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A Study of the Usefulness of the Instructional Television

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A Study of the Usefulness of the Instructional Television DOCUMENT RESUME ED 037 091 EM 007 891 AUTHOR Dirr, Peter J. TITLE A Study of the Usefulnessof the Instructional Television Services of Channel13/WNDT and Recommendations for Their Improvement. INSTITUTION New York Univ., N.Y. Schoolof: Education. PUB DATE 70 NOTE 117p.; Ph.D. Thesis EDRS PRICE EDRS Price MF-$0.50HC-$5.95 DESCRIPTORS *Broadcast Television, EducationalFacilities, Instructional Program Divisions,*Instructional Television, Teacher Background,*Teacher Behavior ABSTRACT The extent to which teachers usethe services provided by The SchoolTelevision Service (STS), theinstructional division of Channel 13/WNDT (NewYork), was studied. After determining that the STS isrepresentative of many broadcast instructional television agencies, afive-page questionnaire was administered to a sample of 1037teachers whose school districts participated in STS. The sampleprovided 752 usable responses. Results showed that a majority(57.9 percent) of therespondents used the program series regularly(at least several times asemester), and that the average regular useof the program series was1.8 program series per teacher per semester.Three conditions were found tobe statistically associated with thenumber of series a teacher uses: the storage location ofthe television set, theteacher's professional preparation, andthe grade levels concerned.(Author/SP) Sponsoring Committee: Dr. Irene F. Cypher, Chairman Dr. Robert W. Clausen rim4 Dr. Alfred Ellison OCI% ti U.S. DEPARTMENT OF HEWN, EDUCATION i WELFARE Pe% OFFICE OF EDUCATION O THIS DOCUMENT HAS PUN CZI REPRODUCED EXACTLY ASRECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS LA.1 STATED DO NOT NECESSARILY IfINSENT OFFICIAL OFFICEOF EDUCATION POSITION OR POLICY. A STUDY OF TilE USEFULNESS OF THE INSTRUCTIONAL TELEVISION SERVICES OF CHANNEL 13/WNDT AND RECOMMENDATIONS FOR THEIR IMPROVEMENT Peter J. Dirr Submitted in partial fulfillment of the requirements of the degree of Doctor of Philosophy in the School of Education of ": New York University 1970 0 0 ACKNOWLEDGMENTS No piece of research today represents the work of only one man. While I bear the full responsibility for this final document, its completion would not have been possible without the cooperation of many persons. I thank the members of my sponsoring committee, Professor Irene Cypher, Professor Robert Clausen and Professor Alfred Ellison, for their persistence and thoroughness in guiding my design andcomple- tion of this project. Sincere thanks are also extended to the members of the School Television Service staff for opening their doors to me and providing me with necessary information. The members of the panels which eval- uated my choice of the sample and design of the instruments contribu- ted a valuable service for which I am grateful. During 'the course of my research I have required several drafts of reports. I thank all who helped me with this task. I especially thank Sister Catherine Long, O.S.F., who patiently undertook the te- dious task of typing this final document. Lastly, I thank my wife, Janice, for supporting me through the many hours of work that have led to this point.Her encouragement and understanding made possible the completion of this project. ii TABLE OF CONTENTS Chapter Page ACKNOWLEDGMENTS ii TABLE OF CONTENTS iii LIST OF CHARTS iv I INTRODUCTION 1 The Problem 1 Delimitations 2 . Basic Assumption 2 Basic Hypotheses 3 Significance of the Study 3 Related Literatur, 4 Methodology 15 , Subproblem 1 15 Subproblem 2 17 The Instruments 17 The Pilot Study 19 The Sample 20 Distribution and Follow Up 22 Return's 22 Subproblem 3 24 II HISTORICAL BACKGROUND 28 ETV in New York City Prior to 1962 29 .STS 1962-1965 31 STS 1965-1966 .33 III THE FINDINGS 36 The Population 36 Classroom Practices 40 Use and Evaluation of STS Services 45 Creative Use of ITV 50 IV ANALYSIS AND DISCUSSION OF THE FINDINGS' 51 Nine Major Questions 52 Other Questions. 68 Other Data 70 Summation 75 V RECOMMENDATIONS FOR POTENTIAL USE BY CLASSROOM TEACH. ERS, SCHOOL ADMINISTRATORS AND ITV AGENCIES . 81 Recommendations for Classroom Teachers . 81 Recommendations for School Administrators.'. 82 Recommendations for I.C.V Agencies 84 VI RECOMMENDATIONS FORFURTHERSTUDY 88. BIBLIOGRAPHY 92 APPENDICES 99 iii LIST OF CHARTS Chart Page I PERTINENT CHARACTERISTICS OF SCHOOL SYSTEMS INCLUDED IN THE SAMPLE 23 II TEACHER RESPONSE BY DISTRICT 25 III DISTRIBUTION OF CHANNEL 13 PROGRAMING 1962-1963. 32 IV DISTRIBUTION OF CHANNEL 13 PROGRAMING 1965-1966. 35 V DISTRIBUTION OF RESPONDENTS BY GRADE LEVEL 37 VI DISTRIBUTION OF RESPONDENTS BY TEACHINGEXPERIENCE . 38 VII DISTRIBUTION OF RESPONDENTS BY PROFESSIONALTRAINING 39 VIII REPORTED USE OF AUDIOVISUAL DEVICES 41 IX LOCATION OF TV SETS 42 X CONDITION OF TV SETS 43 XI REPORTED USE OF STS MANUAL 44 XII RESPONDENTS' VALUE OF STS SERVICES 48 XIII REPORTED USE OF STS PROGRAMS 49 iv CHAPTER I INTRODUCTION The Problem The usefulness of instructionaltelevision) services offeredby broadcast television stations to school systems was the primary concern of this study. Specifically, the problem studied the extent towhich teachers use the services provided by The School TelevisionService,2 the instructional division of Channel 13tWNDT, NewYork.3 The term instructional television may hereafter be referred to asITV. 2. The term School Television Service may hereafter be.referred to asSTS. 3. There were approximately 130 ETV stations in the United States atthe time this study was initiated. They can be categorized into four cate- gories according to ownership and operation; a) State owned,b) Owned by the school district, c) University owned, d) Community owned. The total number is about equally divined among the four categories.The stations within each category all provide services for the schoolswithin the viewing area, but the emphasis on programing differs according to the category. State owned and school owned stations provide programingwith an emphasis on the elementaryand secondary schools in the viewing area. The university owned stations concentrate on programing forthe college campus, but provide some programingfor the elementary and secondary schools. The community owned stations are devoted to the larger audience within their ranges as well as to the schools. The financial arrangement with school districts also differs. State owned and school owned stations, for the most part do not demand any mone- tary exchange between school and TV stF,tion. Of the stations that fall into the categories of university and community owned stations, about half charge a 'per pupil' fee for membership in their instructional di- vision. The other half prorate their annual costs over the number of participating school districts. According to Chalmers Marquis of the National Association ofEducation- al Broadcasters (NAEB), the universal instructional servicesperformed by all ETV stations include: the offering of programs for school use, teacher's guides, and consultation services. To this extent, STS is For the purpose of organization, the problemwas divided into the fol- lowing subproblems: ,s 1. TO trace the development of educational television'programing in.the New York Metropolitan area as it relates to.thepresent2offeringsof the School Television Service of Channel 13/WNDT,New York, 2. To secure data concerning theuse of STS programs by teachers in Mem- ber School Districts. *. 3. To prepare guidelines from the data for potentialuse of administra- 'tors, teachers and the management of STS. Delimitations Since it had been established that STSwas representative of other ITV agencies this study was confined to school systems thatwere members of STS. Membership was determined by STS recordsas of October 1, 1966. Since approximately 70 per cent of STS pfograming is gearedto grades K - 6, the study was limited to use of programs by teachers of those grade. levels. - Basic AssImption It was assumed that some teachers in STS member schoolsystems utilized STS 4ervices and others did not. representative of a service performed by all ETV stations in thiscoun- try. As an ITV agency which makes monetary demandsupon participating school districts it is representative of 50per cent of the universe. In charging a 'per pupil' fee,.it is representative of 25per cent of that universe. Based upon this evidence gathered from the NAEB, it isseen that STS is representative of many ITV services in this country both instructure and operation. S 1. The term educational television may hereafter be referred toas ETV. 2. This study was designed in 1966 and data gatheredin 1967. The find- ings and recommendationsare limited to that data. -3_ Basic Hypotheses It was hypothesized that STS services were notuseful since: 1. The majority (more than 50 per cent) of theteachers in school systems that are members of STS do not viewthe programs. 2. The use of the TV programs is haphazard in that: a) many of the teachers who do utilize the programingdo not regularly refer to the Teacher's Manual,and b) they do not use the programs in conjunction withother classroom materials and procedures. Significance of the Study While many studies have attempted to show thebenefits a teacher can derive by using ETV, orthe effectiveness of utilizing the medium in the classroom, very few have been designed todetermine the actual use of ETV by theteachers once a school system has adopted the medi- um.1 Therefore, the results of this study will be of interest to school administrators who raise this question. There are some 100 school districts that aremembers of STS.2 Each of these districts contributes seventy-five cents perstudent per school year to meet the costs involved in providingthe services (sal- aries, program production and acquisition, printing,mailing, kine- scope library, etc.). How many teachers from those districtsutilize the programing pro- vided by STS?Are many of the districts failing to take advantageof the full range of services provided? Why do someteachers use the 1. See Kenneth J. Lenihan, et al., Utilizationof thsELgentEEduss- tional Broadcast Programs. 2. The figures cited are based on the situation thatprevailed in Oc- tober, 1966, when this study was being designed.
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