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Validation of a Criterion of Lecture Effectiveness. Research Memorandum [microform] / W. P. Gorth and Others
Bib ID 5193207
Format BookBook, MicroformMicroform, OnlineOnline
Author
Gorth, W. P
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1968 
29 p. 
Summary

Studies of achievement scores as the criterion of lecture effectiveness have been limited to use of experienced teachers lecturing in the classroom to classes of one age group only. This study sought (1) to compare videotape recordings of lectures with live lectures, (2) to determine whether the quality of videotape affects achievement scores, and (3) to investigate the interaction effects of test validity, students' ability and age, and number of presentations of the lecture. Lecture effectiveness was defined as the ability to explicate ideas to students so that they are able to answer questions about these ideas. The complete factorial design initially included 20 groups of about 20 students each. Analysis of covariance of criterion test scores showed that high scores were correlated with the viewing of videotapes of high quality and with the viewing of effective lectures by high ability students. Repetition of the same lecture on videotape intensified the variations in lecture effectiveness. It was concluded that his experiment offers a partial validation for the use of videotape to represent live classroom lectures in research on lecture effectiveness. (LH)

Notes

Sponsoring Agency: Office of Education (DHEW), Washington, DC. Bureau of Research.

Contract Number: OEC-6-10-078.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Academic Ability.  |  Achievement.  |  Lecture Method.  |  Research Methodology.  |  Teaching Methods.  |  Teaching Skills.  |  Videotape Recordings.
Other authors/contributors Stanford Univ., CA. Stanford Center for Research and Development in Teaching
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