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74-21980 LÜDRÎCK, John Alva, 1934

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74-21980 LÜDRÎCK, John Alva, 1934 1E: 74-21,980 LÜDRÎCK, John Alva, 1934- A STUDY OF THE EFFECTS OF CONTROLLED DELIVERY INSTRUCTION UPON THE ACHIEVEMENT OF COLLEGE STUDENTS USING COMPRESSED SPEECH AUDIO AND TELEVISION PICTORIALS. The University of Oklahoma, Ed.D., 1974 Education, higher University Microfilms. A Company, Ann Arbor, Michigan © 1974 JOHN ALVA LUDRICK ALL RIGHTS RESERVED THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED. UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE A STUDY OF THE EFFECTS OF CONTROLLED DELIVERY INSTRUCTION UPON THE ACHIEVEMENT OF COLLEGE STUDENTS USING COMPRESSED SPEECH AUDIO AND TELEVISION PICTORIALS A DISSERTATION SUBMITTED TO THE GRADUATE FACULTY In partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION By JOHN ALVA LUDRICK Norman, Oklahoma 1974 A STUDY OF THE EFFECTS OF CONTROLLED DELIVERY INSTRUCTION UPON THE ACHIEVEMENT OF COLLEGE STUDENTS USING COMPRESSED SPEECH AUDIO AND TELEVISION PICTORIALS APPROVED BY; I ATIDISSERTATIONT COMMITT: ACKNOWLEDGEMENT I wish to express my appreciation to Dr. William R. Fulton, committee chairman, whose knowledge, leadership and \anderstanding provided the energy needed to complete this dissertation and to the other members of the committee, Dr. Mary C. Petty, Dr. Robert Bibens, Dr. Gene Pingieton, and Dr. Tillman Ragan, who gave encouragement and made valuable suggestions and criticisms. Special mention is given to the others who helped in various ways during this experience: Dr. E. A. Reynolds, Dr. James Challis, Dr. A1 Harris, and Ms. Sheila W. Hoke. In addition, I want to give recognition to my wife, Jacqueline, who spent many lonely hours and often took second place to the dissertation; to the students who gave of their time and best efforts to make the research possible; to the graduate students at Oklahoma University, Mr. Wayne Bruning, Mr. Gary Byrd, and Dr. Roger Tipling who provided constructive suggestions and valuable friendship. TABLE OF CONTENTS LIST OF FIGURES ......................................... i LIST OF T A B L E S ........................................ iii CHAPTER I THE STUDY Introduction to the Study ................. 1 Statement of the P r o b l e m ...................S Population .................................. 9 Procedures .................................. 9 Purpose of the Study ..................... 10 Significance of the S t u d y ..................11 H y p o t h e s e s .................................. 14 Statistical Treatment .................... 15 Definition of Terms U s e d ..................17 Delimitations of the Study ..................18 Limitations of the S t u d y ..................19 Organization of the Dissertation .... 20 II REVIEW OF THE LITERATURE T e c h n o l o g y .................................. 21 Research Background ....................... 25 Summary .................................. 39 III PROCEDURES IN RESEARCH DESIGN Subjects .................................. 46 P r o c e d u r e .................................. 47 Overall Plan for the Study .... 47 Specific Procedures within the Research P l a n ................ 47 Assignment ...... 47 Pretest Elimination . 49 Posttest ...... 50 Test Validity and Reliability 50 Test Tape ....................51 Compressed Speech Familarization ................ 52 Program Administration . 52 Equipment ....................53 Summary of Specific Procedures 55 Selection of Compression Rate 55 Readability-Listenability . 57 Comparison of Television Broadcasts vs Program . 58 Description of the Facility . 58 Research Design ................... 60 IV STATISTICAL ANALYSIS OF THE DATA Introduction ....... 67 Some Statistical Data for the Groups . 67 Test Instrument Reliability . 67 Comparison of the Four Groups . 69 Correlations of Prerequisite Tests 70 Nelson-Denny Test Results . 72 School-College Aptitude Scores . 73 Results of the Analysis of Variance 74 Related Statistics Concerning the School-College Aptitude Test and The Nelson-Denny Comprehension S c o r e s ............................ 86 School-College Aptitude Test - Forced-Paced . 86 School-College Aptitude Test - Self-Paced . 89 Nelson-Denny Comprehension Scores - Forced-Paced . 93 Nelson-Denny Comprehension Scores - Self-Paced . 96 The Effects of the Rate of Presenta­ tion and the Mode of Presentation upon Students of the Same and Oppo­ site s e x ...................... 99 Male Students Forced-Paced versus Self-Paced 99 Female Students Forced-Paced versus Self-Paced 101 Male versus Female Studetns Forced-Paced ............. 103 Male versus Female Students Self-Paced ............. 105 Time Used in the Automated Media Program ...................... 107 Results of the Opinionaire . 109 Summary of the Pearson r Cor­ relations 115 115Summary of the Research Findings 115Summary Summary of the Time Saved . 124 V SUMMARY, RECOMMENDATIONS, AND IMPLICATIONS Introduction ............................. 125 Statement of the problem . 125 Procedure ................... 125 Testing ................... 127 Research Design ............. 127 Results ................... 129 Implications of the Research 130 Recommendations ............. 133 Recommendations for Further Study . 135 BIBLIOGRAPHY . 137 APPENDIX . 142 LIST OF FIGURES Figure Page 1. Diagram of the Research Apparatus .... 54 2. Scatter Diagram for Odd versus Even Correct Answers on Final Examination . 68 3. Plot of the Achievement Scores versus Rate of Presentation ......................... 76 4. Plot of the Achievement Scores of High GPA Students versus Achievement Scores of Low GPA Students - Forced-Paced . 79 5. Plot of the Achievement Scores of High GPA Students versus Achievement Scores of Low GPA Students - Self-Paced .... 81 6. Plot of the High GPA Achievement Scores versus Mode of Presentation ...................83 7. Plot of Low GPA Achievement Scores versus Mode of Presentation ...................85 8. Plot of the High SCAT versus Low SCAT Achievement Scores - Forced-Paced .... 88 9. Plot of the High SCAT versus Low SCAT Achievement Scores - Self-Paced .... 91 10. Plot of the High Nelson-Denny Comprehension Test versus Low Nelson-Denny Comprehension Achievement Scores - Forced-Paced .... 95 11. Plot of the High Nelson-Denny Comprehension versus Low Nelson-Denny Comprehension Achievement Scores - Self-Paced .... 98 12. Plot of the Achievement Scores of Males in Both Modes of Presentation and Both Rates of Presentation ...............................100 13. Plot of the Achievement Scores of Females in Both Modes of Presentation and both Rates of Presentation ........................ 102 Figure Page 14. Plot of the Achievement Scores of Males and Females in the Forced-Paced Mode . 104 15. Plot of the Achievement Scores of Males and Females in the Self-Paced Mode .... 106 11 LIST OF TABLES Table Page 1. Words Per Minute Range and Comprehension l o s s ............................ 42 2. Comparisons of Broadcast Television News Commentators Word R a t e s ...................59 3. Comparison of Means, Mean Deviations, Variances and Standard Deviations of Groups I through I V ............................ 69 4. Confidence Limits of the Group Means . 70 5. Pearson r Coefficients ......................... 71 6. The Significance of Pearson r for the Groups' Final Examination ................... 71 7. Comparison of Subjects Scores and the National Norms for the Nelson-Denny Reading T e s t ...................................72 8. Position in Percent of the Group Means Compared to the National Norms ............. 73 9. ANOVA for Mode of Presentation versus Rate of Presentation............................ 77 10. ANOVA for High GPA and Low GPA - Forced- Paced ............................................ 78 11. GPA Means of Forced-Paced Groups I and II . 79 12. ANOVA for High GPA and Low GPA - S e l f - P a c e d ...................................... 80 13. GPA Means of Self-Paced Groups III and IV . 81 14. ANOVA Between the Forced-Paced and Self-Paced Groups Achievement Scores for Students with High G P A ......................82 15. ANOVA Between the Forced-Paced and Self- Paced Groups Achievement Scores for Students with Low G P A ......................... 84 Xll Table Page 16. ANOVA Between the Achievement Scores of Students Scoring High and Low on the SCAT - Forced-Paced......................... 87 17. SCAT Scores and Achievement Scores of Forced-Paced Groups I and I I ................... 89 18. ANOVA Between the Achievement Scores of Students Scoring High and Low on the SCAT - Self-Paced .......................90 19. SCAT Scores and Achievement Scores of Self-Paced Groups III and I V .................... 92 20. ANOVA Between the Achievement Scores of Students Scoring High and Low on the Nelson-Denny Comprehension Test - Forced- Paced ............................................ 93 21. Comprehension Scores and Achievement Scores of Forced-Paced Groups I and II - Nelson - Denny Reading Te s t ....................96 22. ANOVA Between the Achievement Scores of Students Scoring High and Low on the Nelson-Denny Comprehension Test - S e l f - P a c e d ...................................... 97 23. Comprehension and Achievement Scores of Self-Paced Groups III and IV - Nelson Denny Reading T e s t ............................ 98 24. ANOVA Between the Achievement Scores of Male Students in Both Rates of Presentation and Both Modes of Presentations ............... 99 25. ANOVA Between the Achievement Scores of Female Students in Both Rates of Presentation and Both Modes of Presentation ................................. 101 26. ANOVA Between the Achievement Scores of Male and
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