Development and evaluation of audio-visual tape/slide instruction for an undergraduate/graduate ichthyology course

The purpose of this creative research project was to develop and evaluate three units of study for the Ichthyology course (Zoology 444/544) offered at Ball State University. Three audio-visual tape/ slide modules were developed entitled: Fish Topography and Measurement, Perch Dissection, and The Lampreys. These instructional modules were presented via Caramate 35mm rear-screen projectors to members of the Ball State University Ichthyology classes in the 1978 and 1979 winter quarters. There were two main goals of these presentations: 1) testing of modules to improve the software through revision of the content, slides, and test questions, and 2) collection of pre- and post-test data for statistical evaluation of module effectiveness toward student short-term learning. After revisions were made to programed content, slides, and test questions, additional pre- and post-test data were collected by presenting the modules to 12 Ecology class students at Huntington College during the 1979 spring semester. A correlated, paired, one-tailed, t-test was computed to compare student means for pre- and post-test scores. Percent gains between pre- and post-test scores were also computed, and test reliability was evaluated using the Kuder-Richardson "20" formula. In addition, four members of the 1979 winter quarter Ichthyology class at Ball State University and 12 members of the Ecology class at Huntington College participated in a student evaluation questionnaire dealing with learning effectiveness, program quality, and testing.A total of six tested null hypotheses (0.05 level) stated that there would be no significant differences between the mean scores of each module's pre- and post-test scores for both the study groups. The t-test data revealed significant differences beyond the 0.0005 level for the three modules in both groups. Since there were significant increases in short-term learning for the three modules, all six null hypotheses were rejected.Mean percent gains comparing pre- and post-test scores were acceptable beyond the 60% level for all three modules of both study groups.The three modules had unacceptable post-test reliability coefficient levels (below 0.70) prior to revisions. After revisions, however, the three module post-tests showed acceptable reliability coefficients beyond the 0.70 level.A majority of students completing the evaluation questionnaire rated items either excellent or good.Items pertaining to learning effectiveness and testing were rated excellent or good by 88% of the students. Software quality was rated excellent or good by 61% of the students. Average module study time ranged from 50 minutes (Module II), to 80 minutes (Module III), with 50 minutes as the highest rated module study time. Students commented that 60 minutes would be an appropriate module study time.Thesis (D. Ed.