A Facts About Science Test showed no significant differences between instruction types or ability levels, but below-average pupils preferred televised biology while above-average pupils preferred conventional instruction¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 1959 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The Facts About Science Test showed no significant differences between types of instruction and levels of ability. → Cincinnati Public Schools; Holmes 1959 q2 i? Below-average ability pupils preferred televised biology instruction while above-average pupils preferred conventional instruction. → Cincinnati Public Schools; Holmes 1959 (2)

Evidence¶

Cincinnati Public Schools; Holmes 1959¶

Cincinnati Public Schools; Holmes, Presley D., Jr. (1959). Report of Three Experiments in the Use of Television in Instruction, 1958-59; Television Research in the Teaching-Learning Process. https://doi.org/10.1007/bf02713451

q2 · i? · causal · r1

The Cincinnati biology-course evaluation used the Facts About Science Test; the abstract reports "no significant differences between types of instruction and levels of ability." Equivalence was not otherwise tested.

"A Facts About Science Test, used to evaluate the biology course, showed no significant differences between types of instruction and levels of ability;"

Cincinnati Public Schools; Holmes 1959 (2)¶

Cincinnati Public Schools; Holmes, Presley D., Jr. (1959). Report of Three Experiments in the Use of Television in Instruction, 1958-59; Television Research in the Teaching-Learning Process. https://doi.org/10.1007/bf02713451

q2 · i? · causal · r?

In the same biology study, pupil preference diverged by ability level: "below average ability pupils preferred televised biology instruction while those above average preferred conventional instruction."

"below aver- age ability pupils preferred televised biology instruction while those above average preferred conventional instruction."

Discussion¶

Related Claims¶

• In sixth-grade science, conventional instruction appeared better for average and below-average pupils — related
• In telecast mathematics, high-ability pupils did better with conventional instruction while average-ability pupils did better watching television — related
• One biology test showed televised instruction significantly more effective than conventional instruction, with effects uniform across ability groups — related
• Almost 90 percent of comparisons between television and conventional instruction showed no substantial differences in achievement or information gain — a broader claim this one bears on
• Eighty percent of students enrolled in conventional classes who also participated in television classes preferred the conventional ones — related
• Televised Navy indoctrination instruction produced no differences in achievement scores compared with conventional instruction — related
• Televised lecture instruction produced no significant achievement-test differences versus traditional campus sections in a psychology and a biology course — related