The relationship of achievement, attitude, and personality among students taught by interactive television in higher education

Typescript (photocopy).The purpose of the present study was three-fold. First, the present study sought to determine if a relationship existed between attitude toward interactive televised instruction and achievement as measured by scores on examinations covering the subject matter of the lectures. Second, the present study sought to discover whether certain dimensions of personality correlated with the degree of attitude and relative achievement. Third, the present study sought to determine if there were a difference in achievement scores of students taught by interactive televised instruction and students taught by in-person instruction. No significant correlations were found between students' attitudes toward interactive televised instruction and achievement scores on posttests covering lecture subject matter. Students' attitudes were found to be preponderantly negative towards the medium of television. There were no significant correlations between attitude and achievement for the two modes of instruction with the Classes I, II, III and IV of the California Psychological Inventory (CPI). The comparison of the two modes of instruction revealed no significant differences in achievement for both experimental and control groups when analyzed by analysis of variance. It was recommended that a further investigation should include a full academic year and that further refinement of the research be made. Additional research was recommended for the investigation of faculty attitudes and teaching techniques that encourage acceptance of interactive televised instruction by students in higher education. The evaluation of the potentiality of interactive televised instruction for presentation of educational objectives such as comprehension, application, analysis, synthesis and evaluation that develop intellectual abilities and skills should also be investigated for the most advantageous use of interactive televised instruction in higher education. The results of the study implied that negative attitudes toward interactive televised instruction had no effect on achievement scores derived from posttests covering lecture subject matter. No conclusive evidence was found for the relationship between attitude and selected dimensions of the CPI..