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Videotape Versus Live Model Presentations in Teacher Preparation
Author(s) -
Martin Ruth E.,
Fanslow Alyce M.
Publication year - 1980
Publication title -
home economics research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.372
H-Index - 31
eISSN - 1552-3934
pISSN - 0046-7774
DOI - 10.1177/1077727x8000800605
Subject(s) - presentation (obstetrics) , test (biology) , psychology , observational study , student achievement , mathematics education , rating scale , teaching method , medical education , academic achievement , medicine , developmental psychology , paleontology , radiology , pathology , biology
Objectives of the study were to investigate the effectiveness of live model versus videotape model presentations of the demonstration and laboratory teaching strategies in home eco nomics education relative to student achievement and performance; and to contrast practice against no practice of each teaching strategy on student achievement and performance. Home economics education majors were randomly assigned to four groups: model live, no practice; model live, practice; model videotape, no practice; model videotape, practice. Instructional lessons of fifty minutes were planned and taught by the researcher with content held constant for each group. Dependent variable data were collected by an achievement test and an observational rating scale. Analysis of the correlations between test scores, ratings, and cumulative point averages showed no significant relationships for either teacher strategy. For the demonstration teaching strategy, a significant difference in student performance beyond the 05 level was found between live versus videotape model with the latter being superior. Demonstration achieve ment was not affected by presentation or practice. For the laboratory teaching strategy, no significant differences were found among the dependent variables and the presentation method or practice. The findings support the feasibility of videotape model presentations for the acquisition of knowledge and performance of the demonstration and laboratory teaching strategies in a similar preservice teacher education setting. Although practice of the teaching strategy did not seem to have any effect on achievement and performance, further investigation needs to be completed before practice is omitted from teacher preparation programs.