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Audio-Tutorial Systems Approach to Recreational Learning Alan James Murdoch Iowa State University

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Audio-Tutorial Systems Approach to Recreational Learning Alan James Murdoch Iowa State University Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1984 Audio-tutorial systems approach to recreational learning Alan James Murdoch Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Higher Education Administration Commons, and the Higher Education and Teaching Commons Recommended Citation Murdoch, Alan James, "Audio-tutorial systems approach to recreational learning " (1984). Retrospective Theses and Dissertations. 9015. https://lib.dr.iastate.edu/rtd/9015 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. INFORMATION TO USERS This reproduction was made from a copy of a document sent to us for microfilming. While the most advanced technology has been used to photograph and reproduce this document, the quality of the reproduction is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help clarify markings or notations which may appear on this reproduction. 1. The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure complete continuity. 2. When an image on the film is obUterated with a round black mark, it is an indication of either blurred copy because of movement during exposure, duplicate copy, or copyrighted materials that should not have been filmed. For blurred pages, a good image of the page can be found in the adjacent frame. If copyrighted materials were deleted, a target note will appear Hsting the pages in the adjacent frame. 3. When a map, drawing or chart, etc., is part of the material being photographed, a definite method of "sectioning" the material has been followed. It is customary to begin filming at the upper left hand comer of a large sheet and to continue from left to right in equal sections with small overlaps. If necessary, sectioning is continued again-beginning below the first row and continuing on until complete. 4. For illustrations that cannot be satisfactorily reproduced by xerographic means, photographic prints can be purchased at additional cost and inserted into your xerographic copy. These prints are available upon request from the Dissertations Customer Services Department. 5. Some pages in any document may have indistinct print. In all cases the best available copy has been filmed. Universi^ Micr^ilms International 300 N. Zeeb Road Ann Arbor, Ml 48106 8423660 Murdoch, Alan James AUDIO-TUTORIAL SYSTEMS APPROACH TO RECREATIONAL LEARNING Iowa State University PH.D. 1984 University Microfilms I ntornstions! SOO N. Zeeb Road, Ann Arbor, Ml 4810S Audio-tutorial systems approach to recreational learning by Alan James Murdoch A Dissertation Submitted to the Graduate Faculty in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY Department: Professional Studies in Education Major: Education (Higher Education) Approved: Signature was redacted for privacy. In Charge of Majof Work Signature was redacted for privacy. Ydr/th.e Major Department Signature was redacted for privacy. For the Gr^uate College Iowa State University Ames, Iowa 1984 ii TABLE OF CONTENTS Page CHAPTER I. INTRODUCTION 1 Need for the Study 1 Purpose of the Study 4 The Problem 5 Hypotheses to be Tested 6 Definition of Terms 9 Organization of the Study 11 Investigative Pattern of Research 11 CHAPTER II. REVIEW OF THE LITERATURE 12 Method and Theories in Teaching 12 The Individual and Innovation in Education 14 The Audio-Tutorial Method 20 Related Research and Ongoing Audio-Tutorial Projects 29 Summary 36 CHAPTER III. METHODS AND PROCEDURES 38 Selection of the Population 38 Preparation of the Materials 41 Class Management and Experiment Execution 43 Testing 45 Treatment of Data 48 CHAPTER IV. FINDINGS 50 Introduction 50 Preliminary Findings 50 Analysis of Data 66 Review of Student Questionnaire 83 CHAPTER V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS 88 Summary 88 Conclusions 90 Recommendations 92 BIBLIOGRAPHY 96 APPENDIX A. AUDIO-TUTORIAL CONGRESS 102 APPENDIX B. INNOVATIVE TEACHING GRANT 105 iii Page APPENDIX C. COURSE OUTLINE AND OBJECTIVES 107 Weight Training I 107 Football Officiating 117 Downhill Skiing I 119 Archery I 120 APPENDIX D. AUDIO-TUTORIAL SCRIPT FORMAT 123 APPENDIX E. LIBRARY MICROFORM AND MEDIA CENTER 124 APPENDIX F. INDIVIDUAL ATTENDANCE RECORD AND TEST­ ING FOR ONE REPETITION MAXIMUMS 126 APPENDIX G. INFORMED CONSENT FORM 127 APPENDIX H. STUDENT QUESTIONNAIRE 128 APPENDIX I. TAPE DIALOGUE 131 APPENDIX J. LIST OF VARIABLES 135 1 CHAPTER I. INTRODUCTION Excellence in education is news, as evidenced by recent reports of numerous groups and individuals (A Nation at Risk, 1983). Included among these are the recently published national effective schools study (Bickel, 1983), the study of schooling ("Some Implications for School Improvement," 19 83), and the recent report on secondary education in America by the Carnegie Foundation for the Advancement of Teaching (Boyer, 1983). The American Alliance for Health, Physical Education, Recreation and Dance concurs that there is a need for evaluation and review of the direction of the physical education curriculum (Francke, 1983). Need for the Study The efforts of Hunter (1983) have prompted numerous in­ novations in the profession. As a result, the effective physical educator is expected to make three interrelated types of decisions—those related to content, student be­ havior and teacher behavior as he/she applies four sets of related skills: (1) selecting an objective at the correct level of difficulty; (.2) teaching to the objective; (3) moni­ toring student progress and adjusting instructional level; and (4) applying known principles of learning. This should be viewed as a research based perspective of instructional effectiveness. 0 The concept of lifelong learning in physical education is gaining in acceptance. A prodigious amount of literature has been produced in the last decade supporting this concept. Case (1975) states that the interest in lifelong learning for many represents a basic need to escape the routine of a highly structured environment—to give vent to the unexplored capacities and interests of minds that seek refreshment and renewal through active learning. The adult learner, accord­ ing to Stoval (1979), is eager to explore a variety of of­ ferings in health, physical education, recreation, and dance. The need for additional course offerings has probably doubled in the last decade. The improvement of educational effectiveness is a con­ tinuing struggle for educational institutions. The desire of educators and institutional administrators to discover more efficient and effective means of disseminating large amounts of knowledge to more people in an era of financial stringency is increasing. In their quest for excellence, institutions of higher education are challenged to increase both effi­ ciency and excellence. It is extremely important that such institutions ascertain what are the most effective methods of instruction whereby students will retain what they have been taught. For numerous reasons, college teachers are developing alternative approaches to conventional teaching methods. 3 After reviewing the vast amount of research comparing the lecture with other forms of instruction, the lecture appears to have decreasing value in certain areas of the teaching/ learning process (Costin, 1972). "Lectures were once useful; but now, when all can read, and books are so numerous, lec­ tures are unnecessary. (Boswell, 1981, p. 471). "As a means of imparting information, especially if habitually used, the formal lecture is probably the most ineffective and wasteful of all methods" (Schueler, 1951, p. 92). The lecture in its traditional sense has its value as a means of instruction and should not be overlooked. "In spite of its disadvantages, the lecture remains the most effective means by which you may transmit to your whole class of stu­ dents the subject matter of your teaching" (Weston, 1951, p. 65). The lecture, then, remains significant. However, as in­ structors study their teaching performance and look at com­ municating information at higher levels of learning, they often seek alternative teaching systems to the lecture. "A suspicion arises, however, supported by bits of evidence, that other methods of teaching may be more effective than lecturing in achieving some of the higher level cognitive and attitudinal objectives" (McKeachie, 1967, p. 8). The concern at this point is to select an approach that will best serve the needs of the teacher and students rather 4 than just replacing an "old idea" with a new one. the pressure to "invent" the new methods comes from an increasing awareness that the old methods are no longer adequate to meet our needs (McKeachie, 1967, p. 8). Before leaping into new styles of teaching, it is advisable that the instructor determine the selection of an approach by using some sort of criteria. The emphasis on excellence, research and systems which are able to reach more students with less instructional per­ sonnel justifies continued study of audio-tutorial systems approaches to recreational learning and selection of criteria that answer the following questions. Can audio-tutorial ma­ terials of high quality be developed in the cognitive area of recreation? Does the use of audio-tutorial materials affect students' attitudes and participation during the duration of a course? Does the use of audio-tutorial materials affect the level of motivation to continue to participate in recrea­ tion? The need for further analysis will be addressed in this study. Purpose of the Study Recent technological advances permit us to develop a variety of learning experiences.
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