and s tu d e n ts th rough an
organized program. Therefore, those facu lty members who were le s s
fa v o ra b le d isp o sed tow ard I n s t r u c t io n a l media d id n o t s u f f e r the
g rea te r f ru s tra tio n s when the serv ices of the LRC did not meet th e ir
in s tru c tio n a l needs. According to Aquino (1974), such persons would
be le ss l ik e ly to no tice fa u l ts w ith in th e ir educational environments
and would be more In c lin e d to overlook d e fe c ts which d id a t t r a c t
th e ir a t te n t io n .
Hypothesis 2
R e la tio n s h ip Between Type of In s t i tu t io n and Faculty A ttitudeToward the Use of In s tru c tio n a l Media
The study found a s ig n if ic a n t re la tio n sh ip ex isted between the
Independent and dependent variab les. The type of in s t i tu t io n and i t s
a f fe c t upon the u t i l iz a t io n of in s tru c tio n a l media has been studied
by d i f f e r e n t in v e s t ig a to r s . Abdl (1981), R. C. A llen (1974), Bender
(1980), and Mims (1984), in th e ir s tu d ies , ind icated th a t the use of
in s t r u c t io n a l media was a s s o c ia te d w ith th e type of i n s t i t u t i o n .
Meanwhile, o ther s tu d ies (A jibero, 1985; El-Sharkawy, 1983; Gagne &
B rig g s, 1974; M iles , 1973; Moore & Hunt, 1980; M orton, 1980;
M oshaikeh, 1983; Moss, 1979; P ro c to r , 1983; Soremekun, 1979;
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Stephens, 1972; Thomson, 1975; T ibbs, 1975; W imberly, 1975) found a
p o sitiv e re la tio n sh ip ex isted between media u t i l iz a t io n and teachers'
a t t i tu d e s toward in s tru c tio n a l technology.
The preceding find ings were supported by th is study. Therefore,
i t was concluded th a t su b jec ts do agree upon the re la tio n sh ip between
type of in s t i tu t io n and facu lty members' a t t i tu d e s toward the use of
in s tru c tio n a l media. This researcher again concluded th a t the data
analysis has supported the contention of the research hypothesis and
the l i te r a tu r e review.
Hypothesis 3
R e la tio n sh ip Between Subject Areas and Faculty A ttitude Towardthe Use of In s tru c tio n a l Media
The a n a ly s is of th e d a ta in d ic a te d a s tro n g su p p o rt fo r the
re se a rc h h y p o th e s is . T h e re fo re , i t can be concluded th a t s u b je c t
a re a s ta u g h t by f a c u l ty members i s a f a c to r in th e e x te n t to which
in s t r u c to r s u t i l i z e d in s t r u c t io n a l m edia. Abdi (1981), Godfrey
(1967), Mafton (1981), and Wimberly (1975) concluded in th e ir s tud ies
th a t the use of in s t r u c t io n a l re so u rc e s i s r e la te d to the su b je c t
m atter taught. Therefore, the study of th is fa c to r was supported by
d if fe re n t s tu d ie s .
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Hypothesis 4
R e la tio n sh ip Between Academic Rank and Faculty A ttitu d e Toward the Use of In s tru c tio n a l Media
The a n a ly s is o f th e d a ta In d ic a te d th a t academ ic rank was r e
la ted to the a tti tu d e s of facu lty members toward the use of in s tru c
tio n a l media. The findings of th is research of a s ig n if ic a n t re la
t io n s h ip between the independent and dependent v a r ia b le s su p p o rts
McIntyre's (c ited in Brown & Thornton, 1963) find ing . Therefore, one
can conclude th a t the importance of th is fa c to r has been emphasized
in d i f f e r e n t s tu d ie s , and i t s in f lu e n c e s on th e u t i l i z a t i o n of in
s tru c tio n a l media was g reat in regard to fa cu lty members' a tt i tu d e s .
Hypothesis 5
Relationship Between Degree Held and Faculty A ttitude Toward the Use of In s tru c tio n a l Media
The analysis of the data ind icated a strong support fo r the nu ll
h y p o th esis of no s ig n i f i c a n t r e la t io n s h ip e x i s t in g betw een degree
he ld by f a c u lty members and th e i r a t t i t u d e s tow ard the use of in
s tru c tio n a l media. The research find ing of no s ig n if ic a n t re la tio n
ship between degree held and the a t t i tu d e s of facu lty members toward
the use of in s t r u c t io n a l media su p p o rts th e f in d in g s o f S. C.
Sikkhabandit (1977) and Welch (1975). Therefore, the importance of
th is fac to r and i t s influences on the use of in s tru c tio n a l media i s
in c o n se q u e n tia l to the u n d e rs tan d in g of the a t t i t u d e s of f a c u l ty
members toward the use of in s tru c tio n a l resources. F elty (1975), in
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a su rvey of c o lle g e m edia d i r e c to r s , found th a t p o sse ss io n of a
doctorate was not a s ig n if ic a n t fac to r In the c rea tio n of favorable
a tt i tu d e s by facu lty members toward the use of In s tru c tio n a l media.
As noted e a r l ie r in Chapter I I , the findings seem to hold con trad ic
tory views regarding the degree held and i t s a f fe c t upon the u t i l i z a
tio n of In s tru c tio n a l resources. Also, there were In su ff ic ie n t data
av a ilab le on the use of In s tru c tio n a l media by facu lty members hold
ing a b ach e lo r degree in th e p re se n t stu d y . T h e re fo re , a d d i t io n a l
in v estig a tio n of th is fa c to r and i t s re la tio n sh ip to the a tt i tu d e s of
facu lty members is c le a r ly warranted.
Hypothesis 6
D iffe re n c e s Between Y ears of T eaching Experience and FacultyA ttitude Toward the Use of In s tru c tio n a l Media
A s ig n i f ic a n t d if f e re n c e was e s ta b lis h e d by th e d a ta a n a ly s is
in v o lv in g f a c u l ty members' y ea rs of teach in g ex p erien ce and th e i r
a t t i tu d e s toward the u t i l iz a t io n of in s tru c tio n a l media. Those sub
je c ts w ith le ss than 10 years of teaching experience tended to have
more favorable a tti tu d e s toward the use of in s tru c tio n a l media than
those sub jects w ith more than 10 years of teaching. As noted e a r l ie r
in Chapter I I , the importance of th is fac to r and i t s influences upon
the u t i l iz a t io n of in s tru c tio n a l media by facu lty members in higher
education in s t i tu t io n s has been emphasized by numerous s tu d ies . Mims
(1984) supported Abdi (1981), Handleman (1960), Grant (1970), Mafton
(1981), Morton (1980), S. C. Sikkhabandit (1977), and Stephens (1972)
by s ta tin g th a t teaching experience is re la te d to the u t i l iz a t io n of
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in s tru c tio n a l resources by facu lty members in th e ir teaching areas.
Further, S. C. Sikkhabandit (1977) concluded th a t in s tru c tio n a l media
tended to be used by c o lle g e in s t r u c to r s w ith l e s s than 10 y e a rs of
teach in g ex p e rien ce . T his c o n d itio n m ight be due to th e f a c t th a t
facu lty members who have been teaching fo r more than 10 years tended
to be older and to have obtained th e ir degree a t an e a r l ie r time than
f a c u l ty w ith l e s s th an 10 y e a rs of te ac h in g . M oreover, f a c u l ty
members w ith more than 10 years of teaching may generally have ob
tained th e ir education during an era of tra d it io n a l methods, while
those facu lty w ith le ss than 10 years of teaching may have had gener
a l ly more exposure to te a c h in g methods th a t u t i l i z e in s t r u c t io n a l
media.
Hypothesis 7
The A ffect of Formal Courses on Faculty A ttitu d es Toward the Useof In s tru c tio n a l Media
The d a ta re v e a le d th a t th o se s u b je c ts who took one or more
formal courses in educational media demonstrated more favorable a t t i
tudes toward the use of in s tru c tio n a l media than those sub jects who
did not take any course re la te d to educational media. This finding
is co n sis ten t w ith the find ings of e a r l ie r s tu d ies (Abdi, 1981; R. M.
D avis, 1983; M afton, 1981; Mims, 1984; M orton, 1980; Simms, 1977).
At l e a s t two f a c to r s have c o n tr ib u te d to the use of in s t r u c t io n a l
media in th is s itu a tio n . One is the increasing number of the tech
nology devices and m ateria ls on campuses, a fa c to r th a t may w ell be
a s so c ia te d w ith the in c re a s e in f a c u l ty - s tu d e n t r a t io . Another
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fac to r is th a t many co lleges and u n iv e rs i t ie s provide programs th a t
lead to m aster's and/or doctorate degrees in the f ie ld of educational
media. This might be due to the basic nature of the teach ing-learn
ing process and the technology involved. Therefore, these two fac
to rs may have an Impact upon those sub jec ts in d ire c tin g th e ir a t t i
tudes toward the u t i l iz a t io n of in s tru c tio n a l media.
Hypothesis 8
The A ffe c t of In -S e rv ic e Media Training Programs Upon FacultyA ttitude Toward the Use of In s tru c tio n a l Media
The d a ta in t h i s s tu d y re v e a le d th a t th o se s u b je c ts who had
a tten d e d in - s e r v ic e m edia t r a in in g program s showed more p o s i t iv e
a tti tu d e s toward the use of in s tru c tio n a l media than those subjects
who d id no t p a r t i c ip a te in such t r a in in g program s. The f in d in g of
the present study supports the find ings of e a r l ie r s tud ies by Aquino
(1974), Evans e t a l. (c ite d in Brown & Thornton, 1963), Grant (1970),
and I s s a - F u l la ta (1983). In t h e i r r e p o r ts , they in d ic a te d th a t
a t t i t u d e s of f a c u l ty members who p a r t ic ip a te d in in - s e r v ic e media
tra in in g programs on the use of in s tru c tio n a l media changed dram ati
c a l ly in a fa v o ra b le d i r e c t io n . S im ila r f in d in g s to th e p re se n t
study were found by severa l researchers (A jibero, 1985; Al-Debassi,
1984; Berman, 1969; D algaard , 1982; F re ib u rg e r , 1981; Kozma, 1978;
M afton, 1981; Moore & Hunt, 1980; Moss, 1979; Ogedengbe, 1983).
Growth in acceptance of new technology by co lleges and u n iv e rs itie s
i s one of the im portant fa c to rs th a t may w ell be associated w ith the
development of an e ffe c tiv e media serv ice program in higher education
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i n s t i t u t i o n s . T h e re fo re , the need fo r more e f f e c t iv e in - s e r v ic e
media tra in in g programs to acquaint facu lty members w ith the appro
p r ia te u t i l iz a t io n of in s tru c tio n a l media has been emphasized by many
s tu d ie s . In a re c e n t s tu d y , Khosh-Chashml (1983) found th a t most
f a c u l ty members ag ree th a t they can be more e f f e c t iv e in t h e i r
in s tru c tio n i f they know more about proper u t i l iz a t io n of educational
technology.
G en e ra lly , a t th e very core of th e su ccess o f any LRC i s the
usage of i t s m ateria ls and equipment and the o ther serv ices th a t are
p rov ided by media p e rso n n e l. In o rd er to develop e f f e c t iv e media
serv ice programs in higher education i n s t i t u t i o n s , t h i s in v e s t ig a
t io n , how ever, em phasized the im portance of in s t i tu t io n a l support,
budget, the q u a lif ic a tio n of media personnel, f a c i l i t i e s , and av a ila
b i l i ty and a c c e s s ib il i ty of in s tru c tio n a l media as c ru c ia l elements
th a t ought to be taken in to account in the evaluation of the q u a lity
of media serv ice programs.
I t i s a lso Im p o rtan t to no te th a t f a c u l ty a t t i t u d e i s a very
c ru c ia l fac to r in determ ining the acceptance of in s tru c tio n a l media
as e f f ic ie n t in teg ra ted a lte rn a tiv e methods in the teaching-learn ing
process to t ra d it io n a l methods of in s tru c tio n . Based on the an a ly sis
of the d a ta , th e re was s tro n g evidence th a t n e g a tiv e a t t i t u d e s of
facu lty members toward the use of in s tru c tio n a l media appears to be
a ffec ted by the q u a lity of media serv ice programs, type of in s t i tu
tio n s , subject area taught, academic rank, teaching experience, fo r
mal courses, and in -se rv ice media tra in in g programs.
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Further, educational Innovation w il l not be accepted autom ati
c a l ly ; a s t r a te g y has to be p lanned , I n i t i a t e d , and Im plem ented.
Several reasons have been advanced fo r the facu lty members' negative
a t t i t u d e s ; one of th e reaso n s th a t needs to be em phasized Is the
Involvem ent of f a c u l ty members In any proposed In n o v a tio n to be
Introduced In to a system. The more facu lty Involvement In any pro
posed Innovation In h igher education, the le ss the chance of facu lty
members' negative a t t i tu d e s toward the Innovation and the more the
chance of success of the proposed changes.
Recommendations fo r Further Research
Analysis of the data In the present study led to the form ulation
of several recommendations:
1. P rev io u s s tu d ie s d id no t o f f e r com parative d a ta on th e use
of In s tru c tio n a l media in four-year co lleges. I t would be usefu l i f
fu ture research involved a large sample of media d ire c to rs to d e te r
mine the q u a lity of the media serv ice programs In each in s ti tu tio n .
2. There was no e f f o r t com paring the q u a l i ty of the media
s e rv ic e program s a t fo u r -y e a r c o lle g e s . S ince the p re se n t s tudy
found no d ifference ex isted between high and low q u a lity media se r
vice programs, fu rth e r research is needed.
3. Research e f fo r t i s recommended to determ ine whether ce rta in
types of in s tru c tio n a l media are b e tte r su ited than others fo r use in
p a r tic u la r academic d isc ip lin e s .
4. In reg a rd to th e degree h e ld , i t would be u s e fu l i f fu tu re
re se a rc h Involved th o se i n s t r u c to r s who hold b ach e lo r degrees and
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compare them to those who hold m aster's and/or docto ra l degrees.
5. I t would be I n te r e s t in g to do com parison s tu d ie s between
colleges and u n iv e rs itie s th a t provide programs which lead to mas
te r 's and/or doctorate degrees In educational media.
6. Conduct an extensive research study involving the analysis
and id e n tif ic a tio n of the ro le of media personnel in re la tio n to the
in s tru c tio n a l process in higher education.
7. I f fu tu re r e s e a rc h i s done, i t i s recommended by th i s r e
s e a rc h e r th a t th o se s tu d ie s a tte m p t to make com parisons betw een
subjects who had formal courses in educational media and those who
attended in -se rv ice media programs in regard to the use of in s tru c
tio n a l media.
8. I t is recommended to in v es tig a te the re la tio n sh ip between
demographic variab les (gender) and the use of in s tru c tio n a l media in
h ig h e r education.
9. R esearch e f f o r t i s recommended to im prove the q u a l i ty of
media s e rv ic e program s in h ig h e r ed u c a tio n i n s t i t u t i o n s . S ev era l
respondents commented th a t th e ir use of media would d e f in ite ly in
c re a se i f they were g iv en th e s e rv ic e s r e la te d to i n s t r u c t io n a l
needs.
10. The p re se n t s tu d y should be r e p l ic a te d p e r io d ic a l ly in
order to determine whether the s t a t i s t i c a l data noted herein remain
constant or vary over time.
11. The scope of the p resent study could be expanded to include
o th e r reg io n s ; the p o p u la tio n sam ple could be en la rg ed to in c lu d e
adm in istra to rs , media personnel, and studen ts; the methodology could
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be modified to include in terv iew s along w ith w ritte n questionnaires.
I f fu tu re re se a rc h Invo lved p e rso n a l in te rv ie w in g , a s su ran ces of
c o n f id e n t ia l i ty of re sp o n ses could be g u aran teed v e rb a l ly and in
w ritin g .
Recommendations Based on Free Responses
Based on the comments re p o rte d by many resp o n d en ts from each
in s t i tu t io n surveyed, in s t i tu t io n a l support was determined as a p rin
c ip a l fac to r re la ted to the development of e ffe c tiv e media serv ice
programs in colleges and u n iv e rs itie s .
1. More e f fo r t should be made by college and u n iv e rsity admin
i s t r a t o r s to ach ieve a g r e a te r commitment to th e su p p o rt of t h e i r
educational media serv ice programs.
2. Physical f a c i l i t i e s should be arranged to Improve the loca
t io n and a c c e s s i b i l i t y o f e d u c a tio n a l media to the t o t a l i n s t r u c
t io n a l s ta f f .
3. The media budget should be developed to r e f l e c t the media
needs o f th e e n t i r e i n s t i t u t i o n and the budget should be developed
and defended by p ro fessional media personnel.
4. Additional in s tru c tio n a l equipment and m ateria ls should be
purchased fo r the media programs.
5. S ubstan tia l increases should be made in the to ta l number of
media personnel.
6. Communication and co o p e ra tio n between media personnel and
facu lty members should be increased, e sp ec ia lly in the In teg ra tio n of
appropriate media technologies in to the in s tru c tio n a l process.
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7. More in - s e r v ic e t r a in in g program s should be conducted In
educational media, e sp e c ia lly In the area of aed la u t i l iz a t io n .
8. I n s t i t u t i o n s o f h ig h e r ed u ca tio n should c o n tr ib u te to th e
advancement of in s tru c tio n a l technology not only by giving favorable
consideration to expanding i t s use, whenever such use i s appropriate ,
but a lso to p lacing re sp o n s ib ility fo r I t s In troduction and u t i l i z a
tio n a t the h ighest possib le le v e l of academic adm in istra tion .
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APPENDICES
145
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Appendix A
Cover Letter to Media Directors
146
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WAV Western Michigan University147 sity
Kalamazoo, Michigan 49008
College of Education Department of Educational Leadership
January 20, 1986
Dear Media D irector:
I am a doctoral candidate In the Educational Leadership Department a t Western Michigan U niversity . I am conducting a survey of the media s e rv ic e program s In s e le c te d p u b lic c o lle g e s and u n iv e r s i t i e s in Michigan. The purpose of th is study Is to evaluate the s ta tu s of the serv ices of the learn ing resources centers in colleges and u n iv ersit i e s .
I re a liz e th a t your time is very valuable; however, your help in th is study i s needed. P lease take a few minutes to accurately respond to the enclosed questionnaire.
An addressed stamped envelope is enclosed fo r retu rn ing the questionn a ire a t your e a r l ie s t convenience. Further, your name w il l not be d isclosed . For th is research , the overa ll response is im portant and no ind iv idual responses w il l be singled out.
Thank you fo r your cooperation and p a rtic ip a tio n in th is very importa n t study .
S incerely , Approved:
Abdelgader El-M usratl Charles C. W arfieldCommittee Chairman
Enclosures
C O P Y
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Appendix B
Media Director Questionnaire
148
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149
MEDIA DIRECTOR QUESTIONNAIRE
An Evaluation of the Educational Media Services Programs In Colleges and U n iv ersities
I . Background inform ation
1. Name of In s t i tu t io n :
2. Type of in s t i tu t io n :
Two-year co llege ___
Four-year co llege
U niversity ______
I I . Please respond by c irc l in g the l e t t e r which most c lo se ly re f le c ts the ex tent of your agreement/disagreement w ith each of the item s l is te d below.
s A N D St 8 0 i tr r s ro e 0 a on e P 8 ng i r g1 n e 1y 1 e y
0A n D8 ir se ae g
ree
1. The in s t i tu t io n is committed to the use of educational media as an in te g ra l p art ofthe in s tru c tio n a l program of the co llege. SA A NO D SD
2. In s t i tu t io n a l adm in istra to rs encourage facu lty members to Increase th e ir use of in s tru c tio n a l media in th e ir classroomse ttin g s . SA A NO D SD
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150
3. There are c le a r ly defined p o lic ie s , procedures, and plans fo r educational media program, Including Immediate sh o rt-range and long-range goals. SA A NO D SD
4. Faculty members are encouraged to experiment with educational media as a means ofincreasing In s tru c tio n a l e ffec tiv en ess . SA A NO D SD
5. The loca tion of the learn ing resources cen ter i s such th a t media are not read ily accessib le to fa c u lty , s ta f f , and s tu dents .
6 . There Is an adequate d is tr ib u tio n system to increase the de livery of a l l media to users when needed.
7. The budget of the learn ing resources cen ter Is in su ff ic ie n t to support an adequate media program.
8 . The budget of the learn ing resources cen ter i s almost e n tire ly on Immediate educational needs.
9. The learn ing resources cen ter i s adequately financed through an independent budget.
10. The budget of the media serv ice programs does not re f le c t the needs of the e n tire in s t i tu t io n .
11. The budget of the learn ing resources center is developed by the p rofessional media s ta f f in consu lta tion with financ ia l o ffic e rs and o ther college administra to r s .
12. There is in su ff ic ie n t quantity of educatio n a l media.
13. A p rofessional co llec tio n of m ateria ls is made availab le and ea s ily accessib le fo r facu lty use.
14. Equipment fo r proper u t i l iz a t io n of m ateria ls is made accessib le fo r use w ithin the learn ing resources cen te r. SA A NO D SD
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SA A NO D SD
SA A NO D SD
SA A NO D SD
SA A NO D SD
SA A NO D SD
SA A NO D SD
SA A NO D SD
SA A NO D SD
SA A NO D SD
151
15. Equipment fo r proper u t i l iz a t io n of m ateria ls Is made accessib le fo r c la ss room use. SA A NO D SD
16. The se lec tio n of a l l m ateria ls and equipment fo r purchase by the learn ing resources cen ter Is not based on predetermined sp e c ific a tio n s formulated bythe media personnel. SA A NO D SD
17. The learn ing resources cen ter i s provided with adequate physical f a c i l i t i e sfo r optimum serv ices to an in s t i tu t io n . SA A NO D SD
18. The in s tru c tio n a l f a c i l i t i e s of thein s t i tu t io n are w ell designed. SA A NO D SD
19. A ll classrooms are designed and equipped with physical f a c i l i t i e s th a t make poss ib le optimum use of a wide v a rie ty ofin s tru c tio n a l media. SA A NO D SD
20. Unique m ateria ls needed fo r sp ec ific teaching and learn ing s itu a tio n s areproduced lo c a lly . SA A NO D SD
21. P ra c tic a lly no f a c i l i t i e s fo r production are av a ilab le fo r facu lty and students to produce th e ir own in s tru c tio n a lm ate ria ls . SA A NO D SD
22. Media storage f a c i l i t i e s are ava ilab le but are inadequate fo r some types ofeducational media. SA A NO D SD
23. There is no provision fo r repairingeducational media. SA A NO D SD
24. Trained personnel are ava ilab le in suff ic ie n t q u a lity and quan tity fo r thein s tru c tio n a l needs of the facu lty . SA A NO D SD
25. Faculty and s ta f f are involved in decision-making a c t iv i t ie s re la tin g to the in teg ra tio n of educational media programs with the curriculum andin s tru c tio n . SA A NO D SD
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152
26. P rofessional co n su lta tio n serv ices are av a ilab le to the fa c u lty , adm in istra to rs , s ta f f , and students In the se le c tio n , a cq u is itio n , p rep ara tio n , production, u t i l iz a t io n , and evaluation of educationalmedia. SA A NO D SD
27. P rofessional educational media s ta f f are Involved in planning and conducting continuous in -se rv ic e tra in in g programs concerned with the s e le c tio n , development, production, and use of a l l types ofin s tru c tio n a l media. SA A NO D SD
28. The adm in istra to r In charge of an educatio n a l media program works In close cooperation w ith a facu lty committee inperiodic evaluations of the media program. SA A NO D SD
29. Faculty members a re kept informed on new developments In m a te ria ls , equipment, andthe technology of in s tru c tio n . SA A NO D SD
30. There are d e f in ite plans fo r Involving facu lty members in continuous evaluations of the e ffec tiv en ess of p resen tly ownedmedia. SA A NO D SD
I I I . COMMENTS
Please Ind icate b r ie f ly what changes could be made In your In s t i tu t io n in order to improve the q u a lity of the serv ices of the learn ing resources cen te r.
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Appendix C
Cover Letter to Faculty Members
153
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)154
Western Michigan University Kalamazoo, Michigan 49008
College of Education Department of Educational Leadership
A pril 7, 1986
Dear Faculty Members:
F ac u lty members a t v i r t u a l l y every in s t i tu t io n of higher education have become in c re a s in g ly concerned w ith th e r o le of i n s t r u c t io n a l media in th e ir teaching areas. Therefore, I am conducting a survey of the fac to rs a ffec tin g facu lty members' a t t i tu d e s toward the use of in s tru c tio n a l media in se lected public co lleges and u n iv e rs itie s in M ichigan. The purpose of t h i s r e se a rc h i s to compare th e use o f i n s t r u c t io n a l media in tw o-year c o l le g e s , fo u r-y e a r c o l le g e s , and u n iv e rs itie s by facu lty members.
I re a liz e th a t your time is very valuable; however, your help in th is study is needed. P lease take a few minutes to accurate ly respond to the enclosed questionnaire .
An addressed stamped envelope is enclosed fo r re tu rn ing the questionnaire a t your e a r l ie s t convenience. Further, the number th a t appears on the questionnaire w il l be used fo r follow-up purposes only. For t h i s re se a rc h , your name w i l l n o t be d is c lo s e d , and no in d iv id u a l resp o n ses w i l l be r e le a s e d . T h e re fo re , the o v e ra l l response i s im portant fo r completing th is study.
Upon com pletion of th e d i s s e r t a t i o n , I would be happy to send you a copy of the re su lts i f th is i s your wish.
A w aiting your e a r l i e s t r e p ly , I thank you fo r your co o p e ra tio n and p a r tic ip a tio n in th is very Important study.
S incerely , Approved:
Abdelgader El-M usrati Charles C. W arfieldCommittee Chairman
Enclosures
C O P Y
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Appendix D
Faculty Questionnaire on the Use of In s tru c tio n a l Media
155
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156
Faculty Questionnaire on the Use of In s tru c tio n a l Media
I . Background Inform ation
1. Type of I n s t i tu t io n :
Two-year co llege _________ Four-year college
U niversity ____
2. Subject area :
Social Sciences
P rofessional _
Fine Arts _____
3. Academic rank: (p lease check one)
P ro fe s so r____________________ A ssistan t P ro fe s so r______
Associate P ro fe s so r_______ I n s t r u c to r _________________
4. Highest degree earned:
B achelor__________ M aster____________ D octo r_________
5. Number of years teaching in higher education ________________
6 . Number of formal courses taken In educational media _________
7. Have you attended in -se rv ice tra in in g programs in the use of in s tru c tio n a l media (sem inars, workshops, or facu lty meeting)?
Yes No
(please check one)
N atural Sciences
Humanities
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157
I I . Please respond by c irc lin g Che l e t t e r which most c lo se ly r e f le c ts the ex tent of your agreem ent/disagreem ent w ith each of the item s l i s te d below.
SA " Strongly Agree D “ DisagreeA ■ Agree SD ■ Strongly Disagree
NO ■ No Opinion
s A N D St g 0 i tr r s r0 e 0 a on e P g ng 1 r g1 n e 1y i e y
0A n Dg ir se ae g
ree
Media A v a ila b ility and A ccess ib ility
1. There are s u ff ic ie n t audiovisual m ateria lsand equipment av a ilab le when I need them. SA A NO D SD
2. Audiovisual m ateria ls and equipment shouldbe made accessib le to the facu lty members. SA A NO D SD
3. The q u a lity of media m ateria ls and equipment availab le to me i s not in good cond it io n . SA A NO D SD
4. I t i s d i f f ic u l t to in teg ra te av ailab le audiovisual m ateria ls in to my teachingarea and lesson p lans. SA A NO D SD
5. The current media serv ices a t my in s t i tu tio n are not s u ff ic ie n t to meet thein s tru c tio n a l needs. SA A NO D SD
6. I would be w illin g to produce audiovisual m ateria ls fo r use in my teaching a rea , i f the f a c i l i t i e s and finances were read ilyav a ilab le . SA A NO D SD
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158
Media Use
7. Many of my colleagues have had ex ce llen tre su lts In using in s tru c tio n a l media• SA A NO D SD
8 . I p re fe r to use more in s tru c tio n a l media in my classroom than tra d it io n a l methodsof In s tru c tio n . SA A NO D SD
9. The use of In s tru c tio n a l media tends to Improve the performance lev e l andachievement of my stud en ts . SA A NO D SD
10. In s tru c tio n a l media provides more opportu n it ie s fo r the lea rn ers to acquire awide v a rie ty of knowledge. SA A NO D SD
11. The u t i l iz a t io n of in s tru c tio n a l media in my teaching area has ra ised s tu d en ts ' achievement and performance when they are compared with those who have been taught through tra d it io n a l methods of in s tru c tio n . SA A NO D SD
12. College and u n iv e rsity facu lty should encourage students to u t i l i z e audiov isu a l m ateria ls in p resen ta tions andin independent s tu d ie s . SA A NO D SD
13. I make audiovisual m ateria ls fo r in s tru c tin g my c la s se s . SA A NO D SD
14. I prepare audiovisual m ateria ls fors e lf - in s tru c tio n . SA A NO D SD
15. My f ie ld of sp e c ia liz a tio n does not generally lend i t s e l f w ell to the useof in s tru c tio n a l media. SA A NO D SD
16. I t i s too much of a bother to adaptcourse content to audiovisual m a te ria ls . SA A NO D SD
17. To prepare c lass using in s tru c tio n a l media takes much longer than using moretra d it io n a l methods of in s tru c tio n . SA A NO D SD
18. In s tru c tio n a l media takes up too much time and does not leave time to coverthe textbook m ate ria ls . SA A NO D SD
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159
19. 1 fe e l more comfortable with a tra d itio n a l method of In s tru c tio n . SA A NO D SD
20. A ll classrooms a re designed and equipped with physical f a c i l i t i e s th a t make poss ib le optimum use of a wide v a rie ty ofIn s tru c tio n a l media. SA A NO D SD
D e s ira b ility and A p p licab ility of Educational Media
21. The use of In s tru c tio n a l media can be very help fu l In most college and univers i ty su b jec ts .
22. Using In s tru c tio n a l media should be viewed as being an e s se n tia l fo r college and u n iv e rs ity teaching.
23. An in s tru c tio n a l program should be supported by an adequate supply of audiov isu a l m ateria ls and equipment.
24. Faculty members are not encouraged to experiment with educational media as a means of Increasing In s tru c tio n a l e ffec tiveness .
25. Faculty members should be acquainted with the nature of the technology and I t s relevance to the teaching-learning process in th e ir f ie ld of sp e c ia liz a tio n .
26. The improvement of in s tru c tio n should involve innovative in s tru c tio n a l methods which u t i l iz e audiovisual m ateria ls and equipment.
27. The adoption of new media in colleges and u n iv e rs itie s fo r improving the q u a lity of teaching and enhancing the learn ing process should be considereda primary goal of the academic l ib ra r ie s .
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SA A NO D SD
SA A NO D SD
SA A NO D SD
SA A NO D SD
SA A NO D SD
SA A NO D SD
SA A NO D SD
160Cooperation and Communication
28. Media personnel are av a ilab le a t my In s t i tu t io n to provide serv ices to facu lty In the use of In s tru c tio n a lmedia. SA A NO D SD
29. Cooperation between our media personnel and our facu lty Is e s se n tia l to meet themedia needs of an In s tru c tio n a l program. SA A NO D SD
30. I t i s e s se n tia l to Involve professional media personnel w ith facu lty members in curriculum development and In the In te g ra tio n of the appropriate media and technology In to the in s tru c tio n a l process. SA A NO D SD
31. The facu lty should be kept informed of new developments In audiovisual mater i a l s , equipment, and technology fo rIn s tru c tio n . SA A NO D SD
32. Faculty members should not be Involved in continuous evaluations of the e ffec tiveness of the media serv ice programs. SA A NO D SD
33. The q u a lity and v a r ie ty of audiovisual m ateria ls and equipment provided fo r the in s tru c tio n a l programs should bebased on f a c u lty 's recommendations. SA A NO D SD
34. P rofessional consu lta tion serv ices are not ava ilab le to fa c u lty members in the se le c tio n , p rep ara tio n , and production of in s tru c tio n a l media in myin s t i tu t io n . SA A NO D SD
35. In my in s t i tu t io n there i s inadequate media personnel to a s s is t facu lty members in the design of th e ir in s tru c tio n a lprograms where media are concerned. SA A NO D SD
36. I have d if f ic u l ty in g e ttin g help from the professional media personnel in choosing the appropriate audiovisualm ateria ls fo r my courses. SA A NO D SD
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161
In-Service Media Training Program
37. In -se rv ice media tra in in g programs re la tin g to the u t i l iz a t io n of in s tru c tio n a l media are not provided in my in s t i tu t io n .
38. In -serv ice media tra in in g programs made me aware of the proper u t i l iz a t io n of in s tru c tio n a l media in my f ie ld of sp e c ia liz a tio n .
39. Continuous in -se rv ic e media tra in in g programs fo r the use of technological devices and m ate ria ls should be carried on as a means of improving in s tru c tio n .
40. Establishment of an in -se rv ice media tra in in g program fo r facu lty membersis not necessary fo r th e ir professional growth and development.
I l l . Comments
Please in d ica te b r ie f ly what changes could be made in order to increase your use of in s tru c tio n a l media.
SA A NO D SD
SA A NO D SD
SA A NO D SD
SA A NO D SD
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Appendix E
Follow-up Letter
162
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WAU Western Michigan University163 sity
Kalamazoo, Michigan 49008
College of Education Department of Educational Leadership
May 1, 1986
D ear_________________ :
I am a docto ral candidate In the Educational Leadership Department a t Western Michigan U niversity . I am conducting a survey of the fac to rs a ffec tin g facu lty members' a tt i tu d e s toward the use of in s tru c tio n a l media in se lec ted public colleges and u n iv e rs itie s in Michigan. The purpose of th is research i s to compare the use of in s tru c tio n a l media in two-year co lleges, four-year co lleges, and u n iv e rs itie s by facu lty members.
Ju s t over two weeks ago 1 sent you a questionnaire; however, we are p a r tic u la r ly desirous of obtaining your responses because your exper ie n c e w i l l c o n tr ib u te s ig n i f i c a n t ly tow ard so lv in g some of the problems we face in th is im portant area of education.
I t w ill be appreciated i f you w ill complete the questionnaire form p r io r to May 10th and r e tu rn i t . O ther phases of t h i s re se a rc h cannot be carried out u n t i l we complete analysis of the survey data. We would welcome any comments th a t you may have. For th is research , your responses w il l be held i.. s t r i c t e s t confidence.
We w il l be pleased to send you a summary of the survey re su lts i f you d e s ire .
Thank you fo r your cooperation.
S incerely , Approved:
Abdelgader El-M usrati Dr. Charles C. W arfield, Chairman Dr. David J . Cowden Dr. Steven C. Rhodes Dr. B ill Armstrong
Enclosure
C O P Y
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