factors affecting faculty attitudes toward the use of

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Factors Affecting Faculty Attitudes toward the Use of Factors Affecting Faculty Attitudes toward the Use of

Instructional Media in Selected Public Colleges and Universities in Instructional Media in Selected Public Colleges and Universities in

Michigan Michigan

Abdelgader Ali El Musrati Western Michigan University

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FACTORS AFFECTING FACULTY ATTITUDES TOWARD THE USE OF INSTRUCTIONAL MEDIA IN SELECTED PUBLIC COLLEGES

AND UNIVERSITIES IN MICHIGAN

by

Abdelgader All El Musrati

A D isserta tion Submitted to the

Faculty of The Graduate College In p a r t ia l fu lf illm en t of the

requirements fo r the Degree of Doctor of Education

Department of Educational Leadership

Western Michigan U niversity Kalamazoo, Michigan

August 1986

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

FACTORS AFFECTING FACULTY ATTITUDES TOWARD THE USE OF INSTRUCTIONAL MEDIA IN SELECTED PUBLIC COLLEGES

AND UNIVERSITIES IN MICHIGAN

Abdelgader Ali El M usrati, Ed.D.

Western Michigan U niversity , 1986

The purpose of th is study was to answer the follow ing questions:

1. Do the a t t i tu d e s of facu lty members in in s t i tu t io n s ra ted as

having high q u a lity media serv ice programs d i f f e r from the a tt i tu d e s

of facu lty members in in s t i tu t io n s ra ted as having low q u a lity media

serv ice programs in regard to the use of in s tru c tio n a l media?

2. Do type of in s t i tu t io n , subject f ie ld , academic rank, degree

held, length of teaching ex p erien ce , fo rm al co u rse s in e d u c a tio n a l

media, and in -se rv ice tra in in g programs in in s tru c tio n a l media uses

a f f e c t f a c u l ty members' a t t i t u d e s tow ard th e use of in s t r u c t io n a l

media?

The research population consisted of 6 media d ire c to rs and 390

randomly s e le c te d f a c u l ty members from 6 i n s t i t u t i o n s o f h ig h e r

e d u ca tio n in M ichigan: 2 tw o-year co lleg es , 2 four-year co lleges,

and 2 u n iv e rs itie s . Of the questionnaires d is tr ib u te d , 83.08% were

re tu rn e d . Two in s tru m e n ts were used to g a th e r d a ta : the Media

D ire c to r Q u estio n n a ire and F acu lty Q u e s tio n n a ire on the Use of

In s tru c tio n a l Media.

Using o n e-w ay -an a ly sis of v a r ia n c e , th e in v e s t ig a to r found a

s ig n if ic a n t re la tio n sh ip between type of in s t i tu t io n s and the a t t i

tudes of facu lty members toward the use of in s tru c tio n a l media. The


same was tru e of su b jec t areas taught and academic rank. However, no

s ig n i f i c a n t r e l a t io n s h ip e x is te d betw een d eg ree h e ld and f a c u l ty

members' a t t i tu d e s toward the use of in s tru c tio n a l media.

U sing th e t_ te n t , th e i n v e s t ig a to r found a congruence betw een

media d ire c to rs ' ra tin g s and the a t t i tu d e s of fa c u lty members toward

the use o f in s tru c tio n a l media in tw o-year co lleg es and u n iv e rs i t ie s .

There was no congruence re g a rd in g fo u r -y e a r c o l le g e s . There was

congruence when a l l in s t i tu t io n s were compared. Also, the in v e s t i

g a to r found a s ig n i f i c a n t d i f f e r e n c e e x is te d in th e a t t i t u d e s o f

fa cu lty members in regard to the use of in s tru c tio n a l media based on

th e i r teaching experience, formal courses taken in educational media,

and p a r t ic ip a tio n in in -s e rv ic e media tra in in g programs.

Using the second category of Faculty Q uestionnaire on the Use of

In s tru c tio n a l Media, the research hypotheses on type of in s t i tu t io n s ,

su b jec t areas taugh t, academic rank, and degree held were re je c te d .

However, th e r e s e a rc h h y p o th eses on te a c h in g e x p e r ie n c e , fo rm al

courses taken in educational media, and p a r t ic ip a tio n in in -se rv ic e

media tra in in g programs were accepted.


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T T-lVyf-T DissertationU l V l l Information ServiceUniversity Microfilms InternationalA Bell & Howell Information Com pany300 N. Z eeb Road, Ann Arbor, Michigan 48106


8625600

El Musrati, Abdelgader All

FACTORS AFFECTING FACULTY ATTITUDES TOWARD THE USE OF INSTRUCTIONAL MEDIA IN SELECTED PUBLIC COLLEGES AND UNIVERSITIES IN MICHIGAN

Western Michigan University Ed.D. 1986

University Microfilms

International 300 N. Zeeb Road, Ann Arbor, Ml 48106

Copyright 1986

by

El Musrati, Abdelgader Ali

All Rights Reserved


Copyright by Abdelgader A ll El M usrati

1986


ACKNOWLEDGMENTS

I would lik e to express my sin cere thanks, much gra titu d e , and

appreciation to many in d iv id u a ls for th e ir b e l i e f in my a b i l i t i e s as

a doctoral student and for th e ir caring for me as an in d iv idu al:

To my advisor and chairperson , Dr. Charles C. W arfield , for h is

guidance, encouragement, and support;

To Dr. David J . Cowden, Dr. S tev en C. R hodes, and Dr. W illia m J.

Armstrong, members o f my com m ittee, who gave e x c e lle n t a ss is ta n ce in

th e developm ent and w r it in g o f t h i s d i s s e r t a t io n . I t has been a

great p r iv ile g e to have th ese experts serve as my d is s e r ta t io n com

m ittee members. They provided many h e lp fu l in s ig h ts on the design o f

the study and the in terp re ta tio n o f the data;

To Dr. John C orbin and Mr. Archy Watson fo r t h e ir v a lu a b le

a ss is ta n c e in c o l le c t in g the data for th is study;

To ev ery in d iv id u a l o f The S o c i a l i s t P e o p le 's Libyan Arab

Jamahiriya for th e ir encouragement and support for making my academic

achievement p o ss ib le . I want to assure them o f my continued dedica

tio n to them at a l l tim es;

To my w ife , Zenab, for her th ou ghtfu ln ess, p a tien ce , encourage

m ent, and su pp ort d u r in g t h i s endeavor; to my c h ild r e n , S a b ria ,

Mohammed, Sarah, and S u h ila , who created a c lim a te which made th is

research p o ssib le ; and to my fa th er , A li, for h is understanding and

h is p o s it iv e support a t a l l tim es; |

i i


To a l l o f my Arab b ro th e rs fo r t h e i r c o n s ta n t support and help

during th is p ro ject;

To Mrs. Lee Pakko fo r the b eau tifu l job she did typing the f in a l

d ra fts of my d is s e r ta tio n ; and

L astly , 1 would lik e to dedicate th is work to the memory of my

mother, Sabria, and to my fa th e r-in -law , Mohamed, who are not a live

to share in my success.

Abdelgader A li El Musrati


TABLE OF CONTENTS

ACKNOWLEDGMENTS .................................................................................................. i i

LIST OF TABLES................................................................................................. v i

CHAPTER

I . BACKGROUND AND STATEMENT OF THE PROBLEM.............................. 1

Background of the P r o b le m ................................................... 1

B arrie rs A ffecting Media Programs .................................. 3

Media Use in Higher E d u c a t io n ........................................... 7

Factors A ffecting the Use of In s tru c tio n a l Media . . 8

Statement o f the P ro b lem ....................................................... 11

Research Questions .................................................................... 12

D efin itio n o f T e rm in o lo g y ................................................... 12

S ign ificance of the S t u d y ................................................... 18

S um m ary ......................................................................................... 20

I I . REVIEW OF SELECTED LITERATURE................................................... 22

Media Programs in Colleges and U n iv e rs itie s . . . . 22

Factors A ffecting the Development o f MediaService Programs ........................................................................ 27

New Media and College Teaching ........................................... 41

Comparisons Between In s tru c tio n a l Media ..................... 45

Acceptance o f In s tru c tio n a l Media .................................. 50

Media Use and Faculty A t t i t u d e s ......................... 57

Factors In fluencing Media U ti l iz a t io n . . .................... 61

H y p o th eses ..................................................................................... 80

S um m ary ......................................................................................... 82

iv


Table of Contents— Continued

CHAPTER

I I I . RESEARCH DESIGN AND METHODOLOGY............................................. 85

The Research S a m p le ............................................................. 85

I n s t r u m e n ta t io n ............................... ...................................... 87

Design and P ro c e d u re ........................................ 89

Data A n a l y s i s .......................................................................... 90

Null H y p o th e s e s ...................................................................... 91

IV. FINDINGS.......................................................................................... 93

Research R esults ...................................................................... 93

Discussion of the Results . . . . . ............................. 116

S u n m a ry ...................................................................................... 122

V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS ........................ 123

Sum m ary...................................................................................... 123

C o n c lu s io n s .............................................................................. 130

Recommendations fo r Further Research ............................. 141

Recommendations Based on Free R e s p o n s e s ...................... 143

APPENDICES....................................................................................................... 145

A. Cover L e tte r to Media D irectors......... ...................................... 146

B. Media D irector Q uestionnaire ................................................ 148

C. Cover L e tte r to Faculty Members............................................. 153

D. Faculty Q uestionnaire on the Use of In s tru c tio n a lM ed ia ................................................................................................... 155

E. Follow-up L e t t e r ......................................................................... 162

BIBLIOGRAPHY . .......................................................................................... 164

v


LIST OF TABLES

1. R esults of S tudies Examining the R elationshipBetween Faculty A ttitu d es and Media Use ................................... 63

2. R esults of S tudies Exaalnlng the R elationshipBetween Type of In s t i tu t io n s and Media U s e .............................. 64

3. R esults of S tudies Examining the R elationshipBetween Subject Area Taught and Media Use .............................. 67

4. R esults of S tudies Examining the R elationshipBetween Academic Rank and Media U s e .......................................... 69

5. Results of S tudies Examining the R elationshipBetween Degree Held and Media U s e ............................................... 71

6. R esults of S tudies Examining the R elationshipBetween Teaching Experience and Media Use .............................. 72

7. R esults of S tudies Examining the R elationshipBetween Formal Courses and Media U s e .......................................... 73

8. R esults of S tudies Examining the R elationship BetweenIn-Service Media Training Programs and Media Use ................. 79

9. Categories and Related D iscip lines Used fo r theSelection of the S u b j e c t s .............................................................. 86

10. D istribu ted and Returned Questionnaires by Group .................. 90

11. Mean and Standard Deviation of Media Service Programsin Colleges and U n iv e r s i t i e s .......................................................... 94

12. Comparison Between the Q uality of Media ServicePrograms and A ttitu d es of Faculty MembersToward the Use of In s tru c tio n a l Media(Two-Year Colleges) .......................................................................... 95

13. Comparison Between the Quality of Media ServicePrograms and A ttitu d es of Faculty MembersToward the Use of In s tru c tio n a l Media(Four-Year Colleges) .......................................................................... 96

14. Comparison Between the Quality of Media ServicePrograms and A ttitudes of Faculty MembersToward the Use of In s tru c tio n a l Media(U n iv ers itie s) ....................................................................................... 97

v i


List of Tables— Continued

15. Comparison Between the Q uality of Media Service Programs and A ttitu d es of Faculty MembersToward the Use of In s tru c tio n a l M e d ia ................................ • 98

16. One-Way Analysis of Variance of R elationship Between Type of In s t i tu t io n s and Faculty Members' A ttitudesToward the Use of M e d ia .................................................................. 99

17. One-Way Analysis of Variance of R elationship BetweenSubject Areas and Faculty A ttitudes Toward theUse of In s tru c tio n a l Media . . . . . ......................................... 101

18. One-Way Analysis of Variance of R elationship BetweenAcademic Rank and Faculty A ttitudes Toward theUse of In s tru c tio n a l M ed ia .............................................................. 102

19. One-Way Analysis of Variance of R elationship BetweenDegree Held and Faculty A ttitudes Toward theUse of In s tru c tio n a l M ed ia .............................................................. 103

20. Years of Teaching Compared to Faculty A ttitudes ................ 104

21. Formal Courses Compared to Faculty A ttitudes Towardthe Use of In s tru c tio n a l M ed ia ...................................................... 105

22. In-Service Programs Compared to Faculty A ttitudesToward the Use of In s tru c tio n a l M e d ia ..................................... 107

23. One-Way Analysis of Variance of R elationship BetweenType of In s ti tu tio n s and Faculty A ttitudes Towardthe Use of In s tru c tio n a l Media (Category 2 ) ......................... 108

24. One-Way Analysis of Variance of R elationship BetweenSubject Areas and Faculty A ttitudes Toward theUse of In s tru c tio n a l Media (Category 2) 109

25. One-Way Analysis of Variance of R elationship BetweenAcademic Rank and Faculty A ttitudes Toward theUse of In s tru c tio n a l Media (Category 2 ) .................... . . . I l l

26. One-Way Analysis of Variance of R elationship BetweenDegree Held and Faculty A ttitudes Toward theUse of In s tru c tio n a l Media (Category 2) 112

27. Years of Teaching Compared to Faculty A ttitudes Toward the Use of In s tru c tio n a l Media(Category 2 ) ........................................................................................... 113

v i i


List of Tables— Continued

28. Formal Courses Compared to Faculty A ttitudes Towardthe Use of In s tru c tio n a l Media (Category 2) . . . . . . . 114

29. In-Service Programs Compared to Faculty A ttitu d es Toward the Use of In s tru c tio n a l Media(Category 2 ) ........................................................................................... 116

30. R esults of the Testing of the Research Hypothesesof the Present Study (A ll I te m s ) .................................................. 127

31. D ifferences Between the Results of the Data C ollectedUsing A ll Categories and the Second Category Only . . . . 131

v i i l


CHAPTER I

BACKGROUND AND STATEMENT OF THE PROBLEM

Background of the Problem

One of the most Important aspects of the new educational model

Is the emergence of new technology In the learn ing environment. In

the school, these new technologies are a lte r in g not only the content

but a lso the s tru c tu re of the In s tru c tio n a l programs. This new media

u t i l iz a t io n In both teaching and le a rn in g c o n tr ib u te s and p ro v id es

many o p p o r tu n it ie s f o r the le a rn e rs to a c q u ire a wide v a r ie ty of

experiences, not only In the classroom se ttin g , but outside as w ell.

R esearch s tu d ie s by W. H. A llen (1971) and M oldstad (1974) have

dem onstra ted th a t I n s t r u c t io n a l media a re v a lu a b le to o ls in the

teaching-learn ing process. Thus, newer approaches to in s tru c tio n a l

development have been estab lished based upon the a v a i la b i l i ty of the

educational technologies in colleges and u n iv e rs itie s . In th is ap

proach, considerable a tte n tio n In the design of In s tru c tio n is placed

on the use of in s t r u c t io n a l media as an im p o rta n t e lem ent in the

to ta l in s tru c tio n a l program and I ts e ffe c t on the learner.

Due to the basic nature of the teach ing-learn ing process and the

te c h n o lo g ie s in v o lv ed , many u n iv e r s i t i e s and c o lle g e s have e s ta b

lished educational media serv ice programs which focus on the condi

tions of learn ing , p a r tic u la r ly courses and cu rricu la . As noted by

Hannum and Briggs (1982), "the lim ita tio n of tra d it io n a l approaches


to co u rse and program developm ent i s n o t th a t th ey never w ork, but

r a th e r th a t th e q u a l i ty o f i n s t r u c t i o n d eveloped by t r a d i t i o n a l

ap p roaches v a r ie s w id e ly , i s u s u a l ly u n p re d ic ta b le , and i s o f te n

n ev er d e te rm in e d a t a l l " (p . 9).

Gaff (1975) s ta te d th a t:

[The use o f] e d u c a tio n a l tech n o lo g y in r e c e n t y e a rs has w itnessed im portant advances in te le v is io n , videotape, and co m p u ters , a l l o f w hich have much p o t e n t i a l u t i l i t y fo r h igher education. Although th is p o te n tia l is la rg e ly untapped, the prevalence of media, computer, and te le v is io n cen te rs on co lleg e and u n iv e rs ity campuses and the growing number o f academ ic and te c h n ic a l s t a f f s k i l l e d in th e se m atte rs are v a lu ab le resources fo r in s tru c tio n a l developm ent. (p. 49)

An in v e s tig a tio n conducted by Dear (1983) examined the s ta te of

aud iov isual technology fo r the years 1973 to 1983. I t was found th a t

"co lleges and u n iv e r s i t ie s have added many educational media courses

to th e i r curriculum since 1973" (p. 1613A). Furtherm ore, a study by

Dayton (1981) conducted to determ ine how the production of in s tru c

t io n a l media in the year 2001 w il l d i f f e r from 1981 in terms of the

b a s ic n a tu re o f th e p ro c e ss and th e tech n o lo g y in v o lv ed in d ic a te d

th a t " th e p a r t i c ip a n t s p r e d ic te d th a t th e n a tu re o f th e p ro d u c tio n

p ro c e ss w i l l change o v er th e n ex t 20 y e a rs . A lso , th ey in d ic a te d

th a t i n s t r u c t i o n a l m edia w i l l ten d to become e a s ie r to u se , more

compact, and more f le x ib le " (p. 236).

C o n seq u en tly , th e r e i s a need to in c re a s e th e a p p l ic a t io n o f

modern techniques and dev ices, media technologies th a t can increase

the e f f ic ie n c y and e f f ic a c y of the co lleg es and u n iv e r s i t ie s ' educa

tio n a l p ro cess .


B arrie rs A ffecting Media Programs

3

The learn ing resources cen ter has two primary functions, serv ice

and In s tru c tio n . Service Invo lves th e p ro v is io n of w hatever mate

r ia l s , equipment, a ss is tan c e , and guidance are required by the user.

The function of In s tru c tio n Is implemented through a s s is tin g students

and f a c u l ty to in q u ire and to sea rch . The n a tu re and scope of the

serv ices to be implemented by the learn ing resources center w ill be

a f f e c te d by s e v e ra l f a c to r s th a t have been regarded as the main

obstacles in the development of e ffec tiv e media serv ice programs in

h ig h e r e d u c a tio n . These f a c to r s w ere: (a) i n s t i t u t i o n a l su p p o rt,

(b) budget, (c) media personnel, (d) f a c i l i t i e s , (e) a v a i la b i l i ty of

in s tru c tio n a l media, and (f) in -se rv ice tra in in g program.

I n s t i tu t io n a l Support

An im portant re sp o n s ib ility of an in s t i tu t io n of higher educa

tion is i t s commitment to the improvement of in s tru c tio n by encourag

ing th e use of in s t r u c t io n a l re so u rce s and by p ro v id in g funds fo r

spec ia l research p ro jec ts re la ted to the use of in s tru c tio n a l tech

nology as an in te g ra l p a r t of the in s tru c tio n a l system.

Several s tu d ies have been conducted to examine the re la tio n sh ip

between in s t i tu t io n a l support and the use of in s tru c tio n a l media by

f a c u l ty members in h ig h e r ed u ca tio n . In t h e i r s tu d ie s , R. C. A llen

(1972), Imogle (1980), Margoles (1969), and Sanner (1974) pointed out

th a t in s t i tu t io n a l support was s ig n if ic a n tly associated with facu lty

members' u t i l iz a t io n of in s tru c tio n a l media.


4Budget

Budgeting provides the f in a n c ia l data to support the statem ents

of plans and programs. In essence, the budget Is the means by which

money can be made to work fo r es tab lished ob jectives.

Finance was Id e n tif ie d as a major cause of in e f f ic ie n t program

o p e ra tio n in c o lle g e s and u n iv e r s i t i e s . An in v estig a tio n was con**

ducted by G raf (1976) to d e te rm in e th e adequacy of the e d u c a tio n a l

media serv ice programs a t u n iv e rs itie s . I t was found th a t inadequate

budget was the main obstac le in the development of e ffec tiv e media

serv ice programs. This study was supported by Bannon (1979) and Joo

(1980).

Media Personnel

A c r u c ia l e lem en t in media s e rv ic e program s i s the q u a l i f i c a

t io n s of the media p e rso n n e l. T h e re fo re , th e le a rn in g re so u rc e s

c e n te r on every campus should be supported by s t a f f members w ith

broad knowledge and e x p e r ie n c e s . Brown and Norberg (1965) po in ted

out th a t many p o te n tia lly s ig n if ic a n t p ro jec ts have aborted because

the in te re s ted facu lty members were not given sustained consultant

support.

Several researchers (Forero, 1979; Moore, 1984; Soremekun, 1979)

re p o rte d th a t lack of q u a l i f i e d p erso n n e l in a l l types of i n s t i t u

tions surveyed was a s ig n if ic a n t fac to r a ffec tin g the development of

educational media serv ice programs. Further, Forero (1979) concluded

th a t d e f ic ie n c y in s t a f f of the le a rn in g re so u rc e s c e n te r was a


c ru c ia l problem a ffe c tin g th e ir involvement in the design of in s tru c

t io n .

F a c i l i t i e s

F a c i l i t i e s fo r academ ic p u rp o ses and p h y s ic a l f e a tu r e s m ust

provide fo r d iffe ren ce s in a b i l i t i e s and needs, o ffe r in g a wide range

o f m a te r ia ls and p ro v id in g sp aces f o r in d iv id u a l r e s e a r c h , group

study, l is te n in g , and view ing. Various types o f research were done

by d if f e re n t in v e s tig a to rs (R. C. A llen , 1974; Bannon, 1979; Dipaolo,

1980). In t h e i r r e p o r ts o f s tu d ie s th ey co n d u c ted , th ey in d ic a te d

th a t physica l f a c i l i t i e s should be arranged to improve the lo ca tio n

and a c c e s s ib i l i ty of media to the to ta l in s tru c t io n a l s ta f f .

A v a ila b ili ty of In s tru c tio n a l Media

The s e le c t io n o f m a te r ia l s and equipm ent fo r th e le a rn in g r e

so u rc e s c e n te r i s a v i t a l e lem en t in m ee tin g th e needs o f s tu d e n ts

and facu lty . The n atu re and the amount of equipment w il l in fluence

th e su c ce ss o f th e e n t i r e m edia program in h ig h e r e d u c a tio n . The

se le c tio n of m a te r ia ls v a r ie s from in s t i tu t io n to in s t i tu t io n as does

the s iz e of the c o lle c tio n . Therefore, the q u a li ty of the c o lle c tio n

shou ld be m easured by th e d eg ree to w hich i t f u l f i l l s th e needs o f

th e i n s t i t u t i o n . An e a r ly s tu d y r e p o r te d by R. C. A llen (1972)

in d ic a te d th e im p o rtan ce o f th e a v a i l a b i l i t y and a c c e s s i b i l i t y of

in s tru c tio n a l m a te ria ls and the accom panying equipm ent to i n s t r u c

to r s . T h e re fo re , la c k o f th‘e a v a i l a b i l i t y and a c c e s s i b i l i t y of

i n s t r u c t i o n a l m e d ia , b o th s o f tw a r e and h a r d w a re , l e a d to


u n d e r u t i l iz a t io n of th e se re so u rc e s by f a c u l ty members in t h e i r

in s tru c tio n a l process (Bannon, 1979; Nkom, 1982).

In-Service Training Programs

Studies by Lambert (1971) and M errill and Drob (1977) ind icated

th a t th e le a rn in g re so u rc e s c e n te r should o f f e r t r a in in g in the

app lica tion of Improved in s tru c tio n a l s tra te g ie s to facu lty members

on a continuing basis . The re la tio n sh ip between in -se rv ice tra in in g

programs and the u t i l iz a t io n of In s tru c tio n a l media by facu lty mem

b e rs has been s tu d ie d by s e v e ra l in v e s t ig a to r s . Abdel-Aal (1980),

R. C. A llen (1974), and Sanner (1974), in t h e i r s tu d ie s , re p o rte d

th a t in -se rv ice tra in in g programs fo r facu lty members and the use of

in s tru c tio n a l media were p o s itiv e ly re la ted and h ighly s ig n if ic a n t.

In a study of media use in higher education, Thornton and Brown

(1968) c le a r ly d e fin ed fo u r e lem en ts th a t seem e s s e n t i a l in any

in s t i tu t io n th a t d es ires to encourage expanded and improved use of

new media through I n s t r u c t io n a l commitment. These elements were:

(a) adm in istra tive involvement expressed in f in a n c ia l support and in

recognition of facu lty p a r tic ip a tio n , by means both of released time

and p ro m o tio n a l p o l ic ie s ; (b) adequate c a p i t a l in v estm en t in both

space and equipm ent; (c) te c h n ic a l s t a f f to a s s i s t i n s t r u c to r s in

developm ent of m a te r ia ls and in o p e ra tio n of te c h n ic a l equipm ent,

w ith leadership of facu lty s ta tu s and w ith enough workers to complete

re q u es ted work w ith in a minimum tim e; and (d) f a c u l ty I n te r e s t in

improving the q u a lity of in s tru c tio n (p. 146).


7

Media Use In Higher Education

Research s tud ies by Hostrop (1972) and Imogle (1980) discovered

th a t th e use of in s t r u c t io n a l media by f a c u l ty members in h ig h e r

ed u ca tio n was very poor. F u r th e r , Eble ( c i te d in Kozma, 1978,

p. 438) observed in h is study of 70 colleges th a t classroom teaching

i s s t i l l la r g e ly a m a tte r of a s in g le p ro fe s so r ta lk in g to f a i r l y

la rg e numbers of s tu d e n ts . Even though in n o v a tiv e p r a c t ic e s a re

found on almost every campus, the dominant mode of in s tru c tio n re

mains the lec tu re . This finding was supported by S in c la ir and Warin

(1977), who have ind icated th a t desp ite the advances of modern s c i

ence and technology, teaching today in some respects is s t i l l by the

conventional method.

The accep tance of in s t r u c t io n a l media as re so u rce s in many

i n s t i t u t i o n s to sup p o rt the teach in g p ro cess and to im prove the

conditions of learning is dependent on facu lty members understanding

th e n a tu re of the techno logy and i t s re lev an ce to the te a c h in g -

le a rn in g process.

According to Purdy (1973), media e x p e r ts and a d m in is t r a to r s

focus on the facu lty reac tio n to technological innovation which they

believe has been introduced successfu lly . But unless the concerned

f a c u l ty p e rce iv e the in n o v a tio n as a u s e fu l teach in g d ev ice , i t

remains an adjunct, doomed to remain on the periphery.


Factora A ffecting the Use of In s tru c tio n a l Media

Faculty A ttitu d e

S e v e ra l r e le v a n t re se a rc h e f f o r t s , how ever, do su g g est th a t

facu lty a t t i tu d e i s a very c ru c ia l fac to r in determ ining the accept

ance of in s tru c tio n a l media as an e f f ic ie n t new method to improve the

q u a l i ty of in s t r u c t io n . A com parative s tudy o f f a c u l ty a t t i t u d e s

toward teaching by c lo se d -c irc u lt te lev is io n conducted by Handleman

(1960) concluded th a t "although experim ents in d ic a te s tu d e n ts le a rn

by te l e v i s io n , f a c u l ty accep tance i s co n sid e red c r i t i c a l to the

su ccess of th e medium in educa tio n " (p. 1290). F u r th e r , Chu and

Schramm (c ited in Jamison, Suppes, & W ells, 1974), in th e ir conclu

sion re levan t to facu lty a t t i tu d e s , noted th a t facu lty a t t i tu d e was

p o s itiv e ly re la ted to the use of in s tru c tio n a l media. P roctor (1983)

th e o r iz e d th a t " i f m edia were not used to teach a le s so n , i t was

because of a t t i tu d in a l ly based reasons ra th e r than a perceived bar

r i e r or lack of th e a p p ro p r ia te knowledge of how to use media"

(p. 1307A).

A co n c lu s io n which can be drawn from the p rev ious s tu d ie s is

tha t there i s evidence th a t the u t i l iz a t io n of in s tru c tio n a l media in

both teaching and learn ing is dependent upon facu lty members' a t t i

tudes toward the use of more technological devices and m ateria ls in

th e ir classroom se ttin g s . Therefore, th is requ ires ascerta in in g the

a t t i tu d e s of facu lty members toward the use of in s tru c tio n a l media.

Several s tu d ies were p rim arily concerned w ith the id e n tif ic a tio n

of o th e r f a c to r s th a t in f lu e n c e the use of I n s t r u c t io n a l media.


These f a c to r s were (a) type of i n s t i t u t i o n , (b) su b je c t f i e ld , (c)

academ ic ran k , (d) degree h e ld , (e ) teach in g ex p e rien ce , ( f ) fo rm al

co u rses in e d u c a tio n a l m edia, and (g) in - s e r v ic e media t r a in in g

programs.

Type of In s t i tu t io n

The u n d e ru tiliz a tio n of in s tru c tio n a l media in higher education

was discussed by sev era l studies* R* C. Allen (1974), Bender (1980),

and Mims (1984) found in th e ir s tud ies th a t type of in s t i tu t io n was

s ig n i f i c a n t ly a s s o c ia te d w ith fa c u l ty members' u t i l i z a t i o n of in

s tru c tio n a l media.

Subject F ield

Numerous stud ies have been conducted by d iffe re n t in v estig a to rs

to exam ine i f a d if f e r e n c e e x i s t s between the s u b je c t a re a s ta u g h t

and th e use of i n s t r u c t io n a l media. L lb re ro (1982), G rant (1970),

and W imberly (1975) re p o rte d in t h e i r s tu d ie s on th e su b je c t f i e ld

taught. Therefore, the importance of th is fac to r has been emphasized

by severa l in v estig a to rs .

Academic Rank

The e f fe c t of academic rank as a fac to r upon the u t i l iz a t io n of

i n s t r u c t io n a l media has been s tu d ie d by s e v e ra l re s e a rc h e rs . An

e a r ly s tu d y by M cIntyre (1963) found th a t th e re i s a p o s i t iv e r e l a

tionsh ip between facu lty rank and the u t i l i z a t i o n of in s t r u c t io n a l

media.


Degree Held

The Importance of th is fac to r has been emphasized by d iffe re n t

s tu d ie s . These s tu d ie s re p o rte d in d ic a te th a t the use of in s t r u c

tio n a l media is re la te d to the degree held by facu lty members. Abdi

(1981) found th a t th e frequency of use of i n s t r u c t io n a l media was

g r e a te r among f a c u l ty w ith m a s te r 's d eg rees than w ith d o c to ra l

degrees.

Teaching Experience

An abundance of l i t e r a t u r e has been p u b lish ed concern ing the

re la tio n sh ip between the degree held by facu lty members and the use

of i n s t r u c t io n a l media in c o lle g e s and u n iv e r s i t i e s . Abdi (1981),

M orton (1980), and S tephens (1972), in t h e i r s tu d ie s , found th a t

there is a p o sitiv e re la tio n sh ip between in s tru c tio n a l media use by

f a c u l ty members and t h e i r teach in g ex p e rien ce . F u r th e r , S. C.

Slkkhabandit (1977) found th a t " in s tru c tio n a l media were used more by

college in s tru c to rs w ith le ss than 10 years of teaching experience"

(p. 3230A).

Formal Courses

The im portance of th is f a c to r and i t s a f f e c t on the use of

in s tru c tio n a l media by facu lty members in higher education has been

studied by several in v e s tig a to rs . Numerous s tu d ies were conducted by

Abdi (1981), A l-D ebassi (1984), R. M. Davis (1983), L arry (1984), and

Morton (1980). Results of these d iffe re n t stud ies suggest th a t the


use of In s tru c tio n a l media Is re la ted to the number of courses taken

by In stru c to rs in educational media.

In-Service Media T raining Programs

The re la tio n sh ip between facu lty members' tra in in g and the u t i

l iz a tio n of in s tru c tio n a l media in in s t i tu t io n s of higher education

has been em phasized by a number of in v e s t ig a to r s in re c e n t years

(Abdel-Aal, 1980; A jibero, 1985; Khosh-Chashml, 1983; Mafton, 1981).

An in v estig a tio n was conducted by Al-Debassi (1984) to determine the

re la tio n sh ip between te a c h e r 's t r a in in g and th e use of e d u c a tio n a l

media in higher education. I t was, however, found th a t teachers who

have attended in -se rv ice tra in in g programs in educational media used

s ig n if ic a n tly more in s tru c tio n a l media in th e ir teaching courses than

teachers without tra in in g .

Statem ent o f the Problem

The purposes of th is study were:

1. To d e te rm in e th e s ta tu s of the media s e rv ic e program s in

two-year co lleges, four-year co lleges, and u n iv e rs itie s as measured

by the media d ire c to r in each in s t i tu t io n .

2. To examine the re la tio n sh ip between the q u a lity of the media

serv ice programs and the a tti tu d e s of facu lty members in regard to

the use of in s tru c tio n a l media.

3. To d e te rm in e w hether (a) type of i n s t i t u t i o n , (b) su b je c t

f i e l d , (c) academ ic ran k , (d) degree h e ld , (e) teach in g ex p erien ce ,

( f ) fo rm al co u rses in e d u c a tio n a l m edia, and (g) in - s e rv ic e media


t r a in in g program s a re f a c to r s in v o lv ed as m easured by a f a c u lty

questionnaire on the use of In s tru c tio n a l media.

Research Questions

This study was designed to answer the follow ing questions:

1. Do the a t t i tu d e s of facu lty members in in s ti tu tio n s rated as

having high q u a lity media serv ice programs d if f e r from the a tti tu d e s

of facu lty members in In s t i tu t io n s ra ted as having low q u a lity media



h e ld , le n g th of te a c h in g e x p e rie n c e , form al courses in educational


a f f e c t f a c u lty members' a t t i t u d e s tow ard the use of in s t r u c t io n a l

media?

D efin itio n of Terminology

A ttitude

Page and Thomas (1977) defined a t t i tu d e as "a p red isposition to

perceive, fe e l or behave towards sp e c ific ob jects or c e rta in people

in a p a r t ic u la r manner. A tt i tu d e s a re thought to be d e riv ed from

experience, ra th er than innate c h a r a c t e r i s t i c s , which suggest th a t

they can be m odified" (p. 32).


Instructional Media

Wood, S o e llie , and Blools (1980) defined In s tru c tio n a l media as

"the broad range of techniques, s e ttin g s , m a te ria ls , devices, c la ss

room management d ev ices and s ty le s of I n s t r u c t io n a v a i la b le fo r

s e le c t io n and use to th e achievem ent of le a rn in g o b je c tiv e s "

(p. 378).

Wood e t a l . (1980, p. 381) defined the follow ing terms as:

M aterials are nonhuman learning resources which contain messages

fo r In s tru c tio n and which have d ire c t in te rfac e w ith learner. Exam

p le s a re overhead tra n s p a re n c ie s , s l id e s , 8 mm f ilm s , 16 mm f i lm s ,

videotapes, audiotapes, tape recordings, d isc recordings, programmed

m ate ria ls , programmed tu to rin g m ate ria ls , au d io - tu to r ia l m a te ria ls ,

and com puter-assisted softw are.

Devices are item s of equipment or Implements used fo r the d is

play of transm ission of in s tru c tio n a l m ateria ls . Examples are over

head p r o je c to r , s l id e p r o je c to r , 8 mm f ilm p r o je c to r , 16 mm f ilm

p ro je c to r , v id eo tap e re c o rd e r , te le v is io n s e t , reco rd p la y e r , tap e

re c o rd e r , teach in g m achine, m otion p ic tu re p r o je c to r , opaque pro

je c to r , and computer inpu t/ou tpu t devices or hardware.

Techniques a re s p e c i f ic methods and modes fo r s tru c tu rin g and

using m ate ria ls , devices, s e ttin g , and people to carry the message.

Examples are com puter-assisted in s tru c tio n , programmed in s tru c tio n ,

sim ulation, gaming, discovery, inquiry , f ie ld t r ip , team teaching,

ind iv idualized in s tru c tio n , s e lf - in s tru c tio n , group in s tru c tio n , and

combining media.


S ettings are lo ca tio n s e ith e r designed fo r In s tru c tio n or loca

t io n s where I n s t r u c t io n can take p la ce . Examples a re c lassro o m ,

auditorium , and laboratory .

Bender (1980) d e fin e d hardw are as "the necessary technological

devices which are required fo r the proper use of In s tru c tio n a l mate

r i a l s " (p. 212), and so ftw a re as " a l l form s of media which can be

used as m ateria ls in the In s tru c tio n a l program, as contrasted w ith

h ardw are” (p. 213).

E ducato rs use a u d io v isu a l m edia, e d u c a tio n a l m edia, I n s t r u c

tio n a l media, and/or new educational media terms to describe the same

f i e ld . However, th e se term s a re used to mean the same th in g

(E rick so n , 1968; E rick so n & C url, 1972). M oreover, i n s t r u c t io n a l

media Is a somewhat more sp ec ific expression th a t educational media,

connoting formal and system atic a p p l ic a t io n to pedagogy (E rick so n ,

1968).

Furthermore, the term in s tru c tio n a l media means a l l equipment

and m a te r ia ls t r a d i t i o n a l l y c a l le d a u d io v isu a l and a l l of th e so -

ca lled new media, such as film s, transparencies, programmed in s tru c

tio n , te le v is io n , au d io - tu to r ia l m ateria ls , videotape, motion p ic tu re

p r o je c to r , te ach in g m achines, m ediated s e l f - i n s t r u c t io n , s tu d e n t

response systems, sim ulations, com puter-assisted in s tru c tio n softw are

and hardware, and computer-based in s tru c tio n .

Since the terms new educational media and educational media or

new in s tru c tio n a l media, re fe r generally to the same kinds of media,

namely, a l l in s tru c tio n a l media exclusive of the p r in t medium, the

present study w ill use them interchangeably.


15

Learning Resources Center

M e r r i l l and Drob (1977) d e fin ed le a rn in g reaource8 c e n te r as

an organized a c t iv i ty consis ting of a d ire c to r , s ta f f , and equipment housed In one or more spec ia lized f a c i l i t i e s fo r the production, procurement, and p resen ta tion of Instruct i o n a l m a te r ia ls and th e p ro v is io n of developm ental and planning serv ices re la te d to the curriculum and teaching on a general u n iv e rs ity campus, (p. 15).

Media Program

Media program can be described as p a tte rn s of in te rfac in g s among

program com ponents, e .g ., p eo p le , m a te r ia ls , m achines, f a c i l i t i e s ,

and env ironm ents managed by media p ro fe s s io n a ls who e s ta b l i s h and

m a in ta in r e la t io n s h ip s betw een or among the components (American

A ssociation of School L ib ra ries & A ssociation fo r Educational Commu

n ica tio n s and Technology [ALA & AECT], 1975, pp. 110-111).

Because of the need fo r a d d i t io n a l le a rn in g re so u rc e s , espe

c ia l ly hardware and the accompanying softw are, has developed, various

names have been a p p lie d to the f i e ld . However, a v a r ie ty of names

such as audiovisual cen te r, I n s t r u c t io n a l media c e n te r , cu rricu lu m

m a te r ia ls c e n te r , i n s t r u c t io n a l communication cen ter, and learning

resources cen ter are the t i t l e s various school systems have applied

to the o rg a n iz a tio n s which have been e s ta b l is h e d to he lp te a c h e rs

make best use of modern methods, m ate ria ls , and equipment (Erickson &

Curl, 1972; M errill & Drob, 1977).

For th e purposes of th i s in v e s t ig a t io n , the term le a rn in g r e

so u rces c e n te r (LRC) r e f e r s to th i s g e n e ra l f i e ld . T h e re fo re , th e

d e f in i t io n of the LRC which i s s ta te d by M e r r i l l & Drob (1977) w i l l


16

be used l a t h i s s tu d y because I t In c lu d es th e f a c i l i t i e s fo r th e

o r ig in a t io n , d i s t r i b u t i o n , and d isp la y of au d io , t e l e v i s io n , and

graphic m ateria ls fo r group and Ind iv idual p resen ta tion ; the In stru c

tio n a l m ateria ls thus created and recorded; and the persons employed

to p a r tic ip a te w ith the fa c u lty in th e ir c rea tio n , p resen ta tion , and

ev alu a tio n .

Educational Technology

E d u c a tio n a l tech n o lo g y i s th a t broad f i e l d of endeavor where

s c i e n t i f i c p ro cesses a re a p p lied to th e s o lu t io n of e d u c a tio n a l

problem s (Wood e t a l . , 1980, p. 375).

In s tru c tio n a l Technology

In s tru c tio n a l technology i s a system atic way of designing, car

rying out, and evaluating the to ta l process of learning and teaching

in terms of sp ec ific ob jec tiv es, based upon research in human learn

ing and com m unication, and em ploying a com bination of human and

nonhuman resources to bring about more e ffe c tiv e in s tru c tio n (Brown,

Lew is, & H arc le ro ad , 1973, p. 3).

Community College

Bender (1980) defined community co llege as

a publicly supported In s t i tu t io n of higher education which o f fe r s in s t r u c t io n , both fo rm al and in fo rm a l, below the baccalaureate degree fo r high school graduates or post-high school age,, and p ro v id es a program which r e f l e c t s the s p e c i f ic needs and i n t e r e s t s of the lo c a l community.(p. 212).


Jun ior College

17

The ju n io r c o lle g e in c lu d es I n s t i t u t i o n s o ffe rin g general and

s p e c ia l iz e d ed u c a tio n to persons beyond h ig h sch o o l age, e i t h e r to

meet immediately th e ir present educational needs or to prepare them

fo r f u r th e r s tudy (Thornton, 1972, p. 80). A ccording to Thornton

(1972), community jun io r college i s a kind of ju n io r co llege which is

u s u a lly a p u b lic i n s t i t u t i o n , draws most of i t s s tu d e n ts from i t s

supporting community, develops programs of study in response to needs

of th e lo c a l community, and i s l ik e ly to o f f e r a w ider v a r ie ty of

courses than a noncommunity jun ior co llege, which intends to a t t r a c t

students from a much wider geographic area.

Teaching Innovation

A teaching innovation is an idea, p ra c tic e , a c t iv i ty , applica

t io n , o r even t which occurs in an in s t r u c t io n a l s i t u a t io n which i s

perceived to be new by an ind iv idual or group of ind iv iduals (Bender,

1980, p. 213).

In-Service Training

In - s e rv ic e t r a in in g r e f e r s to an ongoing p lanned program to

provide, fo r professional s ta f f , opportun ities to develop s k i l l s fo r

carrying out th e ir re sp o n s ib il i t ie s more e f fe c tiv e ly and e f f ic ie n t ly .


S ignificance of the Study

18

As noted e a r l ie r , several s tud ies showed th a t students can learn

more when new in s tru c tio n a l media are used properly in the teaching-

le a rn in g p ro cess than co n v en tio n a l te ac h in g m ethods. O ften , th e

s tu d e n ts ' a t t i t u d e s tow ard new media u t i l i z a t i o n a re changed in a

fa v o ra b le d i r e c t io n a f t e r being exposed to d if fe re n t in s tru c tio n a l

media. Also, students g en era lly e x h ib i t p o s i t iv e a t t i t u d e s tow ard


Reviews of re levan t stud ies in d ica te th a t facu lty members' a t t i

tudes toward the use of the new in s tru c tio n a l media i s considered a

major reason in determ ining the acceptance of in s tru c tio n a l media in

higher education.

F inch , G u s tilo , and W le rs te in e r (1970) s ta te d th a t "the more

p o sitiv e a teacher's a t t i tu d e is toward in s tru c tio n a l resources, the

more l i k e ly he or she i s to use the re so u rce s" (p. 39).

The p re se n t s tudy was p r im a r i ly concerned w ith the e f f e c t of

c e r ta in v a r ia b le s on th e a t t i t u d e s toward the use of in s tru c tio n a l

media. However, i t was a ls o co n sid e red Im p o rtan t to re se a rc h th e

r e la t io n s h ip betw een th e se f a c to r s and the a t t i tu d e of the facu lty

members in d i f f e r e n t i n s t i t u t i o n s of h ig h e r ed u c a tio n in o rd e r to

id e n t i f y the w eaknesses and the s tre n g th s of the e x is t in g media

serv ice programs in each in s t i tu t io n surveyed. Therefore, the out

comes of th is study should a s s is t adm in istra to rs and media personnel,

p ro fe s s io n a ls , and s t a f f in reco g n iz in g the main o b s ta c le s th a t

p rev en t the developm ent of e f f e c t iv e m edia s e rv ic e program s.


F u r th e r , s in c e I n s t r u c t io n a l media have brought numerous p o s i t iv e

changes in e d u c a tio n , i t c le a r ly would be w orthw hile to s tu d y the

backgrounds of facu lty members because i t i s a c ru c ia l element in the

teaching process before planned change is introduced to improve the

q u a l i ty o f in s t r u c t io n . E q u a lly w orthw hile would be to id e n t i f y

those v ariab les th a t h inder the use of In s tru c tio n a l media in order

to develop a planning approach which w ill a s s is t facu lty to u t i l iz e

d i f f e r e n t fo rm ats of in s t r u c t io n a l media. C onsequently , f a c u l ty

members should be eager to try new methods of teaching. To achieve

th is goal, new teaching to o ls and techniques should be implemented

and developed through the use of media technologies.

A dditionally , the outcomes of the present study w ill attem pt to

a s s i s t those who a re r e s p o n s ib le fo r im plem enting the e d u c a tio n a l

process in higher education to consider the d ifferences among facu lty

members with regard to th e ir p ro fessional experiences and personal

In te re s t in order to redesign the educational program in colleges and

u n iv e rs itie s .

Further, the outcomes of th is in v estig a tio n w ill point out some

recom m endations p e r ta in in g to changing f a c u l ty members' n eg a tiv e

a t t i tu d e s toward the ap p lica tio n of the new technological devices and

m ateria ls . To achieve th is g o a l, a d m in is t r a to r s , media p e rso n n e l,

f a c u l ty members, cu rric u lu m e x p e r ts , and in s tru c tio n a l developers

should sim ultaneously work together in planning, designing, and orga

nizing the media serv ice programs in colleges and u n iv e rs itie s . This

jo in t e f fo r t , therefo re , should reduce facu lty members' re sis tan ce to


the use of In s tru c tio n a l technology and increase the optimum use of

ava ilab le learning resources.

Summary

The growing number of technological devices and re la ted mate

r i a l s in the i n s t i t u t i o n s o f h ig h e r ed u ca tio n have brought about a

considerable need to research th e ir e ffec tiv en ess in the educational

p ro cess . This need fo c u se s on ways of im proving in s t r u c t io n a l r e

sources, human c a p a b i l i t ie s , f a c i l i t i e s , and m a te r ia ls . A s p e c ia l

em phasis i s on ways of Im proving the te a c h in g - le a rn in g p ro cess

through the use of in s tru c tio n a l media.

The im portance of e d u c a tio n a l media s e rv ic e program s to the

to ta l in s tru c tio n a l process has been emphasized by several s tu d ies .

As noted e a r l ie r , the success of the media serv ice programs in i n s t i

tu tio n s of higher education w il l be a ffec ted by several b a rrie rs . In

t h e i r s tu d ie s , R. C. A llen (1972, 1974), G raf (1976), M e r r i l l & Drob

(1977), and Moore (1984) p o in te d out th a t the la c k of i n s t i t u t i o n a l

su p p o rt, budget, media p e rso n n e l, f a c i l i t i e s , a v a i l a b i l i t y of in

s t r u c t io n a l m edia, and in - s e r v ic e t r a in in g program s have been r e

garded as the main o bstac les in the development of e ffec tiv e media

serv ice programs in co lleges and u n iv e rs itie s .

O ther s tu d ie s (A jib e ro , 1985; W. H. A lle n , 1971; Finch e t a l . ,

1970; Handleman, 1960; M oldstad , 1974) dem onstra ted th a t in s t r u c

tio n a l media are valuable to o ls in the teaching-learn ing process and

showed th e i r e f f e c t iv e n e s s in im proving in s t r u c t io n and le a rn in g .

However, r e g a rd le s s of new methods and d ev ices made a v a i la b le to


facu lty members and the find ing of th e ir e ffic ien cy and e fficacy , the

dom inant mode of I n s t r u c t io n rem ains the le c tu r e In c o lle g e s and

u n iv e rs itie s .

Further, several researchers have studied the re la tio n sh ip be

tw een f a c u l ty a t t i t u d e s and use of I n s t r u c t io n a l m edia. These

s tu d ie s suggest th a t f a c u l ty a t t i t u d e I s a very c r u c ia l f a c to r in

d e te rm in in g the u t i l i z a t i o n of I n s t r u c t io n a l media (F inch e t a l . ,

1970; Handleman, 1960; P ro c to r , 1983; Purdy, 1975). This s tu d y was

designed to examine severa l fac to rs and th e ir re la tio n sh ip s w ith the

a tti tu d e s of facu lty members toward the use of in s tru c tio n a l media in

selected colleges and u n iv e rs itie s . These fac to rs were: (a) type of

I n s t i t u t i o n , (b) s u b je c t f i e l d , (c) academ ic rank , (d) degree h e ld ,

(e) teaching experience, (f) formal courses In educational media, and

(g) in -se rv ice media tra in in g programs.


CHAPTER II

REVIEW OF SELECTED LITERATURE

Discussion of In s tru c tio n a l media u t i l iz a t io n and the a t t i tu d e s

of facu lty members w il l be the main theme In th is p art of th is study.

S p ec ific a lly , th is p a rt w i l l provide some Inform ation from the l i t

e r a tu r e to expand the re se a rc h background and d isc u ss each Idea In

order to present the th e o re tic a l framework fo r the study as ou tlined

previously In the statem ent of the problem. More sp e c if ic a lly , the

review of se lected l i t e r a tu r e w ill focus on media programs in co l

leges and u n iv e rs itie s , fac to rs a f f e c t in g the developm ent of m edia

serv ice programs, new media and college teaching, comparison between

in s tru c tio n a l media, the acceptance of in s tru c tio n a l media, media use

and f a c u l ty a t t i t u d e s , f a c to r s in f lu e n c in g media u t i l i z a t i o n ,

hypo theses of the s tu d y , and l a s t l y , w i l l in c lu d e a summary which

w il l p resent a ju s t i f ic a t io n for s ta tin g the questions of th is Inves

t ig a tio n .

Media Programs in Colleges and U niversities

In c re a s e s in u n d erg rad u a te and g rad u a te d is c ip l in e s produces

c o n s id e ra b le in c re a se d demands on college and u n iv e rs ity l ib r a r ie s

fo r research m ateria ls and serv ices. In add ition , advances of modern

science and technological developments have in i t ia te d a new ro le in

in s tru c tio n and produced dram atic changes in the tra d it io n a l ro le of

the l ib r a r y as a d e p o s ito ry fo r te c h n ic a l books more or le s s in th e

22


n a tu re of tex tb o o k s. However, th e se advances and developm ents

Involve use of a wider range of what i s termed new media. Further

more, the growth of modern media serv ices and f a c i l i t i e s In higher

e d u c a tio n has produced new demands th a t re q u ire q u a l i f ie d media

personnel to support the learn ing process through constructive re la

tionsh ips and cooperation w ith facu lty , media experts, and students.

Fulton, King, Teague, and T ipllng (1979) have Indicated th a t an

I n s t i tu t io n of higher education should have a program of educational

media serv ices adm in istered th rough an I n s t i t u t i o n a l media c e n te r

w ith an adequate supply of appropriate In s tru c tio n a l m ateria ls . The

c e n te r should be a s e rv ic e u n i t th a t o p e ra te s a t the same le v e l as

o th e r m ajor i n s t i t u t i o n a l s e rv ic e s w ith c l e a r ly d e fin ed p o l ic ie s ,

procedures, and plans, including short-range and long-range goals.

Typical Functions of Higher Education Media Services

Because of the wide v a rie ty of c l ie n te le served and the d if f e r

e n t p ro fe s s io n a ls in v o lv ed , th e re have been many ty p ica l functions

assigned to the LRC as a serv ice center fo r higher education. These

f u n c tio n s , as in d ic a te d by Brown, N orberg, and S ryg ley (1972), in

clude the follow ing:

1. P a r tic ip a tio n in (but not f u l l re sp o n s ib ility for) th e d es ig n of in s t r u c t io n a l sy stem s, a p ro cess In v o lv in g th e com prehensive a n a ly s is of human and nonhuman fac to rs and th e ir in te r re la t io n s in teaching and learning.

2. C ir c u la t io n of p r in te d m a te r ia ls , in v o lv in g the use of modern inform ation storage and r e tr ie v a l systems.

3. C irc u la t io n of m otion p ic tu re s and o th e r aud io v isu a l m ateria ls and equipment fo r on-campus in s tru c tio n a l purposes.


4. Off-campus c irc u la tio n of e d u c a tio n a l m a te r ia ls through extension serv ices and/or by means of cooperative n8erv lce-areaM program s.

5. Customized production of in s tru c tio n a l m ateria ls such as motion p ic tu re s , graphics, and photographic mater i a l s .

6. Provision of f a c i l i t i e s and coaching fo r facu lty members and studen ts to prepare th e ir own inexpensive in s t r u c t io n a l m a te r ia ls , such as overhead tra n s p a re n c ie s , s lid e s , and charts.

7. P ro v is io n of s e rv ic e s and f a c i l i t i e s fo r la r g e - group in s tru c tio n , including open and c lo s e d -d rc u l t te le v ision and sp ec ia l classroom s designed fo r use by groups of varying s izes and equipped fo r the use of various media or fo r multimedia p resen ta tions.

8. T e le v is io n and ra d io b ro a d c a s tin g fo r re g io n a l and community ed u c a tio n ( in the broad sen se) and fo r o f f - campus in s tru c tio n of enro lled students.

9. P ro v is io n of language la b o r a to r ie s and o th e r e lec tro n ic teaching or learn ing f a c i l i t i e s fo r independent study and automated in s tru c tio n .

10. M onitoring of programmed in s tru c tio n , including the use of teaching machines.

11. Technical serv ices such as the design, in s ta l la tio n , maintenance, and operation of In s tru c tio n a l equipment of a l l kinds, including te lev is io n and radio tra n sm itte rs , e lec tro n ic components fo r language la b o ra to rie s , classroom com m unication and s tu d e n t- re sp o n se sy stem s, p r o je c to r s , magnetic recorders.

12. A ssistance in planning and designing new buildings and In s tru c tio n a l f a c i l i t i e s to promote e f f ic ie n t use of educational media.

13. In -se rv ice education and dissem ination of in fo rmation regarding In s tru c t io n a l media developm ents, te c h niques, and research finding.

14. E x p erim en ta l developm ent and t r i a l of in s t r u c tio n a l devices, techniques, and m ateria ls .

15. P rofessional education of s p e c ia lis ts and genera l i s t s q u a lified to assume positions of leadersh ip in planning and d irec tin g educational media programs and research


In th i s a re a . (pp. 102-103)

O rdinarily , not a l l of the preceding serv ices are provided in a

s ing le educational media program. However, the most Important as

pects of an educational media program in a co llege or u n iv e rs ity in

re la tio n to the in s t i tu t io n and i t s In s tru c tio n a l ob jectives are to

provide an organized and read ily accessib le c o lle c tio n of m ateria ls

and supportive equipment needed to meet in s t i tu t io n a l , In s tru c tio n a l,

and ind iv idual needs of facu lty members and studen ts , and to provide

a s t a f f q u a l i f ie d , concerned , and in v o lv ed in se rv in g the needs of

f a c u l ty and s tu d e n ts . F u r th e r , a media program today r e p re s e n ts a

combination of resources th a t includes people, m a te ria ls , machines,

f a c i l i t i e s , and environments, as w ell as purposes and processes.

According to Prostano and Prostano (1982), media programs should

include three elements:

1. Foundation elements "inputs" which include personn el, f a c i l i t i e s , media, and budget.

2. Support elements which include planning, organizing, s ta ff in g , d ire c tin g , and co n tro llin g .

3. Primary elements "outputs" which include planning and Implementing curriculum , in s tru c tio n a l and in -se rv ice programs, design and production, and guidance and consultan t serv ices, thus, these elements are m utually dependent.(P- 28)

Evaluation of Educational Media Programs

The contribu tion of the educational media programs to in s tru c

tio n in a college or u n iv e rs ity is determined la rg e ly by the ex tent

to which the media serv ices are provided to in s tru c to rs and students

through an organized program. Therefore, i t i s necessary th a t there


be evaluation procedures re la te d to a se t of c r i t e r i a which determine

th e e f fe c t iv e n e s s of th e media program in s e rv in g th e e d u c a tio n a l

ob jectives of the in s t i tu t io n . With th is in mind, the follow ing is a

l i s t of m ajor g u id e lin e s th a t ought to be tak en in to accoun t in the

evaluation of a media program:

1. Media programs should have w ell defined goals and ob jectives th a t support the in s t i tu t io n a l goals.

2. The media program should be an i n t e g r a l p a r t of the to ta l in s tru c tio n a l program and should be fu n c tio n a lly re la ted to i t s curriculum .

3. There should be s u f f i c i e n t p ro fe s s io n a l s t a f f , c l e r i c a l and te c h n ic a l p e rso n n e l, each w ith a p p ro p r ia te tra in in g and experience, to adm inister the program, provide serv ices to facu lty members and students.

4. The media program must have adequate f in a n c ia l su p p o rt based on i t s r o le as a p a r t of th e i n s t r u c t io n a l program.

5. The m edia program should p ro v id e fo r con tinuous in -se rv ice education to the facu lty and to the media s ta f f to expand the use of a p p ro p ria te i n s t r u c t io n a l m a te r ia ls and new equipment.

6. The media program should p ro v id e f o r adequate p a rtic ip a tio n of teachers, supervisors, and others in the s e le c t io n of i n s t r u c t io n a l m a te r ia ls and equipm ent fo r acq u is itio n .

7. The media program should provide resource personn e l and f a c i l i t i e s to a s s i s t te a c h e rs and s tu d e n ts in developing needed in s tru c tio n a l m ateria ls .

S. The media program should p ro v id e fo r p ro d u c tiv e in s t r u c t io n a l re se a rc h fo r i t s own e v a lu a tio n , and fo r continuous planning th a t can meet the demands of education and th e new I n s t r u c t io n a l developm ents as w e ll as new developments in communications.

9. There should be adequate provisions fo r necessary lo ca l processing of m ateria ls and fo r maintenance and re p a ir of m ateria ls and equipment.


10. There should be system atic provisions fo r e lim in a tin g m a te r ia ls th a t a re o b so le te or otherw ise unsulted fo r fu rth e r c irc u la tio n . (Brown e t a l . , 1972, pp. 415-417)

Numerous stud ies have been conducted by d if fe re n t In v estig a to rs

to determ ine the adequacy of the educational media serv ices programs

In higher education. More s p e c if ic a lly , these stud ies have examined

the s ta tu s of the educational media serv ices programs In colleges and

u n iv e r s i t i e s . An in v e s t ig a t io n was conducted by Lambert (1971) to

determine the s ta tu s of the educational media program In colleges and

u n iv e r s i t i e s . A n a ly s is o f th e d a ta rev ea led th a t th e fo llo w in g

fundamental elements were Important in implementing the educational

media serv ices program. These elements were:

1. The in - s e r v ic e e d u ca tio n program should be conducted by the p r o fe s s io n a l media s t a f f to a cq u a in t the facu lty with media serv ices and the appropriate u t i l iz a t io n of educational media.

2. The Involvem ent of p ro fe s s io n a l media p ersonnel w ith facu lty i s necessary In curriculum development and in the I n te g ra t io n of a p p ro p r ia te media and technology in to the In s tru c tio n a l process.

3. The educational media cen ter should have f a c i l i t ie s and personnel to lo c a lly produce a range of media and o rig in a l m ateria ls fo r facu lty u t i l iz a t io n .

4. There should be s u ff ic ie n t number of p rofessional, tech n ica l, and c le r ic a l media personnel to provide comprehensive educational media serv ices, (p. 3295A)

Factors A ffecting the Development of Media Service Programs

Various researchers have reached conclusions ind ica tin g th a t the

developm ent of th e e d u c a tio n a l media s e rv ic e program s in h ig h e r

education is re la ted to some fac to rs th a t have been regarded as the


main obstac les in the developnent of e ffe c tiv e media serv ice programs

In colleges and u n iv e rs i t ie s , namely, (a) I n s t i tu t io n a l support, (b)

budget, (c ) m edia p e rso n n e l, (d) f a c i l i t i e s , (e ) a v a i l a b i l i t y of

In s tru c tio n a l media, and (g) in -se rv ice tra in in g programs*

In s t i tu t io n a l Support

Several s tu d ies have found th a t there is a re la tio n sh ip between

in s t i tu t io n a l support and the development of media serv ices programs

in higher education. Margoles (1969) concluded th a t a higher educa

tio n In s t i tu t io n has an Im portant ro le to play in meeting i t s obliga

tio n to in s tru c tio n a l change through support systems such as media

s e rv ic e s which w i l l have a p o s i t iv e im pact on th e f a c u l ty use of

i n s t r u c t io n a l m edia. A nother stu d y by R. C. A llen (1972) was con

ducted to exam ine th e s ta tu s of th e e d u c a tio n a l media program in

colleges and u n iv e rs i t ie s . I t was, however, concluded th a t " if the

I n s t i t u t i o n s th a t have weak program s had s tro n g e r a d m in is t r a t iv e

commitments th e ir programs could be stronger" (p. 2003A). However,

he recommended th a t more e f f o r t should be made by u n iv e r s i ty and

college ad m in istra to rs to achieve a g rea te r commitment to the support

of t h e i r e d u c a tio n a l m edia program s. The r e s u l t s of th e p reced ing

s tu d ie s were su p p o rted by K. W. A llen & A llen (1973) and Sanner

(1974).

In add ition to the foregoing s tu d ie s , several s tud ies have been

conducted to in v es tig a te the fac to rs th a t a f fe c t the use of in s tru c

t io n a l media by f a c u l ty members in h ig h e r ed u ca tio n . A study was

done by I t t e l s o n (1979) w ith reg a rd to the s e v e ra l f a c to rs th a t


a f f e c t the use o f i n s t r u c t io n a l m edia by f a c u l ty in l i b e r a l a r t s

co lleges* Thus, the a v a i l a b i l i t y , r e l i a b i l i t y , and convenience of

use of in s tru c tio n a l media fo r in s tru c tio n a l purposes as the major

f a c to r s were examined in t h i s s tu d y . The r e s u l t s in d ic a te d th a t

in s t i tu t io n a l support was s ig n if ic a n tly associated w ith the facu lty

members' u t i l iz a t io n of in s tru c tio n a l media. F urther, the encourage

ment of f a c u l ty members through i n s t i t u t i o n a l su p p o rt w hether by

t h e i r co lle a g u es o r by a d m in is tr a t io n was s ig n if ic a n tly re la ted to

th e in c re a se of use o f I n s t r u c t io n a l media by f a c u l ty members in

th e ir classroom se ttin g s .

Furthermore, Imogle (1980) conducted a study w ith regard to the

fac to rs associated w ith facu lty u t i l iz a t io n of In s tru c tio n a l media in

a u n iv e r s i ty c o n te x t. The u l t im a te purpose of t h i s s tu d y was to

a s s i s t a v a r ie ty of peop le concerned w ith e d u c a tio n a l in n o v a tio n s

in v o lv in g in s t r u c t io n a l media in a u n iv e r s i ty c o n te x t. Data were

c o l le c te d by usin g a q u e s tio n n a ire on frequency of in s t r u c t io n a l

media u se , u n iv e r s i ty su p p o rt fo r i n s t r u c t io n a l m edia, so u rces of

in fo rm a tio n , and the c o n s t r a in t s on I n s t r u c t io n a l media use. The

re su lts ind icated th a t the m ajority of the facu lty members f e l t th a t

the u n iv e rsity was not providing the necessary support to encourage

them to use in s tru c tio n a l media.

Budget

Finance is one of the most im portant fac to rs which tends to have

im plications fo r many o ther areas. Adequate f in a n c ia l support of the

le a rn in g re so u rces c e n te r (LRC) i s a c r u c ia l f a c to r because of the


d iv e rs ity In personnel, equipment, m a te ria ls , and f a c i l i t i e s needed

to im prove th e e x is t in g s e rv ic e s and to make them a v a i la b le to th e

u se rs .

Finance was id e n tif ie d as a major cause of in e f f ic ie n t program

o p e ra tio n in c o lle g e s and u n iv e r s i t ie s * However, K. W. A llen and

A llen (1973) re p o rte d th a t c o lle g e s should have adequate f in a n c ia l

re so u rc e s in o rd e r to im prove the q u a l i ty of t h e i r media s e rv ic e s

programs* A d d itio n a lly , a s tudy was conducted by Bannon (1979) to

d e te rm in e th e p re se n t s ta tu s of e d u c a tio n a l m edia s e rv ic e s in th e

public four-year in s t i tu t io n s of higher education in Louisiana. Data

were g a th e red from th e e d u c a tio n a l media d i r e c to r s a t 13 p u b lic

u n iv e rs itie s . The re su lts ind icated th a t "most of the media d irec

to r s b e lie v e d th a t in ad eq u a te budget was th e m ain o b s ta c le in th e

developm ent of e f f e c t iv e media s e rv ic e program s" (p. 3061A). Fur

thermore, a study was done by Graf (1976) to examine the adequacy of

the educational media serv ice programs a t u n iv e rs it ie s as perceived

by the f a c u l ty , d ep a rtm en ta l c h a irp e rso n s , and m edia d i r e c to r s a t

in s t i tu t io n s of higher education. I t was found, however, th a t "re

spondents to th i s s tu d y p e rce iv ed budget p ro v is io n s fo r the media

serv ices programs as being the most inadequate elements of the pro

gram s” (p. 2588A). Thus, the im p o rta n t f a c t to em phasize h ere i s

th a t there is a re la tio n sh ip between adequate f in a n c ia l support and

the development of the educational media s e rv ic e program s. There

fo re , th i s n o tio n was supported by s e v e ra l s tu d ie s . H utchinson

(1 9 8 1 ), Nkom (1 9 8 2 ), R u s s e l l (1 9 8 1 ), Sorem ekun (1 9 7 9 ), and

V o rak itp o k a to rn (1980), in t h e i r s tu d ie s , p o in ted out th a t an


adequate f in a n c ia l support as a fac to r is re la te d to the development

of e ffe c tiv e educational media serv ice programs in u n iv e rs itie s .

The preceding s tu d ies have d ea lt w ith the f in a n c ia l support as a

f a c to r in on ly one type of i n s t i t u t i o n , nam ely, in a u n iv e r s i ty

c o n te x t, as noted e a r l i e r . Many s tu d ie s have been u n d ertak en to

id en tify the fac to rs th a t a f fe c t the development of e ffe c tiv e media

serv ice programs in co lleges and u n iv e rs itie s ; the findings of these

stu d ies do suggest th a t an inadequate budget was a fac to r th a t down

graded the serv ices of the LRC.

Generally, M errill and Drob (1977) suggested tremendous c r i te r i a

fo r p lan n in g the c o lle g e and u n iv e r s i ty le a rn in g re so u rce s c e n te r .

Hence, they p o in ted ou t th a t the budget of the LRC i s an Im p o rtan t

fac to r in improving the cu rren t s ta tu s of the education media serv ice

program in colleges and u n iv e rs it ie s . For th is reason, they recom

mended th a t "d irec t funding fo r the learning resources center should

be ava ilab le in an amount necessary to provide fo r equipment rep lace

ment, research and development, consu ltation in in s tru c tio n a l devel

opment, group and s e lf - in s tru c t io n a l p resen ta tion serv ices, and plan

ning serv ices as a minimum" (p. 111). An in v estig a tio n was conducted

by Joo (1980) to id e n tify the current s ta tu s of audiovisual cen ters

in colleges and u n iv e rs itie s . I t was found th a t lack of Inadequate

budget was regarded as th e main o b s ta c le in th e developm ent of an

e ffe c tiv e audiovisual serv ice programs (p. 3713A). Further, Dipaolo

(1980), in h is stu d y of media p ro d u c tio n s e rv ic e s in c o lle g e s and

u n iv e rs it ie s , found the lack of s tab le funding was the main problem

th a t prevents the lo ca l production of d iffe re n t kinds of m ate ria ls .


32

Media Personnel

C ru c ia l to the developm ent of e d u c a tio n a l media p ro g ra a s In

co lleges and u n iv e rs it ie s Is the a v a i la b i l i ty of adequately tra in ed

p e rso n n e l. T h e re fo re , s e v e ra l re se a rc h e rs have Indicated th a t the

learn ing resources cen ter requ ires broadly educated and w e ll-q u a li

f ie d p e rso n n e l. An I n v e s t ig a t io n was conducted by S. S lkkhaband lt

(1977) to d e te rm in e th e s ta tu s of a u d io v isu a l program s In te a c h e rs

co lleges. I t was found th a t the lack of adequate aed la personnel was

the major problem In Increasing and Improving the current serv ices.

A nother s tu d y by Moore (1984) In d ic a te d th a t the p erso n n e l of the

learn ing resources cen ters In community colleges have d if fe re n t fo r

mal tra in in g In e ith e r l ib ra ry science or In s tru c tio n a l technology,

and th e re were a ls o a la rg e number of s tu d e n ts w orking as a id e s In

th ese colleges.

Furthermore, a study was conducted by Soremekun (1979) to exam

ine the use of educational technology In a u n iv e rs ity context. The

re su lts Indicated th a t the lack of adequate s ta f f was a s ig n if ic a n t

fa c to r a ffe c tin g the development of e d u c a tio n a l technology . More

over, more personnel should be tra ined In the area of in s tru c tio n a l

development so th a t they can be involved a t the planning and develop

ment stages. Thus, the deficiency In s ta f f of the media cen ter or In

LRC was a major problem in these selected u n iv e rs itie s . This notion

was supported by V o ra k ltp o k a to rn 's (1978) s tu d y of the re so u rces

c e n te r s a t the u n iv e r s i ty le v e l . According to F orero (1979), the

lack of adequately tra in ed personnel is the fundamental explanation


of why media personnel's p a r t ic ip a t io n in th e in s t r u c t io n a l d esig n

process i s very lim ited .

In a d d it io n to th e fo reg o in g s tu d ie s , s e v e ra l re se a rc h e s have

been conducted to evaluate the cu rren t s ta tu s of the LRC serv ices in

ju n io r c o l le g e s , c o l le g e s , and u n iv e r s i t i e s . These s tu d ie s have

Indicated th a t the lack of q u a lif ie d personnel in a l l types of in s t i

tu tio n s surveyed was regarded as the main obstacle in the development

of e ffe c tiv e educational media serv ice programs (Dipaolo, 1980; Joo,

1980; M illard , 1972).

The preceding s tu d ies agreed upon q u a lif ic a tio n s th a t are neces

sary fo r the co llege and u n iv e rs ity media personnel. The success of

the learning resources cen te r in meeting the in s tru c tio n a l objectives

w il l depend upon w e ll-q u a lif ied and num erically adequate media per

sonnel and p roper a d m in is t r a t io n of resources, human and nonhuman.

The e ffec tiv e learning resources cen ter requ ires personnel fam ilia r

w ith both learning theory and p rac tice and th e ir e ffec tiveness in the

learning process, as w ell as fa m il ia r i ty in the areas of communica

tio n and adm in istra tion . However, the im portant fa c t to be empha

s ize d i s th a t w ith th e developm ent of th e I n s t r u c t io n a l media and

th e ir use in many areas of d isc ip lin e s , media personnel w il l have to

place emphasis on improving th e ir s k i l l s and acquiring more experi

ences. Undoubtedly, the LRC personnel should be involved w ith fac

u lty in curriculum development and in the in te g ra tio n of appropriate

media and technology in to the i n s t r u c t io n a l d esig n p ro ce ss . The

p rofessional s ta f f should be Involved in the development and support

o f th e c o l le g e and u n i v e r s i t y e d u c a t io n a l p ro g ram s th ro u g h


consu lta tive services* Thus, I t Is necessary fo r a good re la tio n sh ip

to e x is t between the learn ing resources program s ta f f and the facu l

ty . Bender (1980) p o in ted ou t th a t " th e m ost im p o rta n t o f th e se

serv ices Is consu lta tion w ith facu lty and the c rea tio n of an environ

ment conducive to Innovative In stru c tio n . Also very Important is the

provision of equipment and assis tan ce fo r lo c a lly produced In stru c

t io n a l m a te r ia ls ” (p. 136). B es id es, a s tu d y by Stephens (1972)

Indicated th a t more inform ation on av a ilab le se rv ices and m ateria ls

and improved communication among facu lty , ad m in istra tio n , and the LRC

s t a f f were needed in o rd e r to in c re a se th e u t i l i z a t i o n of in s t r u c

tio n a l media by facu lty members.

F a c i l i t ie s

Because of the increasing ra te of change In educational requ ire

ments and the enormous growth of new media and technology, in s t i tu

tions of higher education w il l have to place emphasis on the f a c i l i

t ie s , including those required fo r storage, production of m a te ria ls ,

d i s t r i b u t io n , and th e use of in s t r u c t io n a l m a te r ia ls and r e la te d

equipment. Moore (1984) pointed out:

The advent of the comprehensive LRC has g re a tly complicated the d esig n of th e e x is t in g f a c i l i t i e s . These f a c i l i t i e s w i l l now need w id e ly d iv e rse a re a s in c lu d in g s tu d y a re a s fo r sm all group viewing and lis ten in g . Reading, browsing, l i s t e n in g , v iew ing a re a s , open-access a re a s to books and m ateria ls , conference a re a s , c i r c u la t io n , a d m in is t r a t io n and p lann ing a re a s , work and p ro cess in g sp ac e , equipm ent storage and re p a ir , media production including graphics and photography, p ro fe s s io n a l co llec tio n s , learn ing laborator ie s (m ediated and com puterized a s s i s te d in s t r u c t io n ) , darkrooms, stacks, te lev is io n stud io and in s tru c tio n (production), s to rage, in s tru c tio n a l design and o ther sp ec ia lized a re a s , (p. 318)


I t seems lik e ly th a t arrangements should be made a t the LRC to

f a c i l i t a t e the use o f I n s t r u c t io n a l media w ith in th e c o lle g e and

u n iv e rs ity campuses in order to provide teach ing-learn ing resources

in d iffe re n t loca tions. Therefore, convenient physical environments

in campuses should be a p p ro p r ia te ly d esigned to use a v a r ie ty of

in s tru c tio n a l resources and devices.

An im portant fa c to r in the development and use of in s tru c tio n a l

media and technological devices i s the physical environment of the

LRC and th e a re a s th a t accommodate a p p ro p r ia te te a c h in g - le a rn in g

a c t iv i t ie s . Consequently, tremendous stud ies have been conducted to

examine the educational media serv ice programs w ith emphasis on the

physical f a c i l i t i e s which are provided w ith in the colleges and uni

v e r s i t ie s .

An in v estig a tio n was conducted by Bannon (1979) to determine the

s ta tu s of e d u c a tio n a l m edia s e rv ic e s in fo u r-y e a r p u b lic i n s t i t u

tio n s. The re su lts showed adequate f a c i l i t i e s were provided in a l l

b u ild in g 's a re a s .

Soremekun (1979) in d ic a te d th a t " f a c i l i t i e s fo r academ ic pur

poses in u n iv e rs itie s , such as classroom s, lec tu re auditorium s and

teaching cen ters, were av a ilab le in some in s t i tu t io n s , yet they were

not ava ilab le in s u ff ic ie n t numbers to accommodate the large demand

of each in s t i t u t i o n " (p. 223).

V arious s tu d ie s have been done by d i f f e r e n t in v e s t ig a to r s in

both ty p es of i n s t i t u t i o n s of c o lle g e and u n iv e r s i ty . The p rim ary

focus of th ese in v e s t ig a t io n s was on d e te rm in in g the fa c to rs th a t

a ffe c t the u t i l iz a t io n of in s tru c tio n a l media by facu lty members and


evaluating educational media s e rv ic e program s in h ig h e r ed u ca tio n .

Based on an analysis of the data reported by colleges and u n iv ersi

t ie s surveyed, there was an agreement th a t physical f a c i l i t i e s should

be arranged to improve the lo ca tio n and a c c e s s ib i l i ty of media to the

t o t a l i n s t r u c t io n a l s t a f f (R. C. A llen , 1974; D lpaolo , 1980, Joo ,

1980, Sanner, 1974; Stephens, 1972).

In conclusion, an im portant d e te rren t to increase the u t i l iz a

tio n of in s tru c tio n a l m ate ria ls and re la ted equipment is the lack of

appropriate physical conditions in the teach ing-learn ing environment.

Hence, th e problem o f p ro v id in g the re q u ire d f a c i l i t i e s should be

given specia l a tte n tio n in order to make possib le the e f f ic ie n t use

of in s t r u c t io n a l re so u rc e s program s. Spaces m ust be designed and

provided for several d if fe re n t purposes fo r large-group teaching and

small-group as w ell, fo r independent study and reference work, and

for production of m a te ria ls and fo r teacher preparation a c t iv i t ie s .

The environm ent in w hich th e i n s t r u c t io n a l p ro cess occu rs should

accommodate the optimum use of media equipment and m ate ria ls . Brown

e t a l. (1972) postu lated th a t the design, construction , manipulation,

and improvement of the physical learn ing environment c le a r ly require

the ex p e rt c o n tr ib u t io n s of e d u c a tio n a l m edia p e rso n n e l who a re

fa m ilia r w ith the educational purposes fo r which such f a c i l i t i e s w ill

be used and with the standards to which they should adhere (p. 162).

The im portance of I n s ig h t f u l in t e r e la t io n s h ip s o f the media s t a f f

member with the teacher, the ad m in istra to r, the curriculum experts,

and various a rc h ite c tu ra l, a co u stic a l, e le c tro n ic , and other spec ia l

i s t s cannot be overemphasized.


The optimum use of the LRC requ ires th a t a l l forms of media be

rea d ily availab le in nearly a l l in s tru c tio n a l areas* F urther, a wide

v a r ie ty of media and m a te r ia ls should be a c c e s s ib le to f a c u l ty and

s tu d en ts .

A v a ila b ility of In s tru c tio n a l Media

The rapid growth in the number of in s tru c tio n a l media was due to

g rea te r f le x ib i l i ty of Ind iv idualiz ing in s tru c tio n and the a b i l i ty to

Involve a g re a t number of s tu d e n ts . There has a ls o been a c o r re

sponding growth in terms of the serv ices needed in each In s t i tu t io n

of higher education to respond appropria te ly to a v a rie ty of d if f e r

ent d is c ip lin e s .

Despite the rapid development of technological devices and the

r e la te d m a te r ia ls fo r in s t r u c t io n a l p u rp o ses , the lack of a v a i la

b i l i ty of these resources on campuses was another problem added to

prevent the expanding use of learning resources in many In s ti tu tio n s

of higher education. Consequently, the nature and amount of m ateri

a l s and equipm ent w i l l in f lu e n c e the su ccess of th e e n t i r e media

program . The s e le c t io n of both m a te r ia ls and r e la te d equipm ent

should be based on the needs of the users in each area of d isc ip lin e .

S ev era l s tu d ie s were undertaken by d if fe re n t in v es tig a to rs in

many types of i n s t i t u t i o n s a t c o lle g e and u n iv e r s i ty le v e ls . An

e a r ly s tu d y re p o rte d by R. C. A llen (1972) was based on the ev a lu a

tio n of educational media programs in colleges and u n iv e rs itie s . The

q u a lita tiv e data were obtained using a comprehensive se lf-ev a lu a tiv e

c h e c k l i s t—The E v a lu a tiv e C h e c k lis t: An In s tru m e n t fo r S e l f -


Evaluating an Educational Media Prograa In Colleges and U n iversities.

Also used was an In v e n to ry ch eck -sh ee t used to obtain q u an tita tiv e

data to determ ine whether an In s t i tu t io n met the q u an tita tiv e stan

dards fo r audiovisual personnel, equipment, and m ateria ls . Analysis

of the data reported by 36 of the 40 in s t i tu t io n s surveyed revealed

th a t the media programs' m ateria ls and equipment were not w ell lo

cated (geographically) nor were they read ily av a ilab le and accessib le

to in s t r u c to r s in r e l a t io n to th e r e s t of the ongoing e d u c a tio n a l

process. S im ilar p o s itiv e re su lts of the importance of the av a ila

b i l i t y of in s tru c tio n a l m ateria ls and the accompanying equipment have

been re p o rte d by s e v e ra l s tu d ie s (Bannon, 1979; E l-Sharkaw y, 1983;

Im ogie, 1980; Nkom, 1982; Soremekun, 1979; V o rak itp o k a to rn , 1980).

Therefore, in th e ir rep o rts of stud ies they conducted, they Indicated

th a t the lack of the a v a i la b i l i ty and a c c e s s ib il i ty of in s tru c tio n a l

media, both softw are and hardware, was considered an im portant prob

lem for the development of an e ffe c tiv e media serv ice program and,

th e r e fo re , led to u n d e r u t i l i z a t io n of th e se re so u rc e s by f a c u l ty

members in th e ir in s tru c tio n a l process.

An in v estig a tio n of au d io v isu a l hardw are a c q u is i t io n s in c o l

leg e s and u n iv e r s i t i e s d u rin g th e p e rio d 1970-80 was conducted by

Bynon (1980). Fourteen colleges and u n iv e rs it ie s p a rtic ip a ted . All

had audiovisual media programs. Based on analysis of the data gath

e red , a u d io v isu a l hardw are a c q u is i t io n s d id n o t meet the in s t r u c

t io n a l needs o f th e i n s t i t u t i o n s surveyed. Based on the fo rego ing

f in d in g , th e study p o in ted out th a t approved program s tan d a rd s fo r

acq u is itio n s and replacement policy must be developed id en tify in g the


needs of the in s t i tu t io n a l environment.

A d i f f e r e n t s tu d y was done by R. M. D avis (1983) to d e term in e

th e a u d io v isu a l p ro d u c tio n a t the u n iv e r s i ty le v e l . I t was found

th a t the major d e te rren ts to production of m a te ria ls were the lack of

time to plan and prepare m a te ria ls , lack of m a te ria ls , lack of equip

ment, and lack of techn ica l a ss is tan ce to do the Involved techniques.

Therefore, to encourage both the p reparation of m ateria ls and effec

tiv e planning, "health science teachers w il l need to be supported by

being given time fo r these a c t iv i t ie s and by being given recognition

fo r t h e i r media p ro d u c tio n ju s t as they would fo r a p u b lic a t io n .

They must a lso be p rov ided w ith the m a te r ia ls and o th e r re so u rc e s

needed to plan and prepare th e ir own teaching m ateria ls" (p. 2861A).

In-Service Training Programs

An examination of the types of equipment and m ateria ls cu rren tly

being c ircu la ted by the le a rn in g re so u rc e s c e n te r p ro v id es c r u c ia l

ev idence th a t change is ta k in g p lac e in te rm s of the a p p l i c a b i l i t y

and u t i l iz a t io n of newer media in in s tru c tio n a l programs. Further

more, the v a r ie ty of the newer media fo r t h e i r use in d i f f e r e n t

d isc ip lin es requires g rea t a s s is ta n c e from m edia p erso n n e l to he lp

f a c u lty members in t h e i r s e le c t io n s and th e use of th e a p p ro p ria te

media m ateria ls and the accompanying equipment. Also, the acceptance

of the use of I n s t r u c t io n a l media by f a c u l ty members i s dependent

upon the s e rv ic e s th a t a re p rov ided by th e le a rn in g re so u rc e s cen

te r ’s personnel. For th is reason, Lambert (1971) ind icated th a t in -

s e rv ic e t r a in in g program s to ac q u a in t the f a c u l ty w ith the media


s e rv ic e s and p roper u t i l i z a t i o n of i n s t r u c t io n a l media should be

con tinuously conducted.

Furthermore( sev era l research s tu d ies were undertaken by d if f e r

e n t r e s e a rc h e r s to e v a lu a te th e c u r re n t m edia s e rv ic e program s in

c o lle g e s and u n iv e r s i t i e s . Sanner (1974), R. C. A llen (1974), S.

Sikkhabandit (1977), Abdel-Aal (1980), and Anandam and Kelly (1982),

in t h e i r r e p o r ts of s tu d ie s they conducted, in d ic a te d th a t f a c u l ty

tra in in g programs are c ite d as the most im portant reason In h ib itin g

wider uses of in s tru c tio n a l media and hindering the development of an

e ffe c tiv e educational media serv ice programs in higher education.

A dditionally , numerous stud ies have been undertaken to examine

questions re la ted to the id e n tif ic a tio n of fac to rs th a t influence the

use of in s tru c tio n a l media. There were co n sis ten t findings among the

researchers regarding the in -se rv ice tra in in g programs. Ogunmilade

(1979), Soremekun (1979), and Im ogie (1980) found in t h e i r s tu d ie s

th a t in -se rv ice tra in in g programs fo r facu lty members and th e ir uses

of in s t r u c t io n a l media were p o s i t iv e ly re la te d and highly s ig n if i

cant .

I t i s apparent from the preceding findings of the s tu d ies men

tioned e a r l ie r th a t the need for planning and conducting educational

in -se rv ice tra in in g programs i s e s se n tia l fo r providing and improving

the a b i l i ty fo r both experienced and inexperienced facu lty . Further,

the le a rn in g re so u rc e s c e n te r 's p ro fe s s io n a ls should be p repared

w e ll , as noted in e a r l i e r s tu d ie s , to meet new needs and im plem ent

innovations in colleges and u n iv e rs itie s .


New Media and College Teaching

41

Numerous s tu d ies have been conducted which focus upon the use of

d iffe re n t forms of In s tru c tio n a l m edia In te a c h in g . These s tu d ie s

have no t on ly focused on th e c r i t e r i a of s tu d e n t ach ievem ent, p e r

form ance, and a b i l i t y of th e s tu d e n t to work w ith I n s t r u c t io n a l

m edia, bu t a ls o have focused on th e com parison betw een d i f f e r e n t

forms of media and th e i r e ffec tiv en ess to modify studen ts ' a tt i tu d e s .

Computer and Learning

Several in v estig a tio n s were p rim arily concerned with computer-

a s s i s te d in s t r u c t io n (CAI) and i t s e f f e c t iv e n e s s on s tu d e n ts '

achievement. In a study concerning the evaluation of an in te ra c tiv e

v id e o -d is c system , Braun (1984) concluded th a t "c o m p u te r-a s s is te d

in s t r u c t io n Is b e n e f ic ia l In I n s t r u c t io n and th a t the v id e o -d is c -

based system provides a dram atic improvement in performance of s tu

d en ts" (p. 125).

Only two stud ies were p rim arily concerned w ith the effectiveness

of com puter-assisted in s tru c tio n according to a b i l i ty lev e l. M artin

and Suppes ( c i te d in Edwards, N orton, T a y lo r, W eiss, & D usseldorp ,

1975) found " c o m p u te r-a s s is te d in s t r u c t io n d r i l l and p r a c t ic e in

a rith m etic to be r e la t iv e ly more e ffe c tiv e fo r low a b i l i ty students

than fo r average or high a b i l i ty studen ts” (p. 151).

The r e la t io n s h ip betw een p rev io u s ex p e rien ce and the use of a

computer to solve problems was in v estig a ted by many researchers. One

of th ese s tu d ie s was conducted by Soloway ( c i te d in Braun, 1984).


This study showed th a t "students who have taken a one sem ester course

In com puter-program m ing were ab le c o r re c t ly to solve algebra word

problems more re l ia b ly than were students w ithout th a t experience”

(p. 123).

There have been su b s ta n tia l numbers of evaluative s tu d ies on the

Impact of computers In d r ill-a n d -p ra c tlc e ap p lica tio n . One of these

s tud ies was conducted by Bracey (c ite d In Braun, 1984). I t was found

th a t " s tu d e n ts using CAI le a rn e d to th e same c r i t e r i a f a s t e r than

non-com puter-asslsted In s tru c tio n studen ts” (p. 121).

The preceding findings showed the e ffec tiv en ess of using comput

e r s in d r i l l - a n d - p r a c t i c e and com puter-assisted In s tru c tio n on the

v a rio u s sam ples of s tu d e n ts in many su b je c t a re a s . F u r th e r , o th e r

s tud ies were undertaken to compare the use of computers in in s tru c

tio n and a t ra d it io n a l approach.

In a comparison between com puter-assisted in s tru c tio n and con

v e n tio n a l teach in g m ethods, i t was found th a t " th e CAI s u b je c ts

perform ed s ig n i f i c a n t ly b e t te r than th o se s u b je c ts in s t r u c te d by

c o n v en tio n a l teach in g methods (CONV)” (Hahn, 1983, p. 964A). In

c o n tra s t, D'Souza (1984) found th a t "CAI was equally as e ffe c tiv e as

t r a d i t i o n a l te a c h e r -d ir e c te d in s t r u c t io n . However, th e r o le of

teacher w ill a l te r somewhat when CAI is employed" (p. 1658A). Other

s tud ies (Lewellen, 1971; Vinsonhaler & Bass, 1972) supported findings

of b e t t e r perform ance of CAI s tu d e n ts on s ta n d a rd iz e d t e s t s when

compared to performance of students who received tra d it io n a l in s tru c

tio n .


43

Another comparison study was done In ac tu a l college classrooms

by Kulik, Kulik, and Cohen (1980). I t was found th a t computer-based

in s tru c tio n made sm all but s ig n if ic a n t c o n tr ib u t io n s to th e course

achievement of co llege students and a lso produced p o s itiv e e f fe c ts on

the a t t i tu d e s of s tuden ts toward the subject m atter they were study

in g . They a ls o found c o m p u te r-a s s is te d in s t r u c t io n s u b s ta n t i a l ly

reduced th e amount o f tim e needed fo r in s t r u c t io n . T h e re fo re , i t

appears th a t CAI i s a u s e fu l a l t e r n a t iv e to t r a d i t i o n a l methods of

i n s t r u c t io n in c o lle g e c la ssro o m s, e s p e c ia l ly in s i tu a t io n s where

in s tru c tio n and/or student time is lim ited .

A rev iew of re se a rc h e s on the u sin g of th e c o m p u te r-a s s is te d

in s tru c tio n , Thomas (c ite d in Burns & Bozeman, 1981) concluded th a t:

The s tu d e n ts rev iew ed p a in t a p o s i t i v e p i c t u r e f o r com puter-assisted in s tru c tio n . In the past years, proponents hoped to see g rea t achievement gains fo r CAI courses, spoke of very low c o s ts and h igh r e te n t io n , and d id not m ention tim e a t a l l . Today, CAI as a medium has " s e t t l e d down.” Achievement gains over o ther more tra d it io n a l methods are the norm, but mere equivalence w ith good in s tru c tio n is a lso a tta in ed . Retention is equal to th a t obtained in tra d it io n a l in s tru c tio n . The technology fo s te rs genera l ly favorable a t t i tu d e s toward computers and often toward the sub ject being taught. Perhaps the most valuable find ing in the long run is th a t many CAI students gain mastery s ta tu s in a shortened period of time. (p. 36)

In s tru c tio n a l T elevision

Considering the evaluation of te lev is io n ap p lica tio n in teach

ing, the re su lts of a l l s tu d ies mentioned by Braun (1984) showed very

p o s itiv e e ffe c ts of TV programs when they are w ell designed and used

co rrec tly (pp. 124-125).


Many s tu d ie s have coopared d i f f e r e n t form s of m edia w ith

te a c h e r -d ir e c te d in s t r u c t io n as to th e i r r e la t iv e effec tiv en ess in

teach in g . L ofthouse ( c i te d in R eid , MacLennan, & G re e n h il l , 1967)

found th a t " th e re were no s ig n i f i c a n t d if f e r e n c e s in exam ination

sc o re s betw een th e i n s t r u c t io n a l t e l e v i s io n (ITV) o r f a c e - to - f a c e

groups. . . . Students p referred face -to -face over ITV presen ta tions

when in s t r u c to r and te a c h in g methods were c o n s ta n t. • • • S tu d en ts

regarded in s tru c tio n a l procedures as being equally e ffe c tiv e whether

p re sen te d by f a c e - to - f a c e o r by in s t r u c t io n a l te le v i s io n methods"

(pp. 119-120).

M oreover, the e f f e c t iv e n e s s of in s t r u c t io n a l te lev is io n (ITV)

has been studied w ith various populations of students in many sub ject

a re a s . At the c o lle g e le v e l , Mount and W alte rs (1981), in t h e i r

study, compared the performance of students in a te lev ised introduc

tory psychology course to th a t of students in a t ra d it io n a l introduc

tory psychology course a t a community college. A ll students had the

same in s t r u c to r and tex tbook . They took the same t e s t s . I t was

found th a t students in the te lev ised in troducto ry course did s ig n if i

can tly b e tte r than those in the tra d it io n a l in troductory course. In

g e n e ra l, Anandam and K elly (1982) re p o rte d th a t th e rev iew of th e

l i te r a tu r e has revealed th a t "students seemed to p re fe r sm all d iscus

s io n c la s s e s to t e l e v i s io n c la s s e s . F u r th e r , s tu d e n ts were more

fa v o ra b le tow ard ITV a f t e r they ex p erien ced i t " (p. 24). B esid es,

they in d ic a te d th a t one rev iew surveyed ap p ro x im a te ly 862 s tu d ie s

th a t compared the e f f e c t iv e n e s s of ITV and tra d it io n a l in s tru c tio n

(TI), and i t concluded th a t there was strong evidence th a t ITV is as


e f f e c t iv e as TI. A lso, a number o f s tu d e n ts and te a c h e rs had an

unfavorable a t t i tu d e toward ITV, but the incidence of such a tt i tu d e

diminished as in s t i tu t io n s gained experience w ith the medium.

Comparisons Between In s tru c tio n a l Media

In recent years, there has been a growing and increasing number

of hardware and a corresponding growth in the development of s o f t

w are. C onsequently , an abundance of l i t e r a t u r e has been p u b lish e d

fo cu sin g upon com parisons between d iffe re n t forms of in s tru c tio n a l

media use in classrooms and th e ir e ffec tiv en ess in a teach ing-learn

ing process.

In a comparison between com puter-assisted in s tru c tio n and other

n o n trad ltio n a l methods of in s tru c tio n , a review of several s tu d ies by

Edwards e t a l . (1975) in d ic a te s th a t "CAI has been shown to be

equally e ffe c tiv e when compared w ith in d iv id u a l tu to r in g , language

laboratory , and media such as programmed in s tru c tio n and f i lm s tr ip s ”

(pp. 148-149). This f in d in g was supported by Hahn (1983) who found

th a t " th e re was no s ig n i f i c a n t d if fe re n c e in perform ance betw een

s u b je c ts in s t r u c te d by the m u ltim ed ia i n s t r u c t io n (MM) and the

c o m p u te r-a s s is te d In s tru c tio n (CAI)” (p. 964A).

In a review of the l i te r a tu r e re la tiv e to the e ffec tiv en ess of

a l t e r n a t iv e in s t r u c t io n a l media, Jam ison e t a l . (1974) concluded

th a t:

CAI a tte m p ts to im prove the q u a l i ty of i n s t r u c t io n by providing fo r i t s In d iv id u a liza tio n along one or more d imensions. Nonetheless, findings of no s ig n if ic a n t d if f e r ence dominate the research l i te ra tu r e in th is area. Though there are often no s ig n if ic a n t d ifferences in achievement,


some s tu d ie s do r e p o r t a sav in g in s tu d e n t t i n e , and th i s i s an index of success. When sm all amounts of CAI are used as a supplement to regu lar classroom in s tru c tio n , substant i a l evidence suggests th a t i t leads to an improvement in ach ievem en t, p a r t i c u la r l y fo r s lo w er s tu d e n ts . Models e x i s t th a t r e l a t e th e amount of ach ievem ent g a in to the number of CAI sessions a student receives, (p. 56)

One in v estig a tio n was p rim arily concerned w ith a comparison of

videotape, audiotape, and p r in t. One of the most in te re s tin g find

ings was the s tr ik in g d ifference between the two groups as to p refer

ence in learn ing m ate ria ls . Machula (1979) found th a t "86 percent of

M ichigan s tu d e n ts in d ic a te d a p re fe re n c e fo r re a d in g , w hereas 70

percent of the I l l in o i s group p referred te le v is io n . Only one person

in e ith e r group p referred learning by audiotapeN (p. 180). However,

the researcher concluded th a t:

Our f in d in g s in d ic a te le s s c o g n itiv e le a rn in g took p lace w ith a u d io - ta p e s th an w ith o th e r m edia. Video and audio may both be a t a disadvantage when compared w ith p r in t due to the lack of ind iv idual con tro l over the ra te of presenta t io n . . . . A nother p o s s ib le e x p la n a tio n fo r the d i s p a r ity in cognitive learn ing might be th a t an audio presenta tio n requ ires more e f fo r t to m aintain concentration than does a video-tape or p rin t, (pp. 182-183)

The use of audiotape by very sm all number has been given a tte n

tio n by Machula (1979), who explained the ignorance of th is medium by

s ta tin g th a t:

The fa c t th a t only one subject out of 114 p referred learn ing by au d io tap e can c e r ta in ly no t be ig n o red . I t should be no ted , how ever, th a t the use of au d io ta p e s in many a u d io - tu to r ia l la b o r a to r ie s has proven q u i te s u c c e s s fu l .Lack of ex p erien ce w ith in s t r u c t io n a l a u d io - ta p e s may account fo r p art of the overwhelmingly negative response to th is medium, (p. 183)


47

Media and Student A ttitudes

A c o n s id e ra b le number of s tu d ie s have been concerned w ith the

r e la t io n s h ip s betw een th e use o f d i f f e r e n t form s of media and the

a t t i tu d e s toward th e ir ap p lica tio n In to in s tru c tio n a l programs.

Several In v estig a tio n s were p rim arily concerned w ith the use of

te le v is io n and film to modify s tuden ts ' a t t i tu d e s and w ith the fac -

to r s th a t produce a t t i t u d e changes. However, they have shown th a t

"such a tt i tu d e s , are changed in a favorable d ire c tio n by both te le

v is io n and film " (Reid e t a l . , 1967, p. 13). Dubln and Hedley ( c i te d

In Jam ison e t a l . , 1974) rev iew ed a number of s tu d ie s on the a t t i

tudes of college students toward ITV. They ind ica ted th a t "students

have more favorable a t t i tu d e s toward ITV a f te r they have experienced

i t than b efo re ; a f t e r exposure to ITV, h a l f to tw o - th ird s of the

students surveyed reported a tt i tu d e s th a t were favorable (as opposed

to n e u tr a l or u n fav o rab le )" (p. 37). In a s tudy by K ulik and

Bangert-Drowns (1984), they found th a t "programmed in s tru c tio n and

in d iv id u a l I n s t r u c t io n have had l im i te d su ccess in im proving s tu

dents' a t t i tu d e s . Computer-based In s tru c tio n , on the o ther hand, has

g rea tly a lte red studen ts ' a t t i tu d e s toward the computer" (p. 137).

In determ ining the effec tiv en ess of d if fe re n t forms of media, a

com parison of v id e o ta p e , a u d io tap e , and p r in t was conducted by

Machula (1979) to exam ine th e i r e f f e c t iv e n e s s . I t was found th a t

"students liked te le v is io n le ss but learned s ig n if ic a n tly more from

i t than from the a u d io - ta p e which they l ik e d more" (p. 167). S im i

l a r ly , Saracho (1982) found th a t " s tu d e n ts who used the com puter-


assisted Instruction program had greater achievement gains than did

students who p a rtic ip a te d In the regular classroom program. However,

th o se s tu d e n ts who were not In th e CAI program had more fa v o ra b le

a t t i tu d e s toward CAI than did students In the CAI program" (pp. 216-

217). However, t h i s f in d in g was not supported by Braun (1984), who

re p o rte d th a t " s tu d e n ts g e n e ra lly re p o rt p o s itiv e a t t i tu d e s toward

computer-based learn ing and enjoy the a b i l i ty to move a t th e ir own

pace" (p. 121).

Machula (1979) concluded th a t:

The f in d in g s of t h i s s tu d y would seem to in d ic a te th a t a t le a s t in some contexts the medium which Is used can play an im p o rtan t p a r t in th e re c e p tio n of the c o n te n t. Not only may experiences be perceived d if fe re n tly depending on the medium used, but a lso p e rso n a litie s may be perceived favorable in one medium but not In another, (p. 181)

In exam ining th e s tu d e n ts ' a t t i t u d e s tow ard th e CAI program ,

Saracho (1982) explained the s itu a tio n by re fe rr in g to the d if fe re n t

learn ing s ty le s of these students. However, the in v estig a to r s ta ted

in th is study th a t:

Students vary in th e ir cognitive s ty le and th e ir responses to d if fe re n t types of in s tru c tio n . Some of th is variance is re la ted to e th n ic ity . . . . Some students favor independ e n t, im p erso n a l, and d i r e c t k inds of in s t r u c t io n , w h ile o th e rs p re fe r the o p p o s ite type of in s t r u c t io n . . . . I t i s p o s s ib le th a t th e s tu d e n ts who used th e CAI program p re fe rred the more dependent, personal, and in d ire c t form of i n s t r u c t io n , which would account fo r th e d if f e re n c e in a t t i t u d e s . . . • S tu d en ts who d id not a t te n d the CAI s e s sions might have wanted to experience th is innovative type of in s tru c tio n to which they did not have access, (p. 217)

In general, many stu d ies have compared d if fe re n t forms of media

as to th e ir re la tiv e e ffec tiveness in fo s te rin g cognitive learn ing ,

and most have found no s ig n i f i c a n t d if fe re n c e . However, Chu e t a l .


( c i te d In M achula, 1979) concluded In a re c e n t s tu d y th a t "under

a p p ro p r ia te c o n d it io n s , s tu d e n ts can le a rn from an I n s t r u c t io n a l

medium, w hether i t i s t e l e v i s io n , f i lm , r a d io , language, la b , o r

programmed in stru c tio n " (p. 176). S im ila rly , Dubin e t a l . (c ited in

Jamison e t a l . , 1974) concluded th a t "the co llege student as consumer

of teaching does not e x h ib it any s ig n if ic a n t re s is ta n ce to the in tro

duction of educational te le v is io n in to h is own In s tru c tio n a l program"

(p. 37).

In summary, the previous attem pts by a number of in v estig a to rs

were p rim arily concerned with the a t t r ib u te s of in s tru c tio n a l media

and th e i r e f f e c t iv e n e s s on s tu d e n t ach ievem en t, perfo rm ance, and

improvement of the a b i l i ty lev e l. For the most p a rt, the re su lts of

which have been c o n s is te n t . On the o th e r hand, the r e s u l t s of the

comparisons between d if fe re n t forms of media and th e ir e ffec tiveness

have p o in ted out few s ig n i f i c a n t d if f e r e n c e s . The u t i l i z a t i o n of

in s t r u c t io n a l media and m a te r ia ls as in d ic a te d by s e v e ra l s tu d ie s

enhances s tu d e n ts ' le a rn in g . Anandam and K e lly (1982) po in ted out

th a t:

R esults of research on com puter-assisted in s tru c tio n (CAI), computer-managed In s tru c tio n (CMI), and c o m p u te r-a s s is te d guidance (CAG) seem to in d ica te th a t computerized methods of a l l kinds were e ith e r b e tte r than or a t le a s t as e ffec tiv e as noncomputerized methods in bringing about learn ing g a in s , (p. 26)

However, many stud ies have ind icated th a t students achieved b e tte r or

showed no d ifference when compared with those who were taught by the

tra d it io n a l classroom approach. Further, the use of d iffe re n t kinds

of in s tru c tio n a l media have been successfu lly used in many sub ject


areas. Other s tud ies have shown the advantage of in s tru c tio n a l media

over tra d it io n a l In s tru c tio n In many co llege teaching s itu a tio n s and

w ith d iffe re n t d isc ip lin e s . Consequently, I t appears th a t in s tru c

t io n a l media a re a u s e fu l a l t e r n a t iv e to t r a d i t i o n a l methods of

In s tru c tio n in the co llege classroom. Therefore, the previous evalu

a t io n s of d i f f e r e n t k in d s of i n s t r u c t io n a l media gave c o lle g e and

u n iv e r s i ty ed u ca to rs an a d d i t io n a l p e rs p e c t iv e in term s of t h e i r

e f fe c t iv e n e s s in many s u b je c t a re a s and demonstrated th a t I n s t i tu

tions of higher education would accept these media and technology as

im portant teaching and learn ing resources.

A d d itio n a lly , each medium has i t s s tr e n g th s and w eaknesses.

From the lea rn e rs ' perspectives, the in s tru c tio n a l media can transm it

in fo rm a tio n , h ig h l ig h t Im p o rtan t id e a s , p ro v id e a c o n s ta n t i n t e r

change betw een th e le a rn e r and th e program , I l l u s t r a t e a b s t r a c t

concepts, c la r ify complex themes, s tim u la te th inking , fo s te r problem

so lv in g s k i l l s , p rov ide im m ediate feedback to s p e c i f i c re sp o n ses ,

m a in ta in le a r n e r 's i n t e r e s t th rough th e use o f feedback , s im u la te

experiences, and fo s te r a e s th e tic apprecia tion and pleasure in read

ing, viewing, and lis te n in g . Consequently, the se le c tio n of a spe

c i f ic medium th a t best matches both the purpose fo r the learn ing and

the purpose fo r a p a r t ic u la r student i s a c ru c ia l s tep when designing

the in s tru c tio n a l program.

Acceptance of In s tru c tio n a l Media

The ado p tio n of new in n o v a tio n s in h ig h e r ed u c a tio n makes th e

in d iv id u a l te ac h e r see the advan tages o f th e change and how


b e n e f ic ia l a re th e r e s u l t s I f th e new Id e a s a re a p p lie d In the

te a c h in g - le a rn in g p ro c e ss . The accep tance of new Innovations goes

through fiv e stages which are described as fo llow s:

1. Awareness stage: The Indiv idual lea rn s of the ex istence of

new Ideas but lacks Inform ation about I t .

2. In te re s t stage: The Indiv idual develops In te re s t In Innova

tio n and seeks ad d itio n a l Inform ation about I t .

3. Evaluation stage: The ind iv idual makes mental ap p lica tio n

of new ideas to h is present an tic ip a ted fu tu re s itu a tio n and decides

whether to t ry i t .

4. T r ia l stage: The ind iv idual a c tu a lly app lies the new Idea

on a sm all scale in order to determine i t s u t i l i t y in h is own s itu a

tio n .

5. Adoption stage: The Indiv idual uses the new Idea continu

ou sly on a f u l l s c a le . (E. N. Rogers & Shoemaker, 1971, pp. 100-

101).

R. I . Evans (1970) p o s tu la te d th a t " th e a c tu a l c h a r a c t e r i s t i c s

of an innovation are of l i t t l e importance to I t s adoption. What does

seem to m a tte r i s th e way in which the In d iv id u a l p e rc e iv e s the

re la tiv e values of an innovation" (p. 16). This notion was supported

by Boles (1980), who s ta te d :

U n c e rta in ty i s th e m ajor f a c to r in r e s i s ta n c e to change; th e in d iv id u a l who w i l l be a f fe c te d by a proposed change needs to have h e r /h is u n ce rta in tie s reduced by learn ing how the change w il l a f fe c t her/him . I f the re s u l ts seem lik e ly to be b e n e fic ia l, the change w il l be welcomed. I t i s only when re su lts of the change are unknown or are perceived as c e r ta in o r l i k e ly to make the In d iv id u a l's s ta te -o f-b e in g le s s d e s ir a b le th a t change i s r e s i s te d . . . . One has l i t t l e choice in accepting unplanned change. With planned


change, we perceive a choice of accepting or not accepting and the option we choose Is dependent on perceived e f fe c ts on us. (pp. 136*137)

The Influence of educational technology and I t s e ffec tiv en ess In

In s tru c tio n a l development programs has been c r i t ic iz e d by many I n s t i

tu tio n s of higher education. However, Gaff (c ite d In Sprague, 1981)

s ta te d :

In h ig h e r e d u c a tio n , where a u d io -v is u a l media a re o f te n viewed as being nonessen tia l fo r co llege teaching, in s tru c t io n a l developm ent program s which a re seen o f te n as on ly adjuncts to aud io -v isual serv ices w il l o ften be le ss e ffec t i v e . T his i s p ro b ab ly one reason fo r th e U n iv e rs ity of Michigan's Center fo r Research on Learning and Teaching to have downplayed th e r o le of a u d io -v is u a l techno logy and hardware in i t s In s tru c tio n a l development program, (p. 24)

The growth of in s tru c tio n a l development f a c i l i t i e s a t colleges

and u n iv e rs itie s provides a wide v a rie ty of in s tru c tio n a l programs to

c o n tr ib u te to the developm ent of c o lle g e and u n iv e r s i ty teach in g

through the ap p lica tio n of educational technology.

The existence of the new technology has created a wide v a rie ty

of responses from fa c u lty members. Therefore, d if fe re n t s tu d ies have

been conducted In many a re a s by d i f f e r e n t educators to In v estig a te

the con trad ictory views about the new ro le s of innovation in teaching

and learn ing process by g e ttin g the reactions from facu lty members in

many in s t i tu t io n s .

A s tu d y of f a c u l ty 's a t t i t u d e s tow ard te c h n o lo g ic a l teach in g

media a t C alifo rn ia Community College was conducted by Purdy (1975),

who examined some uses of in s tru c tio n a l Innovation on campus, such as

a u d io - tu to r ia l courses, com puter-assisted in s t r u c t io n , le a rn in g r e

so u rces c e n te r s , and t e l e v i s io n . I t was, how ever, found th a t


" re a c t io n s to in n o v a tio n d i f f e r acco rd in g to a te a c h e r 's age, h is

d isc ip lin e or personal values" (p. 9).

The problem of u n d e ru tiliz a tio n of in s tru c tio n a l media by many

teachers was studied by d if fe re n t researchers. For Instance, the use

of In s tru c tio n a l te le v is io n was studied by S. C. Slkkhabandit (1977),

who found th a t:

The adopters who had some knowledge of te lev is io n , are more fa v o ra b le tow ard th e use o f c lo s e d - c l r c u l t t e le v i s io n (CCTV) than the non adopters, who had le ss knowledge about CCTV. Adopters and non adopters do not d if f e r w ith regard to sex and deg ree h e ld , but d i f f e r s ig n i f i c a n t ly w ith re g a rd to age, te a c h in g ex p e rien ce , le v e ls ta u g h t, and sub jec t areas taught, (p. 3230A)

C onsidering S. C. S ik k h a b a n d it 's (1977) f in d in g s , Joo (1980)

found th a t "teachers' re s is ta n ce to adopting newer methods of teach

ing and th e ir ignorance of audiovisual equipment hindered the u t i l i

za tio n of audiovisual m a te ria ls in c lass" (p. 3713A).

The adoption of new media in colleges and u n iv e rs itie s in many

areas fo r enhancing the q u a li t ie s of the teaching and learn ing pro

ce ss has been co n s id e red th e p rim ary r o le of th e academ ic l ib r a r y .

W ith re g a rd to th e "adop tion" of an In n o v a tio n , Bender (1980) has

ind icated th a t " facu lty committed to in n o v a tiv e in s t r u c t io n a l p ro

grams regard media as a p r io r i ty item" (p. 137).

The question, "Why do in s tru c to rs a t one in s t i tu t io n incorporate

new in n o v a tio n s m edia in to t h e i r te a c h in g , w h ile o th e rs drop new

devices from th e ir teach ing-learn ing process?" has created many ex

p la n a tio n s about e d u c a to rs ' r e s is ta n c e to the use of in s t r u c t io n a l

technology. According to Rose (1982), several fac to rs Influence the

in d iv id u a l e d u c a to r 's re lu c ta n c e to use n o n trad itio n a l educational


technologies, however. Rose s ta ted :

1. Educators nay lack an understanding of the natureof the technology, the phlloaophlcal assumption underlyingI t s u se , and I t s re lev an c e to o b je c t iv e s and le a rn in goutcomes.

2. Technology i s o f te n p e rce iv ed by ed u ca to rs as a th re a t to th e ir jobs.

3. E ducato rs may ex p erien ce c o n f l ic t betw een th e i r id e a ls and s e l f - i n t e r e s t / p r e s e r v a t i o n . For exam ple, an ed u c a to r may f e e l th a t s tu d e n ts le a rn more in a non- t ra d lt lo n a l system, but he/she enjoys the personal Involvement of the old system and teaching p a tte rn .

4. A f a i r ly generous time commitment i s required fo r the development of q u a lity programs using educational technology.

5. Some educators fe e l more com fortable w ith a tra d itio n a l classroom s e tt in g and sm aller numbers of students, and they g enera lly re ly on the force of th e ir p e rso n a litie s to d ire c t the learn ing s itu a tio n , (pp. 13-14)

Although the expanding cap ac itie s and c a p a b ilit ie s of computers

and other devices are used in improving the teaching process, the use

of in s tru c tio n a l technology has been receiving only s lig h t a tte n tio n

in h ig h e r e d u c a tio n . T h e re fo re , in h ig h e r ed u c a tio n , the le c tu r e

continues to be dominant in the teaching process to overcome in s tru c

tio n a l problems.

Richards (1974) conducted a study of facu lty re s is ta n ce of the

use of in s tru c tio n a l technology, about ad m in istra tiv e leadersh ip in

u t i l iz in g technological devices and m ate ria ls , about the pedagogical

p r in c ip le s on which such u t i l i z a t i o n could be based , and about how

the educational values of using in s tru c tio n a l technology were evalu

ated. He summed up the preceding study by s ta tin g :

Only a sm all m inority of teachers in each in s t i tu t io n use in s tru c tio n a l media and m ate ria ls , and nearly a l l systems


are underused by fac u lty and students* There i s widespread facu lty re s is ta n ce because many teachers perceive In stru ct io n a l techno logy a s a th r e a t to t h e i r jo b s ; an d /o r I t ' s too much b o th e r to adap t co u rse c o n te n t to I n s t r u c t io n a l media, or to m anipulate equipment, o r prepare softw are fo r s e l f - l n s t r u c t lo n . Many te a c h e rs know l i t t l e about the p o te n tia l of modern media and machines and do not care to le a rn . And many te a c h e rs c r i t i c i z e th e ir adm in istra tion which they say o ften proclaims I t s d es ire fo r and encouragement of Innovation, but f a l l s to support, app rec ia te , or reward—physica lly , f in a n c ia lly , or through reduced loads— innovative users of in s tru c tio n a l technology, (p. 482)

Purdy (1975) postu la ted :

Those facu lty who f e l t more com fortable w ith a t ra d it io n a l c lassro o m , g e n e ra l ly , r e l i e d on fo rc e o f p e r s o n a l i ty to d ire c t the learn ing s itu a tio n , and facu lty who were uncomfo rtab le lec tu rin g found i t e a s ie r to devise computer and s l id e - ta p e program s, to m an ipu la te these m ateria ls u n ti l students demonstrated learn ing in a way s a tis fy in g to the te a c h e r , (pp. 10-11)

Waggoner (1984) ex p la in ed f a c u l ty r e s is ta n c e to the use of

in s t r u c t io n a l tech n o lo g y , and why th e le c tu r e co n tin u es to be em

ployed in teaching in higher education. He s ta te d th a t:

1. Any proposed change means some u n c e r ta in ty , and re s is tan ce is an expected consequence.

2. The technological a l te rn a tiv e had not been widely availab le or affordab le .

3. The l e c tu r e has been the p r in c ip a l and v en era ted means of tran sm ittin g knowledge from scholar to students.

4. The enormous growth of higher education in s t i tu t io n s s tr a in e d f a c u l ty re so u rc e s . . . . The l e c tu r e , th en , has come to r e p re s e n t th e convergence of r o le , norm, and value in the teaching facu lty member, (pp. 7-8)

The acq u is itio n of ad d itio n a l techniques fo r the improvement of

present teaching methods requ ires changes in teacher's a tt i tu d e s not

only to accept the new educational media, but a lso to develop h is or

her p re se n t s k i l l s as w e ll as knowledge. Ack ( c i te d in G aff, 1975)


suggested th a t "change and improvement In teaching w il l occur only I f

facu lty undergo personal and e f fe c tiv e change as w ell as changes In

c o g n itio n and s k i l l " (p. 37).

Although there have been many s tu d ies concerned w ith In i t ia t in g

f a c u l ty 's developm ent program s fo r Im proving th e p re se n t I n s t r u c

t io n a l c o n d itio n s , th e r e s u l t s o f which have v a r ie d trem endously .

T his d iv e r s i ty i s n o t on ly among f a c u l ty members, bu t a ls o among

In s t i tu t io n s .

A stu d y conducted by M argoles (1969) In d ic a te d th re e broad

gu idelines fo r developing an e d u c a tio n a l c l im a te fa v o ra b le fo r in

s t r u c t io n through a m edia su p p o rt program which a re d e sc rib e d as

follow s:

1. There are a v a rie ty of s tra te g ie s fo r conceptualiz in g the form ation of a t t i tu d e s toward media. Therefore, media c o n s u lta n ts should d i r e c t t h e i r a t t e n t io n to t h e i r c l ie n ts ' personal and o rg a n iz a tio n a l g o a ls , th e a v a i la b le mediated messages and equipment, those messages th a t o ffe r minimum c o n tro l over th e p ro fe s s o r 's p r e s e n ta t io n , and those th a t o ffe r minimum co n tro ls .

2. The more a p rofessor uses media, the more he wants to lo c a te m essages th a t a re co m p a tib le w ith h is s ty le of p resentation . Therefore, media personnel should work w ith department chairmen in s e tt in g up p o lic ie s fo r the development of a comprehensive In s tru c tio n a l M ateria ls Center.

3. Before a p ro fe s s o r w i l l make good use of m edia, h is a t t i t u d e s tow ard m edia in g e n e ra l and in s p e c i f ic s itu a tio n s must be modified. Before these a tt i tu d e s can be changed, the p ro fe s s o r m ust see h im se lf a s d i s t i n c t from h is b e lie fs about the b a rr ie rs to using media, (p. 71)

Furthermore, the in v es tig a to r concluded th a t:

The un iv ersity has an im portant ro le to play in meeting i t s ob ligation to In s tru c tio n a l change through support system such as media s e rv ic e s , I n s t r u c t io n a l developm ent, and in s tru c tio n a l m a te ria ls cen te rs , the facu lty is encouraged. However, the ex istence of such support system is predicated


57

upon th e knowledge th a t th e f a c u l ty haa about th a n . The more a f a c u l ty member le a rn s about m edia r e l a t in g to h la own sp ec ia l needs, the b e tte r the p ro b ab ility th a t he w il l a c q u ire in fo rm a tio n th a t d e s c r ib e s , e v a lu a te s , and advocates ac tion w ith regard to use. (Margolea, 1969, p. 71)

Media Use and Faculty A ttitudes

A number of s tu d ie s have been conducted which focus upon th e

u t i l iz a t io n of in s tru c tio n a l media. S p ec ific a lly , the question which

focuses on teacher-resources re la tio n sh ip s was examined.

In a com parison betw een the use of chalkboard and th e use of

transparencies, Chance (c ite d in Brown & Thornton, 1963) found th a t

" fa c u lty members showed a p re fe re n c e fo r engaging In tra n sp a re n c y

dem onstration In c o n tra s t to producing chalkboard drawing. Several

In s tru c to rs a lso Indicated they believed the transparencies provided

a more p ro fessional appearance fo r the I l lu s t r a t io n s presented to the

s tu d e n ts " (p. 132).

An ex p e rim e n ta l s tu d y conducted by Macomber ( c i te d In Reid e t

a l., 1967) compared ITV and s m a ll-a n d - la rg e -c la s s f a c e - to - f a c e . I t

was, however, found th a t:

T eachers reg a rd ed ITV as a h e lp fu l a id r a th e r than an end In I t s e l f . They f e l t ITV and face -to -face In s tru c tio n were equal regarding the teacher's a b i l i ty to animate h is presen ta tio n to make an im pression on studen ts ' a t t i tu d e s , and to cover the cou rse c o n te n t. T eachers f e l t th a t s tu d e n ts learned as w ell In ITV as In face-to -face courses, and f e l t th a t course o b jec tives were covered a t le a s t as w ell I f not b e tte r In ITV sec tio n s than In large but not sm all face -to - face sections, (pp. 125-126)

In a comparison between the use of p r in t m ate ria ls and the use

of a u d io v isu a l m edia, J . V. Rogers (1978) concluded th a t " te a c h e rs

fe e l most confident about th e ir a b i l i ty to work w ith p r in t m ateria ls


and evaluate In s tru c tio n a l resources fo r th e ir own teaching, and they

are moderately In te re s te d In working w ith aud iov isual, v isu a l, and

aud ito ry a a te r la ls In co llec tio n s ava ilab le to then" (p. 23).

Many c o n s is te n t a tte m p ts have been u n d ertak en by a number of

In v estig a to rs to examine the r e la t io n s h ip s betw een f a c u l ty 's a t t i

tudes and the use of the newer In s tru c tio n a l media. However, I t was

found th a t " te a c h e rs seem to have more fa v o ra b le a t t i t u d e s tow ard

tra d it io n a l types of resources than resources which might be termed

p ro g re s s iv e . A d d it io n a lly , they tend to use most th o se re so u rc e s

which are more tra d it io n a lly associated w ith shop or lab In stru c tio n "

(F inch e t a l . , 1970, p. 38).

An Investiga tion conducted by Purdy (1975) examined some use of

In s tru c tio n a l Innovation on campus such as a u d io - tu to r i a l c o u rse s ,

com puter-assisted In s tru c tio n , learning resources cen te rs , and te le

v ision . However, the researcher concluded th a t:

Two basic Ideas or a t t i tu d e s of teachers held Ind iv idually and c o lle c tiv e ly toward teaching were found: (a) the f i r s tI s th e Idea th a t teach in g I s a so lo a c t i v i t y , r a th e r than one th a t Is shared or done In concert w ith o ther teachers, and (b) th e second a s s e r t s th a t , In o rd e r to te a c h , th e In s tru c to r must have con tro l over the learn ing environment.. . . These two basic facu lty perspectives toward teaching have Immense Im plications fo r use of technological teaching devices, (p. 9)

Brown and Thornton (1963) explained the c r i t ic is m s of the use of

the new media In education by s ta tin g th a t:

C ritic ism s have followed two ra th e r d if fe re n t l in e s . . . .One group abhors technology In education because they th ink I t represents weak and d e b il i ta t in g forms of learn ing exper ie n c e . A nother group fe a r s technology because of i t s s treng th to a l t e r the conditions of human l i f e and growth.(p. 13)


A study was conducted to determine the a t t i tu d e s of two groups

of c o lle g e te a c h e rs tow ard the u t i l i z a t i o n of c lo s e d -d rc u i t te le

v ision . The re su lts of the in v estig a tio n ind icated th a t a s ig n i f i

cant d ifference in a t t i tu d e s toward teaching by c lo s e d -d rc u i t te le

v is io n ex isted between the two groups. However, "teachers who taught

by te le v is io n displayed a s ig n if ic a n tly more p o s itiv e a t t i tu d e than

d id th e te a c h e rs who had never tau g h t by te le v is io n " (Handleman,

1960, p. 1290). In c o n t r a s t , S ta r l ln and John ( c i te d in Reid e t a l . ,

1967) ind icated th a t " a tt i tu d e s of facu lty member toward te le v is io n

ranged from highly approving to strong ly disapproving. I t was fu r

th er reported th a t a g rea te r percentage of facu lty members opposed

ra th e r than accepted the idea of te lev is io n teaching" (p. 169).

V arious re s e a rc h e rs have reached co n c lu s io n s in d ic a t in g th a t

a t t i t u d e s tow ard th e use of in s t r u c t io n a l media Improved d u rin g

formal s tu d ies w ithin th a t area. One of these s tu d ies was conducted

by Guba and Snyder (c ite d in Aquino, 1970) and ind icated th a t "teach

e r s who used in s t r u c t io n a l t e le v is io n had more p o s i t iv e a t t i t u d e s

tow ard in s t r u c t io n a l te le v i s io n and newer in s tru c tio n a l media than

te a c h e rs who d id not use th e te le v is io n medium" (p. 188). However,

these re su lts confirmed the previous findings of Handleman (1960).

One in v estig a tio n was p rim arily concerned w ith teacher a t t i tu d e s

toward audiovisual in s tru c tio n . Analysis of the data ind icated th a t

the m atrices u t i l iz e d in determ ining f a c t o r - a t t l t u d e r e la t io n s h ip s

rev ea le d th a t "no one in th e n eg a tiv e a t t i t u d e change group noted

th a t audiovisual m ateria ls were av ailab le in amounts s u ff ic ie n t fo r

t h e i r in s t r u c t io n a l needs, and no one in the p o s i t iv e change group


noted th a t audiovisual equlpaent and m ate ria ls were not accessib le to

then when needed" (Aquino, 1970, p. 192).

A s tu d y was conducted to d e te rm in e te a c h e r a t t i t u d e s to media

teaching environments. Aquino (1974) studied th is re la tio n sh ip s and

concluded th a t:

Those who exhib ited more favorable a t t i tu d e s toward audiov isu a l In s tru c tio n were more Inclined to be c r i t i c a l of the educational media environments w ith in which they were employed. Teachers who possess extrem ely p o s itiv e a t t i tu d e s tow ard a u d io v isu a l I n s t r u c t io n a re a p p a re n tly th o se who su ffe r the g rea te r f ru s tra t io n s when th e i r e f fo r ts to u t i l iz e educational media are rebuffed by environmental conditio n s which do not provide audiovisual equipment and mater i a l s a t the tim es they are required, (p. 77)

Faculty a t t i tu d e s have often been somewhat more negative than

th o se of s tu d e n ts , and In many I n s t i t u t i o n s of h ig h e r e d u c a tio n ,

n e g a tiv e a t t i t u d e s of th e f a c u l ty members have been the g r e a te s t

im pedim ent to the use o f new m edia. However, Reid e t a l . (1967)

suggested th a t:

When the need to use te le v i s io n I s c l e a r ly ex p la in ed and ju s t i f ie d , fo r example, by Increased student enrollm ents, o r an ac tu a l shortage of facu lty , there are usually s u f f ic ien t numbers of good teachers who are w illin g to teach on te le v i s io n to make i t s use v ia b le . I t has been s a id th a t people a re o f te n down on th in g s they a re n o t up on. Seve r a l s tu d ie s have in d ic a te d th a t one way of g a in in g In creased facu lty acceptance on in s t r u c t io n a l te le v is io n i s to in v o lv e f a c u l ty members a c t iv e ly in th e p lan n in g and conducting of an experim en t In th e use o f t e le v i s io n fo r teaching a course in th e ir own d isc ip lin e , (p. 12)

Finch e t a l . (1970) concluded th a t:

A n aly sis of a t t i t u d e v a r ia b le rev ea led th a t te a c h e rs may view in s tru c tio n a l reso u rces in accordance w ith th e p e rso n a l Involvem ent w ith re so u rce p re p a ra t io n , s e le c t io n , p resen ta tion , and app lica tion . The re su lts seemed to sugg e s t th a t re so u rc e s may be c l a s s i f i e d In accordance w ith the aforementioned teacher perceptions, (p. 38)


Much o f th e c r i t i c i s m i s d ir e c te d tow ard th e m isuses of many

In s tru c tio n a l aed la in each area of d isc ip lin e s . Dressel and Marcus

(1982) postu la ted th a t "teachers becoae e n th u s ia s tic about the avail'*

a b i l i ty of hardware w ithout having thought how i t a lg h t best be used"

(p. 81)*

Factors Influencing Media U tiliz a tio n

As noted e a r l ie r , the evaluations of d if fe re n t kinds of in s tru c

tio n a l aed ia gave an la p o r ta n t in d ica tio n th a t shows the advantages

of d if fe re n t fo ra s of in s tru c tio n a l aed ia hardware and softw are over

t r a d i t i o n a l ae th o d o f in s t r u c t io n in both c o lle g e and u n iv e r s i ty

le v e l . The use of a o re te c h n o lo g ic a l d ev ices and the accoapanylng

softw are in d if fe re n t in s tru c tio n a l s itu a tio n s is considered to be a

usefu l a l te rn a tiv e to t ra d it io n a l aethods of In stru c tio n . C ertain ly ,

there can be no doubt th a t properly designed in s tru c tio n a l media can

enhance and promote learn in g and support teacher-led In s tru c tio n , but

i t s e ffec tiv en ess depends on the teachers.

The u t i l iz a t io n of in s tru c tio n a l media in co lleges and un iversi

t i e s by in s tru c to rs in classroom se ttin g has been studied by d if f e r

ent researchers in aany locations to in v estig a te fac to rs th a t in f lu

ence the use of d if fe re n t forms of in s tru c tio n a l media hardware and

softw are. Some of these stud ies were based on the assumption postu

la te d by Welch (1975), who th e o r iz e d th a t "a te a c h e r 's a t t i t u d e

tow ard m edia i s no t a m ajor f a c to r in d e te rm in in g u t i l i z a t i o n of

in s tru c tio n a l media" (p. 5795A). Consequently, e a r l ie r s tud ies fo l

low ing th i s a ssu m p tio n have been u n d e r ta k e n to exam ine th e


re la tio n sh ip between fa c u lty a t t i t u d e and th e use of I n s t r u c t io n a l

media. Several s tu d ies (Calhoun, 1977; Knovlton & Hawes, 1962, Venn,

1969) have found no s ig n if ic a n t re la tio n sh ip between teachers' a t t i

tu d es and th e use o f i n s t r u c t io n a l a e d ia . However, o th e r s tu d ie s

(AJibero, 1985; El-Sharkawy, 1983; Gagne & Briggs, 1974; M iles, 1973;

Moore & Hunt, 1980; M orton, 1980; M oshalkeh, 1983; Moss, 1979;

P roctor, 1983; Soreuekun, 1979; Stephens, 1972; Thomson, 1975; Tibbs,

1975; W iaberly, 1975) found a p o sitiv e re la tio n sh ip ex isted between

media u t i l iz a t io n and teachers ' a t t i tu d e s toward in s tru c tio n a l tech

nology (see Table 1).

As noted e a r l i e r , P ro c to r (1983) has th e o r iz e d th a t " i f media

were not used to teach a lesson, i t i s because of a t t l tu d in a l ly based

reaso n s r a th e r than a p e rce iv ed b a r r i e r of la c k of th e a p p ro p ria te

knowledge of how to use media" (p. 1307A).

Several s tu d ies were p rim arily concerned w ith the id e n tif ic a tio n

of o th e r f a c to r s th a t in f lu e n c e th e use of in s t r u c t io n a l m edia.

These fac to rs were: (a) type of in s t i tu t io n , (b) subject f ie ld , (c)

academ ic ran k , (d ) d eg ree h e ld , (e) teach in g e x p e rie n c e , ( f ) fo rm al

co u rses in e d u c a tio n a l m edia, and (g) in - s e r v ic e media t r a in in g

programs.

Type of I n s t i tu t io n

Several s tu d ies have been undertaken by d iffe re n t researchers in

many locations to determ ine i f there i s a re la tio n sh ip between type

of in s t i tu t io n and the use of in s tru c tio n a l media by facu lty members

in higher education (see Table 2).


63

Table 1

Reaulta of Studies Examining the RelationshipBetween Faculty Attitudes and Media Use

StudyP o sitiv e

re la tio n sh ip(PR)

Nore la tio n sh ip

(NR)

A jlbero , 1985 PR

Aquino, 1970 PR

Aquino, 1974 PR

Calhoun, 1977 NR

Handleman, 1960 PR

M iles, 1973 PR

Moore & Hunt, 1980 PR

Morton, 1980 PR

Moshaikeh, 1983 PR

Moss, 1979 PR

P rocto r, 1983 PR

Thomson, 1975 PR

Tibbs, 1975 PR

Venn, 1969 NR

Welch, 1975 NR

Wimberly, 1975 PR


64

Table 2

Results of Studies Examining the Relationship BetweenType of Institutions and Media Use

StudyP o sitiv e


Nore la tio n sh ip

(NR)

Abdl, 1981 PR

R. C. A llen, 1974 PR

Bender, 1980 PR

Mims, 1984 PR

Stephens, 1972 PR

A stu d y re p o rte d by Bender (1980) e v a lu a te d the le a rn in g r e

sources and the In s tru c tio n a l programs in community co lleges. How

ever, according to s t a t i s t i c s examined, the proportion of community

c o lle g e f a c u l ty u s in g m ediated in s t r u c t io n had in c re a se d over the

previous 3 years. A ll seven of the in s t i tu t io n s reported th a t more

facu lty were rely ing on the use of media, an in d ica tio n th a t mediated

in s t r u c t io n w i l l co n tin u e to grow (p. 148). In c o n tr a s t w ith the

preceding finding by Bender (1980), Mims (1984) found th a t two-year

c o lle g e in s t r u c to r s w ere very t r a d i t i o n a l in t h e i r u t i l i z a t i o n of

in s tru c tio n a l media.

S im ilar research e f fo r ts have attem pted to evaluate and compare

the use of in s tru c tio n a l media a t public co lleges w ith use in public

u n iv e rs itie s . Consequently, in a study by R. C. Allen (1974), i t was

concluded th a t ju n io r c o l le g e s should make a d d i t io n a l e f f o r t s to


Improve the q u a lity of th e ir educational media programs.

A dditionally , an In v estig a tio n was conducted by Abdl (1981) to

Id en tify d ifferences in media use among fa c u lty a t se lected co lleges

and u n iv e rs itie s . The survey Instrum ent generated data re f le c tin g a

c le a r tre n d tow ard g r e a te r media use by community c o lle g e f a c u l ty

than by th e ir colleagues a t the chosen u n iv e rs itie s . The data d is -

closed th a t 100Z of the community college fac u lty reported some use

of in s tru c tio n a l media during the p rio r term, w hile 84Z of u n iv e rs ity

f a c u l ty re p o rte d u s in g media in t h i s p e rio d . The su rvey r e s u l t s

suggest, therefo re , th a t u n d eru tiliza tio n of In s tru c tio n a l media is

g rea te r in u n iv e rs itie s than in community co lleges. A la rg e r number

of u n iv e rsity facu lty id e n tif ie d themselves as nonusers of in s tru c

t io n a l m edia, compared to community c o lle g e fa c u l ty ; and of th e

u n iv ersity facu lty who acknowledged using media, th e ir reported lev e l

of use was su b s ta n tia lly le ss than facu lty users a t community col

leges .

S im ila r ly , a s tu d y by MacKenzie, K rau t, and Jones ( c i te d in

A jib e ro , 1985) re p o rte d th a t th e u n iv e r s i ty as an i n s t i t u t i o n has

been found to o ffe r strong resis tan ce toward the use of in s tru c tio n a l

media.

The u n d e ru tiliza tio n of in s tru c tio n a l media in higher education

was discussed by several s tud ies . However, in th e ir rep o rts , Jabker

and H a lin sk i (1978) and Waggoner (1984) p o in te d out th a t te a c h in g ,

not research, is the c e n tra l focus in co lleges and u n iv e rs itie s . For

th is reason, the facu lty 's time Is devoted to teaching not to experi

menting with educational media. Consequently, th is appears to be the


fundam ental e x p la n a tio n of why new media tech n o lo g ie s have n o t

achieved more widespread ap p lica tio n In the u n iv e rs ity 's In s tru c tio n .

Moreover, they Ind icated th a t c o lle g e s and u n iv e r s i t i e s should en

courage f a c u l ty members to experim ent w ith e d u c a tio n a l media as a

means o f In c re a s in g I n s t r u c t io n a l e f f e c t iv e n e s s . A lso, they men

tio n e d th a t p a r t of the f a c u l ty members' rew ard system should be

based upon re se a rc h th a t fo cu ses on th e e f f e c t iv e n e s s o f new m edia

technology and I t s re levan t to the teaching-learn ing process.

Subject F ield

A s tu d y was p r im a r i ly concerned w ith te a c h e r a t t i t u d e tow ard

In s tru c tio n a l resources. Kelley (1960) s tu d ie d s e v e ra l f a c to r s r e

la te d to te a c h e r a t t i t u d e tow ard a u d io v isu a l m a te r ia ls . I t was

reported th a t Mthe sub jec t m atter area In which one teaches Is not a

s ig n if ic a n t fac to r fo r determ ining a tti tu d e s toward the use of audio

v isu a l m a te ria ls ’* (p. 121).

The p reced in g f in d in g by K elley (1960) was not supported by

G rant, 1970; M afton, 1981; S. S lk k h ab an d it, 1977; Simms, 1977; and

Welch, 1975, who found In th e ir s tud ies th a t subject areas taught Is

a f a c to r In the e x te n t to which te a c h e rs u t i l i z e d I n s t r u c t io n a l

m edia, hardw are and so ftw a re (see Table 3). In an o th e r in v e s t ig a

t io n , th e r e s u l t s In d ic a te d th a t "o th e r than a u d io v isu a l and a r t

e d u c a tio n , s u b je c t a re a s ta u g h t by f a c u l ty members do not lead to

d ifferences In the use of In s tru c tio n a l media" (Moshalkeh, 1983, p.

2863A).


Table 3

Results of Studies Examining the Relationship BetweenSubject Area Taught and Media Use

StudyP o sitiv e


Nore la tio n sh ip

(NR)

Abdi, 1981 PR

Grant, 1970 PR

K elley, 1960 NR

L ibrero , 1982 PR

Mafton, 1981 PR

Moshalkeh, 1983 NR

S. C. Slkkhabandit, 1977 PR

Simms, 1977 PR

Welch, 1975 PR

Wimberly, 1975 PR

Numerous s tu d ies have been conducted by d if fe re n t In v estig a to rs

to examine I f a d i f f e r e n c e e x i s t s betw een the su b je c t a re a s ta u g h t

and the use of in s tru c tio n a l media. McIntyre (c ited in Reid e t a l .,

1967) found th a t " th e D en ta l schoo l f a c u l ty had s ig n i f i c a n t h ig h e r

sc o re s than the r e s t o f th e u n iv e r s i t i e s in every AV in v e s tig a te d "

(p. 129).

F u rth erm o re , in an In v e s t ig a t io n , W imberly (1975) found th a t

"teachers viewed media more p o s itiv e ly fo r so c ia l science than for

s c ie n c e , language a r t s and m athem atics, in th a t o rder" (p. 7792A).


Ia co n tras t w ith these find ings, S. C. Slkkhabandit (1977) found th a t

" c lo a e d -d rc u lt te le v is io n (CCTV) tended to be used more by college

I n s t r u c to r s who ta u g h t E n g lish " (p. 3230A). T his f in d in g was sup

ported by Grant (1970), who found th a t "there were aore acceptors of

th e newer e d u c a tio n a l a e d ia than r e j e c t e r s in th e s u b je c t a re a of

E n g lish " (p. 676A).

W im berly 's (1975) f in d in g s were sup p o rted by Abdl (1981), who

concluded th a t "use o f m edia i s s ig n i f i c a n t ly r e la te d to f i e l d of

academic sp ec ia liz a tio n . N atural science facu lty and so c ia l science

facu lty use media more often than In s tru c to rs in language a r ts " (p.

2448). Considering the sub jec t m atter taught, L lbrero 's (1982) study

of audiovisual media u t i l iz a t io n showed th a t "facu lty members of the

School of E ducation in B loom ington a re e x te n s iv e u se rs of a wide

v a rie ty of audiovisual media” (p. 2985A). This finding supported the

s tu d y of S. C. S lk k h ab an d it (1977), who found th a t "c lo sed c i r c u i t

te le v is io n (CCTV) tended to be used more by college in s tru c to rs who

taught education” (p. 3230A). Mafton (1981) concluded in a study on

the u t i l i z a t i o n of in s t r u c t io n a l te le v i s io n th a t " su b je c t m a t te r

tau g h t appears to be a f a c to r to which p u b lic school te a c h e rs u t i

lized in s tru c tio n a l te lev is io n " (p. 2452A). Moreover, an in v estig a

t io n conducted by G odfrey (1967) examined th e s t a t e o f a u d io v isu a l

technology fo r the years 1961 to 1966. One of the im portant findings

of th is in v estig a tio n was th a t the use of in s tru c tio n a l resources is

re la ted to the sub jec t taught.

Various researchers have reached conclusions in d ica tin g th a t the

use of in s tru c tio n a l media is re la te d to some fac to rs th a t influence


th e ir use by In s tru c to rs . However, the preceding findings of these

In v estig a tio n s seen th a t they have lacked consistency regarding which

sub jec t m atter taught Influences the u t i l iz a t io n of the In s tru c tio n a l

media and m ate ria ls . However, the Importance of th is fa c to r has been

emphasized by g rea t numbers of these In v estig a to rs . Therefore, th is

fa c to r was Investigated In th is study.

Academic Rank

Numerous stud ies have been undertaken to examine the Importance

of academic rank as a fa c to r th a t can be Investigated to Id en tify I t s

a f f e c t upon the use of I n s t r u c t io n a l media. However, th e most Im

p ressive aspect of such stud ies i s the inconsistency of the re s u l ts

(see T able 4).

Table 4

Results of Studies Examining the R elationship Between Academic Rank and Media Use

P ositive NoStudy re la tio n sh ip re la tio n sh ip

(PR) (NR)

M cIntyre, 1963 PR

Calhoun, 1977 NR

M cIn ty re 's (1963) s tu d y found th a t " th e re I s a h igh degree of

c o rre la tio n between facu lty rank and q u an tita tiv e use of new media"

(p. 141). This f in d in g was not supported by Calhoun (1977), who


found th a t " s ig n i f ic a n t f in d in g s were no t found reg a rd in g th e aca

dem ic rank" (p. 3226A).

Degree Held

An abundance of l i t e r a t u r e has been p u b lish ed concern ing the

d eg ree h e ld by th o se f a c u l ty members who work w ith c o lle g e s and

u n iv e rs it ie s (see Table 5). Welch (1975) found th a t "highest degree

held by teachers i s inconsequential to the understanding of u t i l i z a

t i o n o f i n s t r u c t i o n a l m edia" (p . 5795A). A s tu d y o f S. C.

S lk k h ab an d it (1977) I n d ic a te s th a t "ad o p te rs and n o n -ad o p te rs of

I n s t r u c t io n a l t e l e v i s io n do not d i f f e r w ith reg a rd to degree held"

(p. 3230A). Data g en e ra ted from Simms's (1977) s tudy showed th a t

" te a c h e rs w ith h ig h e s t deg rees were the most in fre q u e n t u se rs of

a u d io v isu a l m a te r ia ls in t h e i r teach in g co u rses" (p. 3349A). An

in v e s tig a tio n was concerned w ith iden tify ing fac to rs a ffec tin g fac

u l ty use of i n s t r u c t io n a l m edia. The re se a rc h re p o rte d in d ic a te s

th a t th e frequency of use i s r e la te d to the degree he ld by f a c u l ty

members. Abdi (1981) found th a t "71% of the responses d isclosed th a t

frequency of use is g re a te r among facu lty w ith m aster's degrees than

w ith d o c to ra l deg rees" (p . 2448A). C onsidering th e degree h e ld by

f a c u l ty members as a f a c to r r e la te d to the use of in s t r u c t io n a l

media, Moshalkeh (1983) found th a t "facu lty members w ith Bachelor's

degrees are more l ik e ly to use in s tru c tio n a l media than those w ith

M aster'8 or Doctoral degrees" (p. 2863A).


Table 5

Results of Studies Ezaalning the RelationshipBetween Degree Held and Media Use

StudyP o sitiv e


Nore la tio n sh ip

(NR)

Abdi, 1981 PR

Moshalkeh, 1983 PR

S. C. Slkkhabandit, 1977 NR

Simms, 1977 PR

Stephens, 1972 PR

Welch, 1975 NR

The findings of previous Investiga tions seem to hold contradic

tory views regarding the degree held and i t s a f fe c t upon the u t i l i z a

tio n of in s tru c tio n a l media.

Teaching Experience

K elley (1960), M oshalkeh (1983), and T ibbs (1975), in t h e i r

s tu d ie s , found th a t th e re was no s ig n i f ic a n t r e la t io n s h ip betw een

I n s t r u c t io n a l media use by f a c u l ty members and y ea rs of teach in g

ex p erien ce . In c o n tr a s t w ith th e p reced in g r e s e a rc h e r s ' f in d in g s ,

Mims (1984) supported s e v e ra l o th e r re s e a rc h e rs (Abdi, 1981;

Handleman, 1960; G ran t, 1970; M afton, 1981; M orton, 1980; S. C.

Slkkhabandit, 1977; Stephens, 1972) by s ta tin g th a t nthe u t i l iz a t io n

of in s t r u c t io n a l m edia i s c o r re la te d w ith teach in g ex p erien ce"


(p. 3253A). Hence, I t was found th a t " c lo a e d - c i r c u l t t e l e v i s io n

(CCTV) tended to be used aore by college In s tru c to rs w ith le ss than

10 y ea rs of te ac h in g ex p erien ce" (S. C. S lk k h ab an d it, 1977, p.

3230A). Further, Stephens (1972) concluded th a t those facu lty mem

b e rs w ith more e x p e rien ce tended to have h ig h e r m edia u t i l i z a t i o n

r a te s (see Table 6).

Table 6

R esults of Studies Examining the R elationship Between Teaching Experience and Media Use

P o sitiv e NoStudy re la tio n sh ip re la tio n sh ip

(PR) (NR)

Abdi, 1981 PR

Grant, 1970 PR

Handleman, 1960 PR

Kelley, 1960 NR

Mafton, 1981 PR

Mims, 1984 PR

Morton, 1980 PR

Moshalkeh, 1983 NR

Stephens, 1972 PR

Tibbs, 1975 NR


Formal Courses

Numerous s tu d ie s (Abdi, 1981; R. M. D avis, 1983; M afton, 1981;

Mims, 1984; M orton, 1980; Simms, 1977) have examined th e f a c to r s

r e la te d to te a c h e r use o f I n s t r u c t io n a l media* R e su lts o f th e se

d i f f e r e n t s tu d ie s su g g es t th a t th e use of I n s t r u c t io n a l m edia I s

re la te d to the number of courses taken by In s tru c to rs In educational

media. Therefore, form al tra in in g In media i s considered a fa c to r In

determ ining the use of in s tru c tio n a l media (see Table 7).

Table 7

R esults of Studies Examining the R elationship Between Formal Courses and Media Use

StudyP ositive


Nore la tio n sh ip

(NR)

Abdi, 1981 PR

R. M. Davis, 1983 PR

Mafton, 1981 PR

Mims, 1984 PR

Morton, 1980 PR

Simms, 1977 PR

In-Service Media Training Programs

Growth in accep tan ce of the new in n o v a tio n by c o lle g e s and

u n iv e r s i t i e s has been in flu e n c e d by cu rricu lu m programming and

in s t r u c t io n a l developm ent fo r im proving th e te a c h in g - le a rn in g


process. Therefore, the improvement of co llege and u n iv e rs ity teach

ing th rough the a p p l ic a t io n o f new tech n o lo g y r e l i e s on a w e l l -

equipped l i b r a r y w ith d i f f e r e n t ty p es of m a te r ia ls and equipm ent

whether under u n ified or In tegrated systems. The placement of media

m ate ria ls and equipment fo r more e ffe c tiv e u t i l iz a t io n Is required to

s t im u la te demand fo r p ro fe s s io n a l grow th and developm ent fo r bo th

facu lty members and media personnel as w ell.

Changes In media, m a te ria ls , curriculum , and conceptions of the

ro le of the teacher a l l suggest the need fo r more e ffe c tiv e continu

ing educational tra in in g fo r a l l of the lev e ls of education.

Gaff (1975) In d ic a te d th a t th e re a re genuine d if f e re n c e s of

o p in io n concern ing what I s wrong w ith I n s t r u c t io n and what can be

done to help facu lty Improve I t . He mentioned th a t:

Some persons assume th a t facu lty are too narrow and lim ited in t h e i r knowledge and e x p e rien ce ; they seek to h e lp fa c u lty extend the range of th e ir knowledge and awareness to o ther academic d isc ip lin e s and the community. Others held th a t facu lty are not knowledgeable about higher education in g e n e ra l , o r te a c h in g and le a rn in g In p a r t i c u la r , and seek to promote such learning. S t i l l o ther persons a s se r t th a t in s t r u c t io n would be Improved I f f a c u l ty possessed more s k i l l s fo r teaching students; some programs emphasize s k i l l developm ent. Some c r i t i c s argue th a t c o g n itiv e knowledge or a d d itio n a l s k i l l s w ill produce l i t t l e change in f a c u l ty u n le s s they a ls o e x p e rien ce a f f e c t iv e g row th , which receives emphasis in c e r ta in programs. Some believe th a t facu lty need to become more aware of th e ir own teaching b eh av io r, and th e re a re s e v e ra l e f f o r t s to g ive them usefu l feedback. And s t i l l o thers a s se r t th a t the concern ought not to be w ith teachers and teaching a t a l l but w ith students and learn ing , (pp. 29-30)

Numerous s tud ies reported by ind iv idual researchers showed ev i

dence of more c a re In Im proving te a c h e rs ' s k i l l s in u t i l i z a t i o n of

in s tru c tio n a l media (A jibero, 1985; Berman, 1969; Kozma, 1978, Moore


75

& Hunt, 1980; Moss, 1979). A s tu d y conducted by S. S lkkhaband it

(1977) showed th a t "sixty-one percent of 222 college In s tru c to rs had

no audiovisual In -se rv ice tra in in g experience” (p. 3231A). However,

in a stu d y by Khoah-Chaahai (1983) found th a t " a o a t te a c h e rs ag ree

th a t they can be a o re e f f e c t iv e in t h e i r I n s t r u c t io n I f they know

a o re about p ro p er u t i l i z a t i o n of e d u c a tio n a l a e d ia " (p. 964A). In

an o th e r s tu d y , i t was re p o r te d th a t " re sp o n d en ts w ith advanced de

g re e s (B.A., M.A., Ph.D., o r Ed.D.) p e rce iv ed th e a e d ia c o a p e te n c ie s

to be a o re i a p o r ta n t than th o se w ith o u t such q u a l i f i c a t io n "

(Ogedengbe, 1983, p. 1306A).

C onsidering the la p o r ta n c e of a e d ia co ap e ten cy , Brown e t a l .

(1972) ind icated th a t:

Soae of the wore ia p o r ta n t teacher coapetencies required fo r e ffe c tiv e u t i l iz a t io n of in s t r u c t io n a l a e d ia in c lu d e :(a) u n d ers tan d in g o f the b eh av io ra l processes involved in coaaunlcation and learn ing , (b) knowing aed ia ch a rac te r is t ic s and c a p a b il i t ie s , (c) playing a responsib le and effectiv e ro le in planning and la p lea en tin g in s tru c tio n a l sys- t e a s , (d) e v a lu a tin g and conducting o r p a r t i c ip a t in g in experiaen ta l s tu d ies of teaching and learn ing , (e) knowing about availab le a a te r la l s and th e ir sources, asking approp r ia te se lec tio n s of a a te r la l s fo r sp e c ific in s tru c tio n a l ob jec tives, and (f) having the necessary s k i l l s to operate and use in s tru c tio n a l aed ia devices, (p. 344)

One in v estig a tio n was p r ia a r i ly concerned w ith which s k i l l s are

n ecessa ry fo r p ro sp e c tiv e te a c h e rs to p o sse ss . The r e s u l t s of a

s tu d y by F re ib u rg e r (1981) in d ic a te th a t " th o se s k i l l s f e l t most

a p p ro p ria te a re th o se which a re u n iv e r s a l ly accep ted by th e a e d ia

profession and those which do not requ ire the classroom teacher to be

p r o f ic ie n t in e i th e r p ro d u c tio n o r te c h n ic a l s k i l l s " (p. 1447A).

Further, numerous in v estig a tio n s have been undertaken to In v estig a te


whether the in -se rv ic e programs ac tu a lly produce changes In classroom

behavior. S p ec ific a lly , whether sp ec ific media competencies have an

a f f e c t upon th e use o f I n s t r u c t io n a l media. For exam ple, Evans,

Sm ith , and C o lv i l le 's s tu d y ( c i te d In Brown & T horn ton , 1963) found

th a t " a ttitu d e s of p rofessors who p a r tic ip a te In In s tru c tio n a l te le

v is io n (ITV) programming tow ard te le v i s io n as a te ac h in g medium

changed dram atically In a favorable d irec tio n " (p. 54). However, the

Importance of an In -se rv ice program and I t s Influences on the u t i l i

z a t io n o f I n s t r u c t io n a l media has been em phasized by a number o f

In v estig a to rs . In recen t years, Mafton (1981) postu la ted th a t "there

Is a c o rre la tio n between u t i l iz a t io n of In s tru c tio n a l te le v is io n and

th e number of c r e d i t hours com pleted In I n s t r u c t io n a l m edia in -

serv ice” (p. 2452A). An In v estig a tio n was p rim arily concerned w ith

th e c h a r a c t e r i s t i c s of a c c e p to rs and re je c to rs of the newer educa

tio n a l media. However, Grant (1970) concluded in th is study th a t:

1. There was a p o s i t iv e mean change of a t t i t u d e tow ard a u d io v isu a l m edia fo r th e 21-60 age group. There was negative mean a tt i tu d e change fo r the 61-70 age group.The Wisconsin Audiovisual D em onstration seemed to be in f lu e n tia l in the improvement of a t t i tu d e toward audiovisual media.

2. There was a negative mean a t t i tu d e change toward audiovisual media fo r respondents w ith 36 or more years of teaching experience, (p. 676A)

S im ila rly , Is sa -F u lla ta (1983) found th a t "teachers' response to

workshop questionnaire showed th a t those teachers seem to have de

veloped a p o s i t iv e a t t i t u d e tow ard e d u c a tio n a l techno logy and in

s tru c tio n a l media” (p. 2862A).


The r e la t io n s h ip betw een te a c h e r s ' t r a in in g and th e use of

e d u c a tio n a l media was in v e s t ig a te d by A l-D ebassi (1984). I t was

found th a t "teachers w ith tra in in g In educational media used s ig n if i

can tly more media than teachers w ithout tra in in g " (p. 2332A). Fur

th e r, a study of facu lty development and the adoption and d iffu sio n

of c lassroom In n o v a tio n s was done by Kozma (1978). The g o a ls of a

facu lty development program were to Increase the use of In s tru c tio n a l

technologies by facu lty members and to Involve the p a rtic ip a n ts in

the d is s e m in a tio n of th e se In n o v a tio n s to t h e i r c o lle ag u e s . A se

le c te d group of 11 p ro fe s s o rs re ce iv ed f a c u l ty fe llo w sh ip s to be

in ten siv e ly involved In the reanalysis of th e ir teaching. The par

t i c ip a n t s co n tac ted a la rg e number of t h e i r c o lle a g u es to d isc u ss

I n s t r u c t io n a l m a tte rs . The In v e s t ig a to r concluded th a t " th e re i s

l i t t l e evidence to In d ica te th a t a facu lty development program such

as the fellow ship can be ju s t i f ie d so le ly in terms of the re su ltin g

dissem ination of innovations" (pp. 448-449).

F urther, an in v e s tig a tio n was conducted to examine the re la tio n

ship between the u t i l iz a t io n of audiovisual m ate ria ls and teachers'

competency ra tin g s . I t was found th a t "teachers who had had a col

leg e cou rse in th e u t i l i z a t i o n of a u d io v isu a l m a te r ia ls p r io r to

g ra d u a tin g from c o lle g e were more f re q u e n t u se rs of a u d io v isu a l

m a te r ia ls than were te a c h e rs who had had ln s e rv lc e t r a in in g o r a

course since graduating from college" (Simms, 1977, p. 3349A).

In d e te rm in in g th e e f f e c t s of t r a in in g on teach in g e f f e c t iv e

ness, Dalgaard (1977) found th a t:


Teaching a s s i s t a n t r a t in g s of th e t r a in in g se s s io n s were very favorable. They found most top ics usefu l and genera l ly recommended th a t the tra in in g program be required a t le a s t fo r new Inexperienced untrained teaching a s s is ta n ts .. . . I t was f u r th e r re p o rte d th a t te a c h in g ex p erien ce alone did not caused s ig n if ic a n t changes In expert ra tin g s of teaching a s s is ta n ts ' teaching performance, (p. 6417A).

S im ila r ly , a s tu d y was conducted by D algaard (1982); the r e s u l t s

support the o rig in a l hypothesis th a t "teaching experience alone does

not r e su lt in more e f fe c tiv e teaching as judged by experts. A re la

t iv e ly b r ie f tra in in g program on basic teaching s k i l l s can improve

teaching a s s is ta n ts ' s k i l l s as ra ted by experts" (p. 49).

G en era lly , acco rd in g to G aff (1975), d i f f e r e n t c o lle g e s and

u n iv e rs itie s have u t i l iz e d the in s tru c tio n a l development process in

d iffe re n t ways:

Some place an emphasis on the production of learn ing mater i a l s th a t may be used in co u rse s ; o th e rs d es ig n or r e design whole courses; some help implement whole cu rricu la by working w ith facu lty ; others seek to inform professors about v a rio u s a s p e c ts o f th e i n s t r u c t io n a l developm ent p ro c e ss ; and s t i l l o th e rs r e ly on p ro v id in g c o n s u lta t iv e serv ices to ind iv idual facu lty members about a v a rie ty of is s u e s and co n cern s, (p. 60)

Although facu lty re luctance is widespread, there are many fac

u l ty members in te r e s te d in im proving th e i r p re se n t methods of in

s t r u c t io n by becoming in v o lv ed in program s th a t can h e lp them to

acquire more knowledge and s k i l l s . Therefore, i t i s evident th a t in -

serv ice programs provide many opportun ities fo r teachers w ith lim ited

experience or background fo r enhancing th e ir growth through continu

ous and a w ell considered planning program.

In conclusion, the most im portant aspect of the previous stud ies

i s the co n s is te n c y of th e r e s u l t s (see Table 8 ). The r e s u l t s of an


In v estig a tio n by Guskey (1984) in d ica te th a t "evidence of change in

th e le a rn in g outcom es of s tu d e n ts may be an e s s e n t i a l e lem ent in

promoting a ffe c tiv e changes in teachers" (p. 257).

Table 8

Results of S tudies Examining the R elationship Between In-Service Media Training Programs and Media Use

P o sitiv e NoStudy re la tio n sh ip re la tio n sh ip

(PR) (NR)

A jlbero , 1985 PR

Al-Debassi, 1984 PR

Berman, 1969 PR

Dalgaard, 1977 PR

Dalgaard, 1984 PR

Guskey, 1984 PR

Issa -F u lla ta , 1983 PR

Kh08h-Cha8hml, 1983 PR

Kozma, 1978 PR

Mafton, 1981 PR

Moss, 1979 PR

Ogedengbe, 1983 PR

Simms, 1977 PR


Hypotheses

80

The review of the l i te r a tu r e provides a th e o re tic a l fraaew ork

fo r the p resen t study* This has been developed through id e n tif ic a

t io n and d is c u s s io n o f th e m ajor f in d in g s of th e p rev io u s s tu d ie s .

However, i t i s necessary to research and to examine such fac to rs and

t h e i r r e la t io n s h ip s w ith the a t t i t u d e f a c to r th a t in f lu e n c e s the

u t i l iz a t io n of in s tru c tio n a l media.

K e r lin g e r (1966) s ta te d a h y p o th es is th a t "p e rce p tio n s of the

t r a i t s of e f f e c t iv e te a c h e rs a re in p a r t a fu n c tio n of a t t i t u d e s

tow ard ed u ca tio n " (p. 160). However, th e most Im p o rtan t r e s u l t of

th is in v estig a tio n was th a t "a ttitu d e s toward education and percep

t io n of te a c h e rs a re r e la te d " (p. 166). C onsequently , i t i s one of

th e reaso n s fo r c o n s tru c t in g the hypotheses o f th e p re se n t s tudy .

T his reaso n was su p p o rted by Tobias (1968). The s tu d y by Tobias

o ffered evidence th a t the th re a t of automation i s of some Importance

in th e a t t i t u d e s of te a c h e rs tow ard educational media. "A ttention

should be paid to these a t t i tu d e s when the teacher f i r s t comes in to

contact w ith newer media, before the a t t i tu d e s become so lid if ie d and

f in a lly se lf -p e rp e tu a tin g " (p. 98).

The developm ent of th e hypotheses i s based on th e assum ption

th a t " i f m edia were n o t used to teach a le s s o n , i t was because of

a t t l tu d ln a l ly based reasons ra th e r than a perceived b a rr ie r or lack

of th e a p p ro p r ia te knowledge of how to use media" (P ro c to r , 1983,

p. 1307A).


The previous assum ption as w ell as the review of the l i te r a tu r e

led to the construc tion of the follow ing hypotheses:

Hypothesis 1: The mean a tt i tu d e s of fa c u lty members In In s t i tu

t io n s ra te d by t h e i r m edia d i r e c to r s as having h igh q u a l i ty media

serv ice programs w i l l be g rea te r than the mean a t t i tu d e s of facu lty

members in in s t i tu t io n s ra ted by th e ir media d ire c to rs as having low

q u a lity media serv ice programs in regard to the use of In s tru c tio n a l

media.

H ypothesis 2 : There i s a r e la t io n s h ip betw een th e type of

in s t i tu t io n s and the a t t i tu d e s of the facu lty members toward the use

of in s tru c tio n a l media.

Hypothesis 3: There i s a re la tio n sh ip between the sub ject areas

tau g h t by f a c u l ty members and th e a t t i t u d e s tow ard th e use of in


Hypothesis 4: There is a re la tio n sh ip between the academic rank

of facu lty members and the a tt i tu d e s toward the use of in s tru c tio n a l

media.

Hypothesis 5: There i s a re la tio n sh ip between the degree held

by facu lty members and the a t t i tu d e s toward the use of In s tru c tio n a l

media.

H ypothesis 6: F a c u lty members who have been teach in g a t an

i n s t i t u t i o n fo r a s h o r te r p e rio d of tim e w i l l have more fa v o ra b le

a t t i tu d e s toward the use of in s tru c tio n a l media than those who have a

long period of time in teaching.

Hypothesis 7: Faculty members who have had formal courses in

educational media w il l have more favorable a tt i tu d e s toward the use


of In s tru c tio n a l media than those facu lty members who did not have

formal tra in in g courses in media use.

H ypo thesis 8 : F a c u lty members who p a rtic ip a te d In in -se rv ice

programs in media use w il l have more favorable a t t i tu d e s toward the

use of in s t r u c t io n a l m edia than th o se f a c u l ty members who d id no t

p a r tic ip a te In in -se rv ice programs In media use.

Sunoary

Media program s may not approach optimum le v e l u n le ss media

co lle c tio n softw are and the accompanying hardware, media personnel,

and f a c i l i t i e s are w ell designed and organized to meet in s tru c tio n a l

demands and th e ir con trib u tio n s to the to ta l educational system in

c o lle g e s and u n iv e r s i t i e s w e ll a p p re c ia te d as v a lu a b le te a c h in g -

learn ing resou rces.

Emergence of th e le a rn in g re so u rce s c e n te r has s tim u la te d a

number of stud ies on i t s re la tio n sh ip w ith the educational programs

and i t s n e c e s s i ty to su p p o rt a wide v a r ie ty of d i s c ip l in e s . A con

c lu s io n which can be drawn from th e p rev io u s s tu d ie s i s th a t , even

though colleges and u n iv e rs it ie s have d iverse po licy and procedures

p a t te r n s , many s i m i l a r i t i e s e x i s t in th e se i n s t i t u t i o n s which can

provide a comprehensive media serv ices program re la ted to in s t i tu

tio n a l, in s tru c tio n a l, and ind iv idual needs of facu lty members and

students. These s im i la r i t ie s were explained previously: (a) i n s t i

tu t io n a l su p p o rt, (b) budget (c ) p e rso n n e l, (d) f a c i l i t i e s , (e)

a v a ila b il i ty of and a c c e s s ib i l i ty of in s tru c tio n a l media, and (f) in -

serv ice tra in in g programs.


A dditionally , severa l r e se a rc h e rs have gone f u r th e r , s tu d y in g

o th e r f a c to r s th a t a f f e c t the u t i l i z a t i o n of I n s t r u c t io n a l a e d ia .

Numerous s tu d ies have been conducted to d e te ra in e whether there Is a

r e la t io n s h ip betw een f a c u l ty 's a t t i t u d e s and a e d ia u t i l i z a t i o n .

Hence, a c o n s id e ra b le nuaber of s tu d ie s have been conducted by

H andleaan (1960), Tobias (1968), F inch e t a l . (1970), Guba e t a l .

(c ite d in Aquino, 1970), M iles (1973), Tibbs (1975), W laberly (1975),

Moshalkeh (1983), El-Sharkawy (1983), and Proctor (1983), who found

s ig n i f i c a n t r e l a t io n s h ip s between I n s t r u c t io n a l a e d ia use and th e

a t t i tu d e s of facu lty aeabers toward aedia. In add ition , aany of the

stud ies reported th a t facu lty a tti tu d e s have o ften been more negative

than those of students. In higher education, negative a t t i tu d e s of

the facu lty members toward In s tru c tio n a l media have been considered a

fa c to r th a t hinders innovative approaches which Involve processes In

te a c h in g - le a rn in g u s in g more n o n tra d lt lo n a l re so u rc e s . The newer

media are o ften viewed as being not e s se n tia l fo r college teaching,

and where the Influence of e d u ca tio n a l techno logy in i n s t r u c t io n a l

development program has been downgraded because of the facu lty mem

bers re s is ta n c e .

Furthermore, reviews of relevant researches have Indicated th a t

several in v estig a tio n s have been undertaken to examine o ther fa c to rs

th a t Influence the use of in s tru c tio n a l media. However, the s tu d ies

c ited e a r l ie r have been conducted to examine some v ariab les such as

type of in s t i tu t io n s , sub ject areas taught by in s tru c to rs , academic

rank , degree h e ld by I n s t r u c to r s , le n g th of teach in g e x p e rie n c e ,

fo rm al co u rses in e d u c a tio n a l media u t i l i z a t i o n , and in - s e r v ic e


programs In instructional media uses.

I t i s ap p a ren t from a rev iew of th e l i t e r a t u r e th a t one of the

probable reasons th a t h inder the use of In s tru c tio n a l technology i s

th e a t t i t u d e o f th e f a c u l ty members, and i t s a f f e c t upon th e use of

In s tru c tio n a l media.

Hence, F inch e t a l . (1970) s ta te d th a t " th e more p o s i t iv e a

te a c h e r 's a t t i t u d e i s tow ard an I n s t r u c t io n a l re so u rc e , the more

l i k e ly he o r she i s to use th e re so u rce may In d ic a te h is o r h er

a t t i tu d e toward o ther resources” (pp. 39-40).


CHAPTER III

RESEARCH DESIGN AND METHODOLOGY

The Research Sample

The s u b je c ts f o r t h i s s tudy c o n s is te d o f media d i r e c to r s and

facu lty members from se lec ted colleges and u n iv e rs itie s In Michigan.

A l i s t of f a c u l ty members was o b ta in ed from co u rse c a ta lo g u e s and

In s t i tu t io n a l d ire c to r ie s . A simple random sample was se lec ted from

th e p o p u la tio n 's l i s t in each c o lle g e and u n iv e r s i ty . H ink le ,

Wiersma, and Ju rs (1979) defined a sim ple random sample as "a sample

in which each member has equal p ro b ab ility of being se lec ted and the

s e le c t io n of a l l members i s Independent of one ano th er" (p. 123).

The se le c tio n of the su b jec ts was based on fiv e categories of subject

areas taught and re la ted d isc ip lin e s (see Table 9). This c la s s if ic a

t io n was a lso used by Arnold (1981), F ran k e l and G erald (1980),

Gourman (1983), and Humphrey (1980).

The research population consisted of 6 media d ire c to rs and 390

facu lty members rep resen ting s ix I n s t i t u t i o n s o f h ig h e r e d u c a tio n .

The se le c tio n of these In s ti tu tio n s was determined by the q u a lity of

the media serv ice programs in each college and u n iv ersity surveyed.

A w r i t te n q u e s tio n n a ire was used to d e te rm in e th e q u a l i ty of the

media programs. The questionnaire was developed by the in v es tig a to r

fo r th e purpose of t h i s s tu d y based upon an In s tru m e n t fo r S e l f -

Evaluating an Educational Media Program in Colleges and U n iv ersities

85


Reproduced

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ission of the

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ner. Further

reproduction prohibited

without

permission.

Table 9

C ategories and Related D isc ip lin e s Used for the S e le c t io n o f the Subjects

C ategories

N atural sc ien ces S o c ia l sc ien ces P ro fess io n a l Humanities Fine a r ts

B io logy Anthropology Education Communication Art

Chemistry P o l i t ic a l sc ien ce Health re la ted E nglish Dance

Computer sc ien ce H istory P h ysica l education Language Music

Geology Geography L iteratu re Design

P hysics Socio logy Philosophy Theater

Mathematics Psychology

Engineering Economics

ooON

(F u lto n e t a l . , 1979). The q u e s tio n n a ire w ith a cover l e t t e r which

explained the purpose of the study was d is tr ib u te d to each In s t i tu

t io n 's m edia d i r e c to r o f th e LRG (se e A ppendices A end B). The

survey Instrum ent consisted of 30 Item s. These Items were based on

th e f a c to r s th a t have been em phasized by many I n v e s t ig a to r s as th e

main obstacles In the development of e ffe c tiv e media serv ice programs

In higher education. These fac to rs were: (a) In s t i tu t io n a l support,

(b) budget, (c) media personnel, (d) f a c i l i t i e s , (e) a v a ila b i l i ty of

in s tru c tio n media, and ( f) in -se rv ice tra in in g programs. In order to

d e te rm in e the q u a l i ty o f media s e rv ic e program s in th e se i n s t i t u

tio n s , the mean and the standard dev iation were used to analyze the

d a ta . C onsequently , th e in v e s t ig a to r s e le c te d th re e I n s t i t u t i o n s

th a t have high q u a lity media serv ice programs and th ree in s t i tu t io n s

th a t have low q u a l i ty m edia s e rv ic e program s in o rd e r to make a

comparison between these In s ti tu tio n s .

F in a lly , the sample s ize In each of the s ix in s t i tu t io n s was 63

sub jects randomly se lec ted in order to cover a l l the number of v a r i

ables in the present study.

Instrum entation

A w ritten questionnaire was developed by th e I n v e s t ig a to r fo r

t h i s s tu d y based upon a rev iew of the r e la te d l i t e r a t u r e . The i n i

t i a l se le c tio n of the survey instrum ent requested inform ation on the

background of each p a r t i c ip a n t In t h i s s tu d y to d e te rm in e each r e

spondent's type of in s t i tu t io n , sub ject f ie ld , academic rank, h ighest

degree earned, number of years teaching in higher education, number


of form al courses taken In media, and attendance in in -se rv ice tra in

ing programs in in s tru c tio n a l media. In a l a te r sec tio n , the survey

instrum ent contained 40 item s based on a review of the re la te d l i t

e r a tu r e to e l i c i t th e re sp o n d e n t's a t t i t u d e s tow ard the use o f in

s tru c tio n a l media. The questionnaire a lso provided space fo r w ritte n

comments. A L ikert sca le was assigned for each response ranging from

5 to 1 w ith a weight of strong ly agree, agree, no opinion, d isag ree .

and s trong ly disagree. The scoring was reversed fo r negative items*

For th e purpose of a n a ly s is , the q u e s tio n n a ire item s were

grouped in to five catego ries. These categories were (a) media a v a il

a b i l i t y and a c c e s s i b i l i t y , (b) media u se , (c) d e s i r a b i l i t y and ap

p l ic a b i l i ty of educational technology, (d) media personnel coopera

tio n and communication w ith facu lty , and (e) necessity of in -se rv ice

media tra in in g programs.

P i lo t Study of the Survey Items

Before preparing the f in a l d ra f t of the questionnaire item s, i t

was e s se n tia l to have a p i lo t run to get feedback from the research

s u b je c ts and o th e r p erso n s invo lved concern ing the d esig n of the

s tu d y (Ary, Jaco b s, & R azavleh, 1979; Borg & G a ll , 1984; W iersma,

1980). T h e re fo re , th e q u e s tio n n a ire was p i l o t te s te d . The p i l o t

te s t was conducted using a sample of 35 facu lty members* Analysis of

the responses of the p i lo t t e s t re su lted in changes in the wording of

some q u e s tio n s and some of the Item s were e lim in a te d . I t a lso

changed the se t of the questions which d ea lt w ith facu lty background.


89

Design and Procedure

T his s tu d y was d esigned to g a in th e f a c to r a t t i t u d e r e l a t io n

sh ip s and t h e i r a f f e c t upon media u t i l i z a t i o n . E ig h t Independent

v a r ia b le s w ere used fo r fo rm u la tin g and t e s t in g the hypotheses of

th is in v e s tig a tio n .

The questionnaires were mailed to 390 facu lty members by f i r s t -

c la ss m ail. A ll questionnaires were accompanied w ith a cover l e t t e r

which ex p la in ed th e purpose of the p re se n t s tu d y . Anonymity was

assured to a l l respondents by asking them not to w rite th e ir names on

the questionnaires and assurance was given th a t the ov era ll response

was im portant and no ind iv idual responses would be singled out (see

Appendices C and D).

A s e lf - a d d re s s e d stam ped r e tu rn envelope was enclosed for the

re tu rn of the completed questionnaire. Of the 390 d is tr ib u ted ques

tio n n a ire s , 215 (55.132) were returned to the researcher.

To improve th is response, a follow-up l e t t e r was sent to facu lty

who did not respond w ith in 3 weeks of the f i r s t m ailing (see Appendix

E). Ary e t a l . (1979) in d ic a te d th a t :

A planned fo llo w -u p i s n ecessa ry i f one i s to reach the maximum percent of re tu rn s . I f the questionnaire has not been re tu rn e d soon a f t e r th e i n i t i a l m a ilin g , a p o s tca rd reminder should be sen t to the respondents. A fter th a t, a second m ailing of the questionnaire along w ith a new cover l e t t e r i s recommended. . . . The u su a l approach i s to t r y to In terview a sm all random sample of the nonrespondents fo r the purpose of learn ing something of th e ir ch a rac te ris t ic s and obtaining th e ir responses, (p. 178)

In add ition , i t was necessary to telephone facu lty members who

had no t y e t responded to the f i r s t an d /o r second m ailin g and to


re q u e s t t h e i r p a r t i c ip a t io n in th e s tudy . A f te r th a t , a second

m ailing of the questionnaire is recommended by Ary e t a l . (1979).

A to ta l of 175 questionnaires, evenly d is tr ib u te d to a l l of the

nonrespondent su b jec ts , were mailed by f i r s t - c l a s s mail along w ith a

s e lf -a d d re s s e d stam ped envelope fo r the r e tu rn of th e com pleted

questionnaire. The number of questionnaires d is tr ib u te d and returned

fo r the d iffe re n t groups i s i l lu s t r a te d in Table 10.

Table 10

D istribu ted and Returned Q uestionnaires by Group

GroupNumber of

questionnaires d is tr ib u ted

Number of questionnaires

returnedPercentreturned

Two-year colleges 130 106 27.18

Four-year colleges 130 110 28.21

U niversities 130 108 27.69

Totals 390 324 83.08

Data Analysis

The study involved eigh t independent v ariab les . The independent

v a r ia b le i s the presumed cause of th e dependent v a r ia b le , and the

dependent v a r ia b le i s the consequence of the independent v a r ia b le

(K erlinger, 1973). The independent v ariab les involved in th is study

were: (a) the q u a lity of media serv ice programs in higher education

i n s t i t u t i o n s , (b) type of i n s t i t u t i o n s , (c) s u b je c t a re a s ta u g h t,


(d) academ ic ran k , (e ) degree h e ld , ( f ) te a c h in g ex p e rie n c e , (g)

formal courses In educational media, and (h) in -se rv ice media tra in

ing programs.

The dependent v a r ia b le was th e a t t i t u d e of f a c u l ty members

toward the use of in s tru c tio n a l media as measured on a 5-point scale.

Null Hypotheses

Based on th e re se a rc h hypotheses which were s ta te d In C hapter

I I , the follow ing n u ll hypotheses were form ulated:

1. There w i l l be no d if f e r e n c e in th e mean a t t i t u d e sc o re s

between facu lty members in In s ti tu tio n s rated by th e ir media d irec

to rs as having high q u a lity media serv ice programs and those facu lty

members in in s t i tu t io n s ra ted by th e ir media d ire c to rs as having low

q u a lity media serv ice programs in regard to the use of in s tru c tio n a l

media.

2. There w ill be no re la tio n sh ip between the type of in s t i tu

tio n s and the a t t i tu d e s of facu lty members toward the use of in s tru c

tio n a l media.

3. There w i l l be no r e la t io n s h ip betw een the su b je c t a rea s

tau g h t by f a c u l ty members and th e a t t i t u d e s tow ard the use of in


4. There w il l be no re la tio n sh ip between the academic rank of

f a c u l ty members and th e a t t i t u d e s tow ard the use of in s t r u c t io n a l

media.

5. There w i l l be no r e la t io n s h ip betw een th e degree h e ld by



media.

6. There w i l l be no d if f e r e n c e In th e a t t i t u d e s of f a c u l ty

members in regard to th e ir use of in s tru c tio n a l media based on th e ir

teach ing experiences.

7. There w i l l be no d if f e r e n c e in th e a t t i t u d e s of f a c u l ty

members in regard to th e ir use of in s tru c tio n a l media based on th e ir

formal courses taken in educational media.

8. There w i l l be no d if f e r e n c e in th e a t t i t u d e s o f fa c u l ty

members in regard to th e ir use of In s tru c tio n a l media based on th e ir

p a rtic ip a tio n in in -se rv ic e media tra in in g programs in media use.

One-way analysis of variance (ANOVA) was used to te s t Hypotheses

2, 3, 4, and 5. A t_ t e s t fo r Independent sam ples means was used to

t e s t H ypotheses 1, 6, 7, and 8. For re p o r t in g of th e s tu d y r e s u l t s ,

the re se a rc h e r s e le c te d th e .05 a lp h a le v e l . The f in d in g s o f th e

study are discussed in Chapter IV.


CHAPTER IV

FINDINGS

The purpose of t h i s c h a p te r i s to r e p o r t the r e s u l t s of a

s t a t i s t i c a l ana lysis of data co llec ted in th is research study fo r the

te s tin g of the hypotheses. Results of the study are reported through

(a) comparison between high and low q u a lity media serv ice programs,

(b) analysis of the fa c to rs and data questionnaire using a l l the five

c a te g o r ie s , and (c) a n a ly s is of the f a c to r s and d a ta q u e s tio n n a ire

using only the second category of the questionnaire item s. F in a lly ,

th e s e c t io n on the d is c u s s io n rev iew s th e r e s u l t s and r e l a t e s the

research outcome to the o v e ra ll th e o re tic a l framework of the study.

Research Results

The research re su lts are presented in the follow ing manner:• (a)

the te s tin g of the research hypotheses, (b) the analysis of data, and

(c) a general d iscussion of the hypotheses and data.

Hypothesis 1

The mean a tt i tu d e s of facu lty members in in s t i tu t io n s rated by

th e ir media d ire c to rs as having high q u a lity media serv ice programs

w ill be g rea te r than the mean a tti tu d e s of facu lty members in i n s t i

tu tio n s ra ted by th e ir media d ire c to rs as having low q u a lity media

s e rv ic e program s in reg a rd to the use of in s t r u c t io n a l media (see

93


94

Table 11). In order to compare the data co llec ted , four groups were

te s ted to determine d iffe ren ces between and/or among the variab les.

Table 11

Mean and Standard Deviation of Media Service Programs In Colleges and U n iv ersities

(N - 6)

Group Size Mean SD

Two-year colleges

Kalamazoo Valley Community College 1 4.63a 1.03

Kellogg Community College 1 3.30b 1.19

Four-year colleges

F e rris S tate College 1 3.46a 1.53

Grand Valley S tate College 1 3.23b 1.04

U niversities

C entral Michigan U niversity 1 3.60a 1.28

Western Michigan U niversity 1 3.50b 1.20

aHigher q u a lity media serv ice programs. ^Lower q u a lity media serv ice programs.

The n u l l h y p o th e s is s ta te d th a t no d if f e re n c e would be found

between the mean scores In the a t t i tu d e s of facu lty members In i n s t i

tu tions ra ted as having high q u a lity media serv ice programs and the

a tti tu d e s of those fa c u lty members in in s t i tu t io n s ra ted as having

low q u a lity media serv ice programs In regard to the use of in s tru c

tio n a l media. The a l te rn a te h y p o th e s is was d i r e c t io n a l and s ta te d

th a t a s ig n i f i c a n t d if f e r e n c e e x is te d in th e p o s i t iv e d i r e c t io n of


95

those facu lty members In In s ti tu tio n s ra ted as having high q u a lity

media serv ice programs.

Group 1

Two-year co lleges. The analysis of mean scores (see Table 12)

suggests an im portant d ifference e x is ts in the a tt i tu d e s toward the

use of in s tru c tio n a l media between subjects who have higher q u a lity

media serv ice programs when compared to those who have lower q u a lity

media s e rv ic e program s (_t ■ 3.43, df, ■ 104, £ ■ .001).

Table 12

Comparison Between the Quality of Media Service Programs and A ttitudes of Faculty Members Toward the

Use of In s tru c tio n a l Media (Two-Year Colleges)

Group Size Mean SD

High 56 150.4 14.69

Low 50 141.1 13.00

Note. N ■ 106. All categories ■ 40 item s.

Since the observed va lue of the £ t e s t (3.43) exceeded the

c r i t i c a l va lue of £ (1 .6 6 ) , th e n u l l h y p o th e s is was r e je c te d a t the

.05 leve l of s ign ificance. The re su lts supported the p o s itiv e d ire c

t io n of th e a l t e r n a te h y p o th e s is . I t can be concluded th a t th e

q u a lity of the media serv ice programs did guarantee the ac tu a l use of

in s tru c tio n a l media, s p e c if ic a lly in two-year co lleges. The analysis

of the data indicated th a t facu lty members in two-year colleges were


re ly in g on the use of In s tru c tio n a l media In th e ir teaching areas in

those in s t i tu t io n s th a t have high q u a lity media serv ice programs.

Group 2

Four-year co lleges. The data analysis r e s u l ts shown in Table 13

in d ic a te th a t th e observed v a lu e of th e t e s t s t a t i s t i c (j: ■ 1.01,

d f * 108, £ “ *^2) was le s s than the c r i t i c a l v a lu e of th e t e s t

s t a t i s t i c (1.66) a t th e .05 le v e l of s ig n if ic a n c e ; th u s , th e n u l l

hypothesis of no d ifference was not re jec ted . I t can be concluded,

th e re fo re , th a t th e re was no d if f e re n c e betw een the q u a l i ty o f th e

media serv ice programs and the a tt i tu d e s of facu lty members toward


Table 13

Comparison Between the Q uality of Media Service Programs and A ttitudes of Faculty Members Toward the

Use of In s tru c tio n a l Media (Four-Year Colleges)

Group Size Mean SD

High 58 146.4 15.82

Low 52 143.6 12.15

Note. N * 110. All categories ■ 40 item s.

Group 3

U n iv e r s i t i e s . The d a ta a n a ly s is r e s u l t s shown in Table 14

in d ic a te th a t the observed va lue of the t e s t s t a t i s t i c ( t ■ 2.10,


d f ■ 106, j> ■ .03) exceeded Che c r i t i c a l v a lu e of Che t e s t s t a t i s t i c

(1.66) a t the .05 lev e l of s ign ifican ce ; thus, Che n u ll hypothesis of

no d if f e re n c e was r e je c te d . I t can be concluded , th e r e fo re , th a t

there was a d ifference between the q u a lity of media serv ice programs

and the a tt i tu d e s of facu lty members toward the use of in s tru c tio n a l

media. At the u n iv e rsity lev e l the research hypothesis was accepted;

and thus, high q u a lity of media serv ice programs was s ig n if ic a n tly

associated w ith facu lty members’ u t i l iz a t io n of in s tru c tio n a l media.

Table 14


Use of In s tru c tio n a l Media (U n iv ers itie s)

Group Size Mean SD

High 48 142.6 14.49

Low 60 137.0 12.99

Note. N * 108. A ll ca tego ries ■ 40 item s.

Group 4

Comparison betw een th re e i n s t i t u t i o n s ra te d as having h igh

q u a lity media serv ice programs and th ree in s t i tu t io n s rated as having

low q u a lity media serv ice programs was done to t e s t the n u ll hypothe

s i s of no d if fe re n c e betw een the two groups a g a in s t an a l t e r n a t e

hypothesis which s ta ted th a t a s ig n if ic a n t d ifference ex isted in the


98p o sitiv e d ire c tio n of those In s ti tu tio n s ra ted as having high q u a lity

media serv ice programs (see Table 15).

Table 15


Use of In s tru c tio n a l Media

Group Size Mean SD

High 162 146.6 15.28

Low 162 140.4 12.95

Note. Three In s ti tu tio n s ra ted as high. Three In s ti tu tio n s ra ted as low. N ■ 324. A ll categories ■ 40 Items.

S ince th e observed va lue of the t e s t s t a t i s t i c (£ - 3.96,

d f - 322, £ - .000) was g r e a te r than the c r i t i c a l v a lu e of th e t e s t

s t a t i s t i c (1.65) a t the .05 lev e l of s ig n ifican ce , the n u ll hypothe

s i s of no d if f e re n c e was r e je c te d . I t can be concluded th a t th e re

was a d ifference between the q u a lity of media serv ice programs and

th e a t t i t u d e s of f a c u l ty members tow ard th e use of I n s t r u c t io n a l

media.

Hypothesis 2

There is a re la tio n sh ip between the type of in s t i tu t io n and the


The n u ll hypothesis s ta ted th a t no re la tio n sh ip would be found

between the type of in s t i tu t io n and facu lty members' a t t i tu d e s toward

the use of in s tru c tio n a l media. The a lte rn a te hypothesis conjectured


th a t there would be a t le a s t one mean th a t d iffe re d from the o thers.

The d a ta shown In Table 16 In d ic a te th a t th e £ v a lu e of 6.58

re fle c te d a p ro b ab ility of .002, which was le s s than the .05 lev e l of

s ig n if ic a n c e ; th u s , th e n u l l h y p o th es is o f no r e la t io n s h ip was re

je c te d In fav o r of th e a l t e r n a t e h y p o th e s is . I t can be concluded

th a t there was a re la tio n sh ip between the type of in s t i tu t io n and the


Table 16

One-Way Analysis of Variance of R elationship Between Type of In s t i tu t io n s and Faculty Members'

A ttitudes Toward the Use of Media

Group Size Mean SD

Two-year colleges 106 146.0 14.62

Four-year colleges 110 145.1 14.21

U niversities 108 139.5 13.89

Source df Mean sq. F Prob.

Between 2 1335.0 6.58 .002

Within 321 202.7

Note. N - 324. F c r i t i c a l value * 3.024. A ll categories - 40item s.

Hypothesis 3

There i s a r e la t io n s h ip between the s u b je c t a re a s tau g h t by

f a c u l ty members and th e a t t i t u d e s tow ard th e use of in s t r u c t io n a l


media.

Testing the n u ll hypothesis of no s ig n if ic a n t re la tio n sh ip be

tween th e f iv e s u b je c t a re a s ta u g h t by f a c u l ty members and t h e i r

a tt i tu d e s toward the use of in s tru c tio n a l media was done against an

a lte rn a te hypothesis which ind icated th a t there would be a t le a s t one

p a ir or a combination of population means th a t would d if fe r .

An a n a ly s is o f T able 17 I l l u s t r a t e s th e d a ta which in flu e n c e d

the decision of re je c tin g the n u ll hypothesis. Since the p ro b ab ility

(£ ■ 10.62, d f ■ 4 /319 , £ ■ .000) was l e s s than th e a lpha .05 le v e l

of s ig n ifican ce , the n u ll hypothesis of no re la tio n sh ip between group

means was re jec ted . I t can be concluded, th ere fo re , th a t there was a

s ig n i f ic a n t r e la t io n s h ip which e x is te d betw een th e s u b je c t a re a s

tau g h t by f a c u l ty members and th e a t t i t u d e s tow ard the use of in


Hypothesis 4

There i s a r e la t io n s h ip betw een th e academ ic rank of f a c u l ty

members and the a tt i tu d e s toward the use of in s tru c tio n a l media.

While the nu ll hypothesis s ta ted there would be no s ig n if ic a n t

re la tio n sh ip between the four groups, the a lte rn a te hypothesis con

je c tu re d th a t th e re would be a t l e a s t one p a i r or a com bination of

population means which would d if fe r .

Table 18 contains the data upon which analysis of th is variab le

was made. Since the observed value of the t e s t s t a t i s t i c (£ “ 3.49,

df ■ 3/320, £ ■ .02) exceeded the c r i t i c a l v a lu e a t the .05 le v e l of

s ign ificance , the n u ll hypothesis of no re la tio n sh ip between academic


101

rank and facu lty a t t i tu d e s toward the use of In s tru c tio n a l media was

re jec ted and the a lte rn a te research hypothesis was held as tenable.

Therefore, the analysis of the data supported the contention of the

research hypothesis th a t academic rank was re la ted to the a t t i tu d e s

of facu lty members toward the use of In s tru c tio n a l media.

Table 17

One-Way Analysis of Variance of Relationship Between Subject Areas and Faculty A ttitudes Toward the


Group Size Mean SD

Social sciences 63 137.0 13.87

Natural sciences 71 150.2 13.75

Professional 69 148.0 13.32

Humanities 64 142.0 13.42

Fine a r ts 57 140.9 13.06


Between 4 1935.0 10.62 .000

Within 319 182.2

Note. N * 324. F c r i t i c a l value * 2.40. All categories “ 40 item s.

Hypothesis 5

There Is a r e la t io n s h ip between the degree he ld by f a c u l ty

members and the a tt i tu d e s toward the use of in s tru c tio n a l media.


Table 18

One-Way Analysis of Variance of R elationship Between Academic Rank and Faculty A ttitudes Toward the


Group Size Mean SD

Professor 61 140.2 15.19

A ssistan t Professor 77 145.2 14.55

Associate Professor 73 140.8 13.47

In s tru c to r 113 146.1 14.10


Between 3 712. 6 3.49

CMO•

Within 320 204. 0

Note. N ■ 324. F c r i t i c a l value ■ 2.63. A ll categories ■ 40 item s.

The n u ll hypothesis s ta ted th a t no re la tio n sh ip would be found

between the degree held and the a t t i tu d e s toward the use of In stru c

tio n a l media.

An a n a ly s is of T able 19 I l l u s t r a t e s the d a ta which in flu e n c ed

the d e c is io n of f a l l i n g to r e j e c t th e n u l l h y p o th e s is . S ince th e

p r o b a b i l i ty (£ ■ 2.61, d£ ■ 1/322, £ ■ .11) was g re a te r than th e

alpha .05 lev e l of s ig n ifican ce , the n u ll hypothesis of no re la tio n

sh ip betw een group means was not r e je c te d . I t can be concluded,

therefo re , th a t there was no re la tio n sh ip between the degree held by

facu lty members and th e i r a t t i tu d e s toward the use of in s tru c tio n a l

media.


Table 19

One-Way Analysis of Variance of R elationship Between Degree Held and Faculty A ttitudes Toward the


Group Size Mean SD

Doctor 155 145.0 14.31

Master 169 142.4 14.43


Between 1 540.7 1.62 .11

Within 322 206.5

Note. N ■ 324. F c r i t i c a l value ■ 3.87. A ll ca tegories ■ 40 item s.

Hypothesis 6

Faculty members who have been teaching a t an in s t i tu t io n fo r a

sho rter period of time w il l have more favorable a tti tu d e s toward the

use of in s t r u c t io n a l m edia than th o se who have tau g h t fo r a long

period of time.

The n u l l h y p o th e s is which s ta te d th a t no d if f e re n c e would be

found between the two groups in regard to th e ir a t t i tu d e s toward the

use of In s tru c tio n a l media was te s ted against an a lte rn a te hypothesis

which was s ta ted in a p o s itiv e d ire c tio n and an tic ip a ted to be s ta

t i s t i c a l l y s ig n if ic a n t a t an alpha lev e l of .05.

D iffe ren ces in th e mean sc o re s were observed in the a t t i t u d e s

toward the use of in s tru c tio n a l media between sub jec ts who have been


te ach in g fo r a s h o r te r p e rio d of tim e and th o se s u b je c ts who have

been teach in g fo r a long p e rio d o f tim e (see Table 20) (£ * 2.87,

d f - 322, £ - .004).

S ince th e observed v a lu e of the £ t e s t (1.87) exceeded the

c r i t i c a l value of £ (1*65) In th is o n e-ta iled t e s t , the n u ll hypothe

s is of no d ifference was re jec ted in favor of the a lte rn a te hypothe

s i s a t th e .05 a lp h a le v e l . I t can be concluded th a t s u b je c ts who

have been teach in g fo r a s h o r te r p e rio d of tim e showed fa v o ra b le

a t t i t u d e s tow ard th e use o f I n s t r u c t io n a l media compared to th o se

subjects who have a long period of time In teaching.

Table 20

Years of Teaching Compared to Faculty A ttitudes

Group Size Mean SD

Less than 10 years 155 146.0 14.24

More than 10 years 169 141.4 14.35

Note. N ■ 324. A ll ca tegories ■ 40 item s.

Hypothesis 7

Faculty members who have had formal courses in educational media

w il l have more favorable a t t i tu d e s toward the use of in s tru c tio n a l

media than those facu lty members who did not have formal courses in

educational media.


The n u l l h y p o th e s is proposed th a t th e re was no d if f e re n c e be

tween the two groups in regard to th e ir a t t i tu d e s toward the use of

in s tru c tio n a l media. The a l te r n a te h y p o th esis was d i r e c t io n a l and

s ta ted th a t a s ig n if ic a n t d ifference ex isted in the p o s itiv e d irec

tio n of those who had formal courses a t an alpha lev e l of .05.

D ifferences between the mean scores of the a t t i tu d e s toward the

use of i n s t r u c t io n a l m edia (£ ■ 9.07, d f ■ 322, j> ■ .000) fo r the two

groups were observed (see Table 21).

Table 21

Formal Courses Compared to Faculty A ttitudes Toward the Use of In s tru c tio n a l Media

Group Size Mean SD

Taken formal courses 166 149.9 12.51

Not taken formal courses 158 136.8 13.36

Note. N » 324. A ll ca tego ries ■ 40 item s.

Since the observed va lue of the _t t e s t (9.07) exceeded the

c r i t i c a l value of the _t t e s t (1.65), the n u ll hypothesis was re jec ted

a t the .05 lev e l of s ig n ifican ce . I t can be concluded th a t sub jects

who have had formal courses in educational media demonstrated posi

t iv e a t t i t u d e s tow ard th e use of in s t r u c t io n a l media compared to

those who did not have formal courses in the same f ie ld .


Hypothesis 8

Faculty members who p a rtic ip a te d In ln -se rv lce programs In media

use w i l l have more fa v o ra b le a t t i t u d e s tow ard th e use of I n s t r u c

tio n a l media than those facu lty members who did not p a r tic ip a te In

ln -se rv lce programs In media use.

The n u l l h y p o th e s is s ta te d th a t no d if f e re n c e would be found

between the mean scores In the a t t i tu d e s toward the use of In stru c

tio n a l media by those sub jec ts who p a rtic ip a te d in ln -se rv lce pro

grams and those who did not. Testing of the n u ll was done against an

a lte rn a te which was In the d ire c tio n of those who p a rtic ip a te d In ln -

servlce programs.

A d if fe re n c e was observed In th e a t t i t u d e mean sco re s between

subjects who p a r tic ip a te d In ln -se rv lce programs compared to those

su b je c ts who d id not (see Table 22) (t_ ■ 6.60, d f ■ 322, £ - .000).

Since the observed v a lu e of th e £ t e s t (6.60) exceeded th e c r i t i c a l

value of £ (1 .65), th e re se a rc h h y p o th e s is was accep ted a t the .05

alpha le v e l . In t h i s o n e - ta i le d t e s t , th e n u l l h y p o th es is of no

d ifference was re je c ted in favor of the a lte rn a te hypothesis. I t can

be concluded th a t f a c u l ty members who p a r t ic ip a te d in In - s e rv ic e

program s d em o n stra ted more p o s i t iv e a t t i t u d e s tow ard the use of

in s tru c tio n a l media than those facu lty members who did not.

Fo llow ing th e t e s t i n g of the second q u e s tio n and r e la te d

hypotheses using a l l f iv e categories presented In the facu lty ques

tio n n a ire on the use of In s tru c tio n a l media, the data were analyzed

by using only th e second ca teg o ry (see Appendix D) and computed to


d e te rm in e w hether or n o t th e r e s u l t s sup p o rted th e d a ta c o l le c te d

from the to ta l ca tego ries of the questionnaire.

Table 22

In-Service Programs Compared to Faculty A ttitudes Toward the Use of In s tru c tio n a l Media

Group Size Mean SD

P artic ip an ts 170 148.3 14.18

N onparticipants 154 138.3 12.86

Note. N - 324. A ll ca tegories ■ 40 item s.

Hypothesis 2

There is a re la tio n sh ip between the type of in s t i tu t io n and the

a tti tu d e s of facu lty members toward the use of in s tru c tio n a l media.

The n u ll hypothesis which proposed th a t there was no re la tio n

ship between the th ree groups of in s t i tu t io n s in regard to the a t t i

tudes of facu lty members toward the use of in s tru c tio n a l media was

tested against an a l te rn a te hypothesis which ind icated th a t a t le a s t

one p a ir or a combination of population means would d if fe r .

The data analysis re su lts shown in Table 23 indicated th a t the

observed value of the t e s t s t a t i s t i c (£ ■ 2.88, _df ■ 2 /321 , j> ■ .058)

was le s s th a t the c r i t i c a l va lue of the t e s t s t a t i s t i c a t th e .05

lev e l of s ig n ifican ce , so the n u ll hypothesis of no re la tio n sh ip was

not r e je c te d . I t can be concluded, th e re fo re , th a t th e re was no

r e la t io n s h ip betw een th e type of in s t i tu t io n s and facu lty members'


a t t i tu d e s toward the use of in s tru c tio n a l media. There was no strong

su p p o rt fo r r e je c t in g th e re se a rc h h y p o th e s is . The p ro b a b i l i ty

(F ■ 2.88, df_ ■ 2 /321 , £ * .058) was very c lo se to th e .05 le v e l of

s ig n if ic an ce .

Table 23

One-Way Analysis of Variance of Relationship Between Type of In s t i tu t io n s and Faculty A ttitudes

Toward the Use of In s tru c tio n a l Media (Category 2)

Group Size Mean SD

Two-year colleges 106 49.96 8.18

Four-year colleges 110 49.92 8.32

U niversities 108 47.56 8.78


Between 2 204.70 2.88 .06

Within 321 71.09

Note. N ■ 324. £ c r i t i c a l value ■ 3.024. Category 2 contains 14

Hypothesis 3

There i s a r e la t io n s h ip between th e su b je c t a re a s tau g h t by


media.

While the n u ll hypothesis s ta ted there would be no s ig n if ic a n t

re la tio n sh ip between the f iv e groups, the a lte rn a te conjectured th a t


109

there would be a t le a s t one p a ir or a combination of population means

which would d if f e r .

S ince th e observed v a lu e of th e t e s t s t a t i s t i c (J? ■ 0.88,

d f ■ 4 /319 , £ ■ .48) was l e s s than th e c r i t i c a l v a lu e of th e t e s t

s t a t i s t i c a t the .05 lev e l of s ig n ifican ce , the n u ll hypothesis was

n o t r e je c te d . I t can be concluded, th e r e fo r e , th a t th e re was no

re la tio n sh ip between sub jec t areas taught and facu lty members' a t t i

tudes toward the use of in s tru c tio n a l media (see Table 24).

Table 24

One-Way Analysis of Variance of R elationship Between Subject Areas and Faculty A ttitudes Toward

the Use of In s tru c tio n a l Media (Category 2)

Group Size Mean SD

Social sciences 63 47.98 9.30

Natural sciences 71 48.66 8.21

Professional 69 50.55 8.14

Humanities 64 49.48 8.13

Fine a r ts 57 48.77 8.30


Between 4 63.21 0.88 • •p* 00

Within 319 71.79

Note. N ■ 324. £ c r i t i c a l value ■ 2.40. Category 2 contains 14item s.


Hypothesis 4

There Is a r e la t io n s h ip betw een th e academ ic rank of f a c u l ty

members and the a t t i tu d e s toward the use of In s tru c tio n a l media.

The n u ll hypothesis which proposed th a t there was no s ig n if ic a n t

re la tio n sh ip between the four groups was te s te d against an a lte rn a te

hypothesis which ind ica ted th a t a t le a s t one p a ir or a combination of

population means would d if f e r .

In the t e s t in g o f th i s h y p o th e s is , th e observed v a lu e of the

t e s t s t a t i s t i c (1? ■ 1.61, d f ■ 3/320, j j ■ .18) d id n o t exceed th e

c r i t i c a l value of the te s t s t a t i s t i c , and so the n u ll hypothesis was

re ta ined as a tenable value. In o ther words, the n u ll hypothesis was

not r e je c te d a t the .05 le v e l of s ig n if ic a n c e . I t can be concluded

th a t the academ ic rank of f a c u l ty members does not have an im pact

upon th e ir a t t i tu d e s toward the use of in s tru c tio n a l media (see Table

25).

Hypothesis 5

There i s a r e la t io n s h ip between th e degree he ld by f a c u l ty

members and the a t t i tu d e s toward the use of in s tru c tio n a l media.

The n u ll h y p o th e s is s ta te d th a t no s ig n i f i c a n t r e la t io n s h ip

would be found between the degree held and the a t t i tu d e s toward the

use of in s tru c tio n a l media.

Table 26 contains the data upon which analysis of th is v ariab le

was made. Since the observed value of the t e s t s t a t i s t i c (F ■ 0.37,

df ■ 1/322, 2. m *54) d id not exceed the c r i t i c a l v a lu e a t the .05


l e v e l of s ig n i f ic a n c e , th e n u l l h y p o th es is o f no s ig n i f i c a n t r e l a

t io n s h ip betw een degree he ld and facu lty members' a t t i tu d e s toward

th e use of I n s t r u c t io n a l media was not r e je c te d . I t can be con

cluded, th e re fo re , th a t the degrees held by facu lty members were not

re la te d to th e ir a t t i tu d e s toward the use of In s tru c tio n a l media.

Table 25

One-Way Analysis of Variance of Relationship Between Academic Rank and Faculty A ttitudes Toward

the Use of In s tru c tio n a l Media (Category 2)

Group Size Mean SD

Professor 61 47.20 7.89

A ssistan t Professor 77 50.06 8.65

A ssociate Professor 73 48.88 9.50

In s tru c to r 113 49.84 8.19


Between 3

Within 320

118.80

73.29

1.62 .1845

Note. N ■ 324. F Items.

c r i t i c a l value ■ 2.63. Category 2 contains 14


Table 26

One-Way Analysis of Variance of R elationship Between Degree Held and Faculty A ttitudes Toward the

Use of In s tru c tio n a l Media (Category 2)

Group Size Mean SD

Master 155 49.44 8.29

Doctor 169 48.85 8.81


Between 1 27.56 0.37 .54

Within 322 73.42

Note. N - 324. item s.

.F c r i t i c a l value m 3.87. Category 2 contains 14

Hypothesis 6

Faculty members who have been teaching a t an in s t i tu t io n fo r a

sh o rte r period of time w il l have more favorable a t t i tu d e s toward the

use of in s tru c tio n a l media than those who have a long period of time

in teach ing .

The n u l l h y p o th es is which s ta te d th a t no d if f e re n c e would be

found between the two groups was te s ted against an a lte rn a te hypothe

s i s which was s ta te d in a p o s i t iv e d i r e c t io n and a n t ic ip a te d to be

s t a t i s t i c a l l y s ig n if ic a n t a t an alpha lev e l of .05.

A d ifference in the mean scores fo r a t t i tu d e s toward the use of

i n s t r u c t io n a l media betw een s u b je c ts who have been teach in g fo r a


s h o r te r p e rio d of tim e compared to th o se s u b je c ts who have been

te a c h in g fo r a long p e rio d of tim e can be observed (see T able 27)

(_t - 3.12, d f - 322, £ - .002).

Table 27

Years of Teaching Compared to Faculty A ttitudes Toward the Use of In s tru c tio n a l Media

(Category 2)

Group Size Mean SD

Less than 10 years 155 50.59 9.36

More than 10 years 169 47.66 9.47

Note. N ■ 324. Category 2 contains 14 item s.

Since the observed va lue of the £ t e s t (3.12) exceeded the

c r i t i c a l value of £ (1.65) in th is o n e-ta iled te s t , the n u ll hypothe

s is of no d ifference was re jec ted in favor of the a lte rn a te hypothe

s i s a t the .05 le v e l of s ig n if ic a n c e . I t can be concluded th a t

sub jects who have been teaching fo r a sh o rte r period of time showed

favorable a tt i tu d e s toward the use of in s tru c tio n a l media compared to

those sub jects who have a long period of time in teaching.

Hypothesis 7

Faculty members who have had formal courses in educational media

w ill have more favorable a tt i tu d e s toward the use of in s tru c tio n a l

media than those facu lty members who did not have formal courses in

educational media.


The n u ll hypothesis which proposed th a t th ere was no d ifference

between the two groups was tested against the d ire c tio n a l a lte rn a tiv e

hypothesis which was s ta te d In a p o s itiv e d ire c tio n and an tic ip a ted

to be s t a t i s t i c a l l y s ig n if ic a n t in favor of those who have had formal

co u rses a t an a lpha le v e l of >05.

A d ifference In the mean scores fo r a t t i tu d e s toward the use of

in s tru c tio n a l media between sub jects who have had formal courses in

educational media compared to those sub jec ts who did not have formal

co u rses can be observed (see Table 28) (£ - 11.77, d f » 322,

£ ■ .000).

Table 28

Formal Courses Compared to Faculty A ttitu d es Toward the Use of In s tru c tio n a l Media

(Category 2)

Group Size Mean SD

Taken formal courses 166 53.66 6.45

Not taken formal courses 158 44.34 7.78

Note. N ** 324. Category 2 contains 14 item s.

Since the observed v a lu e of the _t t e s t (11.77) exceeded the

c r i t i c a l value of £ (1 .65), the n u l l h y p o th e s is was r e je c te d a t th e

.05 lev e l of s ign ificance. The re su lt of the £ - te s t value in d ica tes

th a t there was s ta t i s t i c a l l y s ig n if ic a n t d iffe ren ce between the two

groups. Furthermore, the research hypothesis was accepted in favor

of those who have had fo rm al co u rses . I t can be concluded th a t


s u b je c ts who have had fo rm al co u rses In e d u c a tio n a l media demon

s t r a t e d fa v o ra b le a t t i t u d e s tow ard th e use o f I n s t r u c t io n a l media

compared to those who did not have formal courses In the same f ie ld .

Hypothesis 8

Faculty members who p a rtic ip a ted in in -se rv ice programs In media

use w i l l have more fa v o ra b le a t t i t u d e s tow ard th e use of i n s t r u c

tio n a l media than those facu lty members who did not p a r tic ip a te in

in -se rv ice programs in media use.

The n u l l h y p o th e s is s ta te d th a t no d i f f e r e n c e would be found

between the mean scores of the a tt i tu d e s toward the use of in s tru c

tio n a l media by those sub jec ts who p a rtic ip a te d in in -se rv ice pro

grams and th o se who d id n o t. The a l t e r n a t e h y p o th e s is was d i r e c

tio n a l and s ta ted th a t a s ig n if ic a n t d ifference ex isted in the posi

tiv e d ire c tio n of those who p a rtic ip a te d in in -se rv ic e media tra in in g

programs.

D iffe re n c e s in th e mean sco res were observed in the a t t i t u d e s

tow ard th e use of in s t r u c t io n a l media betw een th e two groups (see

Table 29). S p e c i f ic a l ly , s u b je c ts who p a r t ic ip a te d in in - s e r v ic e

program s had h ig h e r mean sc o re s in the a t t i t u d e s c a le than d id the

com parison group (£ - 7.71, d f - 322, £ - .000).

S ince the observed value of th e £ t e s t (7.71) exceeded the

c r i t i c a l va lue of £ (1 .65), the n u l l h y p o th e s is was r e je c te d a t the

.05 le v e l of s ig n if ic a n c e . The d a ta su g g est th a t s t a t i s t i c a l l y

im portant d ifferences ex isted in favor of the p o s itiv e d ire c tio n of

those s u b je c ts who p a r t ic ip a te d in in - s e r v ic e program s; th u s , th e


116

re se a rc h h y p o th e s is was accep ted a t th e .05 a lp h a le v e l . I t can be

concluded, th e re fo re , th a t facu lty members who p a rtic ip a te d In In -

s e rv ic e program s have more p o s i t iv e a t t i t u d e s tow ard th e use of

In s tru c tio n a l media than those facu lty members who did not.

Table 29

In-Service Programs Compared to Faculty A ttitudes Toward the Use of In s tru c tio n a l Media

(Category 2)

Group Size Mean SD

P a rtic ip an ts 170 52.26 7.40

N onparticipants 154 45.53 8.31

Note. N ■ 324. Category 2 contains 14 item s.

D iscussion of the R esults

In order to m aintain co n tin u ity w ith the previous section , the

d iscussion w il l adhere to the same sequence as the hypotheses.

The f i r s t h y p o th e s is te s te d th e q u a l i ty of media s e rv ic e p ro

grams and i t s a f fe c t on the a tt i tu d e s of facu lty members toward the

use of in s tru c tio n a l media in two-year co lleges, four-year co lleges,

and in u n iv e rs itie s .

In two-year co lleg es, the hypothesis was accepted. I t appears

th a t higher q u a lity media serv ice programs f a c i l i t a t e the use of the

resources av a ilab le by a l l facu lty members and th e ir a tt i tu d e s become

p o s itiv e toward the a v a i la b i l i ty of the serv ices on campuses. This

m ight be due to the f a c t th a t the c u r re n t media s e rv ic e s a re


sufficient to meet the instructional needs.

In four-year co lleg es , there was no d ifference In regard to the

u t i l iz a t io n of in s tru c tio n a l media between high and low groups. This

im plies th a t the q u a lity of media serv ice programs was not re la ted to

the use of in s tru c tio n a l resources. A d iffe ren ce in the mean scores

was no t supported in t h i s h y p o th e s is ; th u s , th e c u r re n t media s e r

v ic e s a t both i n s t i t u t i o n s d id n o t in d ic a te th a t both i n s t i t u t i o n s

p rov ide s u f f i c i e n t s e rv ic e s to th e f a c u l ty members. F u r th e r , the

re je c tio n of the research hypothesis a t four-year colleges might be

due to the fac t th a t the d iffe ren ce in the mean scores on the curren t

s ta tu s of media serv ice programs between both co lleges surveyed was

very sm all as reported by th e ir media d ire c to rs .

At the u n iv e rs ity le v e l, re su lts of the f i r s t research hypothe

s is showed a d ifference in the a t t i tu d e s of facu lty members toward

the use of in s tru c tio n a l media between sub jec ts who comprised the two

groups. I t i s l i k e ly th a t the h ig h e r q u a l i ty of th e s e rv ic e s may

have had a p o s i t iv e e f f e c t upon th e u t i l i z a t i o n of the re so u rc e s

a v a ila b le to i n s t r u c to r s . A lso , th o se s u b je c ts who rep o rte d using

in s tru c tio n a l media may have had exce llen t re su lts in using them in

th e ir teaching areas.

This hypothesis supported the contention of a s ig n if ic a n t d if

fe ren ce betw een h igh and low q u a l i ty media s e rv ic e program s. The

observed d if fe re n c e betw een th e two groups was s u f f i c i e n t ly la rg e

enough to support th e r e s e a rc h h y p o th e s is a t th e .05 a lp h a le v e l .

The comparison between those sub jec ts in in s t i tu t io n s ra ted as having

h ig h q u a l i t y m edia s e r v i c e p ro g ram s and th o s e s u b je c t s in


i n s t i t u t i o n s ra te d as having low q u a l i ty media s e rv ic e program s

showed s tro n g su p p o rt fo r th e h igh q u a l i ty group* The mean t e s t

r e s u l t fo r th e h igh q u a l i ty media s e rv ic e program s group was 146.6

compared to 140.4 fo r the low q u a lity group. This condition Im plies

th a t th e media s e rv ic e program s were e f f e c t iv e in h e lp in g f a c u l ty

members to develop a p o s i t iv e a t t i t u d e tow ard th e use of in s t r u c

tio n a l media; moreover, co llege and u n iv e rs ity facu lty were re ly ing

on th e use of in s t r u c t io n a l media in t h e i r te ac h in g a re a s in those

in s t i tu t io n s th a t have high q u a lity media serv ice programs.

The r e s u l t s supported th e second h y p o th e s is in th a t f a c u l ty

members in each in s t i tu t io n surveyed demonstrated p o s itiv e a tti tu d e s

tow ard th e use of i n s t r u c t io n a l m edia. T his im p lie s th a t th e re is

ad d itio n a l te s tin g th a t needs to be done in order to determine which

type of i n s t i t u t i o n has an im pact upon th e a t t i t u d e s of f a c u lty

members toward the use of In s tru c tio n a l media. The re su lts did not

support th is hypothesis when sub jects compared on the questionnaire

Items 7 to 20 even though sub jects were very d o s e in re je c tin g the

research hypothesis. Therefore, the use of the second category did

not p rov ide good enough r e s u l t s to d e te rm in e th e a t t i t u d e s of th e

facu lty members toward the use of in s tru c tio n a l media as indicated

previously in the review of the l i te r a tu r e .

The th i r d h y p o th e s is was accep ted . In th e t e s t in g of th is

hypothesis, the re s u l ts ind icated a strong support fo r the research

hypothesis th a t a re la tio n sh ip ex isted between subject areas taught

and the a tt i tu d e s toward the use of in s tru c tio n a l media. When th is

h y p o th esis was te s te d u sin g on ly the second ca teg o ry of the


questionnaire , the r e s u l ts sup p o rted th e r e je c t io n of the re se a rc h

h y p o th e s is . S ince a l l means d id not d i f f e r from each o th e r , the

r e je c t io n of th e r e la t io n s h ip m ight be due to th e u t i l i z a t i o n of

In s tru c tio n a l media In many d iffe re n t sub jec ts . I t can be concluded

th a t th e use of a l l c a te g o r ie s p re sen te d In th e q u e s tio n n a ire d id

provide re l ia b le data fo r te s tin g th is hypothesis and supported the

re la tio n sh ip between sub jec t a re a s and th e i r a f f e c t upon the a t t i

tudes of facu lty members.

The fou rth hypothesis was accepted. The data obtained from the

t o t a l o f a l l q u e s tio n n a ire item s supported the c o n ten tio n of the

research hypothesis th a t academic rank was re la ted to the a tti tu d e s

of facu lty members toward the use of in s tru c tio n a l media. The ques

t io n n a ire Item s 7 to 20 supported the n u l l h y p o th esis th a t no s ig

n if ic a n t re la tio n sh ip ex isted between the independent and dependent

v ariab les . These con trad ic to ry re su lts might be due to the fa c t th a t

the second category of the facu lty questionnaire did not measure what

has been mentioned previously in the review of the l i te ra tu re . The

use o f th e f iv e c a te g o r ie s to an aly ze th e d a ta c o l le c te d supported

the review of the l i t e r a tu r e which ind icated th a t a l l categories were

re la ted to the use of in s tru c tio n a l media. Therefore, th is hypothe

s i s was accep ted . I t can be concluded th a t f a c u lty members d id

d if f e r in th e ir a t t i tu d e s toward the use of in s tru c tio n a l media, and

a t le a s t one mean did d i f f e r from the o thers.

The f i f t h h y p o th e s is was r e je c te d . The d a ta in flu en ced the

decision of fa il in g to re je c t the n u ll hypothesis of no re la tio n sh ip

between degree held and facu lty members' a tt i tu d e s toward the use of


in s tru c tio n a l media. This re je c tio n of the n u ll hypothesis might be

due to the fa c t th a t both groups exh ib ited p o s itiv e a t t i tu d e s toward

the use o f I n s t r u c t io n a l media r e g a rd le s s of t h e i r d if f e re n c e s in

reg a rd to th e Independent v a r ia b le s . The same co n c lu s io n could be

made fo r th e second c a te g o ry of th e f a c u l ty q u e s tio n n a ire . The

r e s u l t s in d ic a te d a s tro n g su p p o rt fo r th e n u l l h y p o th es is of no

re la tio n sh ip ex is tin g between the two v ariab les . Moreover, i t should

be noted th a t those su b jec ts who held bachelor degrees were e lim i

nated from the te s tin g of th is hypothesis.

The s ix th h y p o th e s is was accep ted . S u b je c ts who have been

teaching fo r a sh o rte r period of time exhib ited more p o s itiv e a t t i

tudes toward the use of in s tru c tio n a l media than those sub jec ts who

have a long period of tim e in teaching. This condition might be due

to the developm ent of te c h n o lo g ic a l d ev ices and th e accompanying

m a te r ia ls in re c e n t y e a rs and a ls o due to th e e d u c a tio n a l media

programs th a t have been estab lish ed in many colleges and u n iv ersi

t i e s . The d a ta o b ta in ed from the second c a te g o ry of the f a c u l ty

questionnaire supported the previous conclusion.

Results from the seventh hypothesis did show a p o sitiv e d irec

tio n in favor of those su b jec ts who have had form al courses in educa

t io n a l media. The s u b je c ts who have had fo rm al co u rses in educa

tio n a l media exhibited p o s itiv e a t t i tu d e s toward the use of in s tru c

t io n a l media compared to th o se s u b je c ts who d id not have fo rm al

co u rses in the same f i e l d . The h ig h e r mean sc o re s m ight be due to

the fa c t th a t ac tua l possessing of th is background in the e ffe c tiv e

ness of u sing th ese re so u rc e s does g u a ran tee a p o s i t iv e a t t i t u d e


tow ard th e .u se of in s t r u c t io n a l media in t h e i r te ac h in g co u rses ;

moreover, th is condition might be due to the a v a i la b i l i ty and acces

s ib i l i t y of the m ate ria ls and the cu rren t media serv ices av a ilab le to

them in th e ir in s t i tu t io n s as w ell. Using the second category of the

facu lty questionnaire , the n u ll hypothesis was re jec ted . The re su lts

supported the data obtained from a l l f iv e categories of the question

n a ire .

F in a lly , the eigh th hypothesis was in the predicted d irec tio n .

Subjects who p a rtic ip a te d in in -se rv ice tra in in g programs showed more

p o sitiv e a t t i tu d e s toward the use of in s tru c tio n a l media than those

sub jects who did not p a r tic ip a te . The same re su lt was obtained when

both groups were compared u sin g the second ca te g o ry of th e f a c u l ty

questionnaire .

I t appears th a t f a c u l ty members w ith t r a in in g in e d u c a tio n a l

media used s ig n i f i c a n t ly more media than f a c u l ty members w ith o u t

t r a in in g . This m ight be due to th e f a c t th a t most of the h ig h er

education in s t i tu t io n s provide in -se rv ice media tra in in g programs fo r

improving the u t i l iz a t io n of in s tru c tio n a l media. Also, the sub jec ts

who reported th a t they p a rtic ip a te d in such programs believed th a t

the establishm ent of in -se rv ice media tra in in g programs fo r facu lty

members was necessary fo r th e ir p ro fessional growth and development.

This c o n c lu s io n was su p p o rted by th e a n a ly s is of the d a ta o b ta in ed

using the second category of the questionnaire in th is study.


Sunmary

This chapter presented the te s tin g of the research hypotheses,

th e a n a ly s is of th e d a ta c o l le c te d , and a g e n e ra l d isc u s s io n of th e

r e s u l t s . One-way a n a ly s is of v a rian ce and th e t_ t e s t were used to

t e s t the research hypotheses.


CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary

The purposes of th is study were:

1. To d e te rm in e th e s ta tu s of th e media s e rv ic e program s in

two-year co lleges, four-year co lleges, and u n iv e rs itie s as measured

by the media d ire c to r in each in s t i tu t io n .

2. To examine the re la tio n sh ip between the q u a lity of the media

serv ice programs and the a tt i tu d e s of facu lty members in regard to


3. To d e te rm in e w hether (a) type of i n s t i t u t i o n , (b) su b je c t

f i e l d , (c) academ ic ran k , (d) degree h e ld , (e) te ach in g ex p e rien ce ,

( f ) fo rm al co u rses in e d u c a tio n a l m edia, and (g) in - s e r v ic e media

t r a in in g program s a re f a c to r s invo lved as measured by the f a c u l ty

questionnaire on the use of in s tru c tio n a l media.

This study was designed to answer the follow ing questions:

1. Do the a t t i tu d e s of facu lty members in in s t i tu t io n s rated as

having high q u a lity media serv ice programs d if f e r from the a tti tu d e s

of facu lty members in in s t i tu t io n s ra ted as having low q u a lity media



held, length of teaching ex p e rien ce , fo rm al co u rses in e d u c a tio n a l


123


a f f e c t f a c u l ty members' a t t i t u d e s tow ard th e use of i n s t r u c t io n a l

media?

A rev iew of th e r e le v a n t l i t e r a t u r e was conducted by th e r e

searcher. The follow ing areas were covered by th is review:

1. Media serv ice programs in co lleges and u n iv e rs itie s .

2. Factors a ffe c tin g the development of media serv ice programs.

These fac to rs were: (a) In s t i tu t io n a l support, (b) budget, (c) media

personnel, (d) f a c i l i t i e s , (e) a v a i l a b i l i t y o f in s t r u c t io n a l m edia,

and (f) in -se rv ice tra in in g programs.

3. New media and college teaching which focused upon the use of

d if fe re n t forms of In s tru c tio n a l media in teaching.

4. Comparison betw een in s t r u c t io n a l m edia. As no ted p r e v i

o u s ly , an abundance o f l i t e r a t u r e has been p u b lish ed fo cu sin g upon

com parison betw een d i f f e r e n t form s of in s t r u c t io n a l media use in

classrooms and th e ir e ffec tiv en ess in the teach ing-learn ing process.

5. A cceptance of i n s t r u c t io n a l m edia. This s e c t io n of the

review of the l i te r a tu r e focused upon the use of in s tru c tio n a l media

in many areas and facu lty members' reactions toward the new media and

th e ir ro le s in the teaching and learning process.

6. Media use and f a c u l ty a t t i t u d e s . T his p a r t examined the

re la tio n sh ip between facu lty members' a t t i t u d e s and the use of the

newer in s tru c tio n a l media.

7. F a c to rs in f lu e n c in g media u t i l i z a t i o n . In th i s l a s t sec

tio n , seven fac to rs were id e n tif ie d and discussed, namely: (a) type

of i n s t i t u t i o n , (b) s u b je c t f i e ld , (c) academ ic rank , (d) degree

h e ld , (e) le n g th of teach in g ex p e rien ce , ( f ) fo rm al course in


e d u c a tio n a l m edia, and (g) in - s e r v ic e media t r a in in g program s. As

noted e a r l ie r in Chapter I I , various researchers have reached conclu

sions in d ica tin g th a t the a t t i tu d e of facu lty members toward the use

of i n s t r u c t io n a l m edia was r e la te d to the p reced in g f a c to r s th a t

in fluence th e ir use by In s tru c to rs .

The s u b je c ts fo r t h i s s tu d y c o n s is te d of media d i r e c to r s and

fac u lty members from se lec ted colleges and u n iv e rs itie s in Michigan.

The p ro fessional sample was 6 media d ire c to rs and 390 facu lty members

represen ting s ix in s t i tu t io n s of h ig h e r ed u ca tio n . P rocedures fo r

obtaining the sub jec ts were discussed.

The data fo r th is study were obtained by means of two question

n a ire s . In order to determ ine the s ta tu s of media serv ice programs

in each i n s t i t u t i o n , a w r i t te n q u e s tio n n a ire was developed by th e

researcher. The questionnaire was mailed to each in s t i tu t io n 's media

d ire c to r of the LRC. Of the nine questionnaires d is tr ib u te d , eight

(88.89%) were re tu rn e d to the re se a rc h e r . T h e re fo re , s ix i n s t i t u

tio n s were se lec ted , th ree In s ti tu tio n s rated as having high q u a lity

media serv ice programs and the other in s t i tu t io n s rated as having low

q u a lity media serv ice programs as reported by the media d ire c to rs of

these In s ti tu tio n s (see Table 11).

In o rd e r to answ er th e second q u e s tio n , a q u e s tio n n a ire was

developed by the researcher. The item s of the questionnaire were the

outcome of reviewing the l i te r a tu r e and discussing the fac to rs and

th e ir re la tio n sh ip to the a tt i tu d e s of facu lty members toward the use

of in s tru c tio n a l media. The questionnaire consisted of two sections.

The f i r s t s e c t io n re q u e s ted in fo rm a tio n on th e background of each


p a r t ic ip a n t . The second s e c t io n c o n s is te d of 40 item s based on

review of the re la ted l i t e r a tu r e to e l i c i t the respondent's a t t i tu d e s

toward the use of In s tru c tio n a l media. The item s were divided in to

fiv e ca tegories. A L ik e rt scale was assigned fo r each item ranging

from 5 to 1 w ith a w eig h t o f s tro n g ly ag re e , ag re e , no o p in io n ,

d isagree, and s trong ly d isagree. The scoring was reversed fo r nega

tiv e item s. Of the 390 questionnaires d is tr ib u te d , 324 (83.08Z) were

returned to the researcher.

Data c o l le c te d fo r th e s tu d y were analyzed u t i l i z i n g one-way

a n a ly s is of v a r ia n c e (ANOVA) to t e s t H ypotheses 2, 3, 4, and 5.

Also, a _t t e s t fo r independent sample means was used to te s t Hypothe

ses 1, 6, 7, and 8. For r e p o r t in g of the s tu d y r e s u l t s , th e r e

searcher selected the .05 lev e l of sign ificance .

The re su lts of th is study w il l be summarized in accordance with

each of the hypotheses (see Table 30).

Results showed comparisons between su b jec ts who have had high

media s e rv ic e program s and th o se s u b je c ts who have had low media

serv ice programs.

1. The analysis of the data ind icated th a t sub jects a t two-year

colleges which ra ted as having high q u a lity media serv ice programs

dem onstra ted p o s i t iv e a t t i t u d e s tow ard the use of in s t r u c t io n a l

media.

2. The a n a ly s is of th e d a ta showed no s ig n i f i c a n t d if f e re n c e

ex isted between high and low q u a lity media serv ice programs groups a t

fo u r-y ea r co lleges.


Table 30

R esults of the Testing of the Research Hypotheses of the Present Study

(A ll Items)

Hypothesisno.

Independentvariab le

Accept(A)

Reject(R)

1 a . Two-year colleges A

b. Four-year colleges R

c. U niversities A

d. A ll in s t i tu t io n s A

2 Type of in s t i tu t io n s A

3 Subject area A

4 Academic rank A

5 Degree held R

6 Teaching experience A

7 Formal courses A

8 In -se rv ice programs A

3. At the u n iv e rs ity lev e l, the analysis of the data supported

the p o s itiv e d ire c tio n of the a lte rn a te hypothesis. High q u a lity of

media s e rv ic e program s was s ig n i f i c a n t ly a s s o c ia te d w ith f a c u l ty

a t t i tu d e s toward the use of in s tru c tio n a l media.

4. When a l l s u b je c ts from those i n s t i t u t i o n s which ra te d as

having h igh q u a l i ty media s e rv ic e programs were compared to th o se

sub jects in in s t i tu t io n s rated as having low media serv ice programs,

the observed d ifference between the two groups was s u f f ic ie n tly large


enough to su p p o rt th e re se a rc h h y p o th e s is a t th e .05 a lp h a le v e l .

S u b je c ts in th o se i n s t i t u t i o n s ra te d as having h igh q u a l i ty media

serv ice programs exh ib ited more favorable a t t i tu d e s toward the use of

in s t r u c t io n a l media th an th o se s u b je c ts who d id not have th e same

q u a lity of media serv ice programs.

R esults were shown of the re la tio n sh ip between type of in s t i tu

tio n and the a t t i tu d e s of facu lty members toward the use of in s tru c

tio n a l media. There was a s ig n if ic a n t re la tio n sh ip between the type

of i n s t i t u t i o n and f a c u l ty members' a t t i t u d e s tow ard th e use of

in s tru c tio n a l media. The data obtained from the second category of

the f a c u l ty q u e s tio n n a ire do no t p rov ide a s tro n g sup p o rt fo r th e

re je c tio n of the research hypothesis. The p ro b ab ility (j> - .058) of

the re je c tio n was very close to the .05 lev e l of sign ificance.

R esults were shown of the re la tio n sh ip between subject areas and

f a c u l ty members' a t t i t u d e s tow ard the use of in s t r u c t io n a l media.

There was a s ig n if ic a n t re la tio n sh ip between sub ject areas taught by

f a c u l ty members and t h e i r a t t i t u d e s tow ard the u t i l i z a t i o n of in

s t r u c t io n a l m edia. Using th e second ca teg o ry of the f a c u l ty ques

tio n n a ire , the n u ll hypothesis of no re la tio n sh ip was not re jec ted .

R esults were shown of the re la tio n sh ip between academic rank and

f a c u l ty members' a t t i t u d e s tow ard the use of in s t r u c t io n a l m edia.

The analysis of the data indicated th a t academic rank was re la ted to

the a t t i t u d e s of f a c u l ty members tow ard the use of in s t r u c t io n a l

media. This re la tio n sh ip was not supported by the re su lt of the data

obtained from the second category of the facu lty questionnaire.


R e su lts were shown of th e r e la t io n s h ip betw een degree h e ld by

fa cu lty members and th e i r a t t i tu d e s toward the use of In s tru c tio n a l

media. The n u ll hypothesis o f no s ig n i f i c a n t r e la t io n s h ip betw een

group means was not re je c te d . The same re s u lt obtained from the data

c o l le c te d u s in g th e second ca teg o ry of the f a c u l ty q u e s tio n n a ire .

The re s u l ts Indicated a strong support fo r the n u ll hypothesis of no

s ig n if ic a n t re la tio n sh ip ex isted between the independent and depen

den t v a riab les .

R esults showed comparisons between sub jec ts who have been teach

ing fo r a s h o r te r p e rio d of tim e and those s u b je c ts who have a long

p e rio d of tim e in te a c h in g . S u b jec ts who re p o rte d teach in g fo r a

s h o r te r p e rio d d em o n stra ted fa v o ra b le a t t i t u d e s tow ard the use of

in s tru c tio n a l media when compared to those who reported teaching fo r

a long tim e . The d a ta o b ta in ed from the second ca teg o ry of the

f a c u l ty q u e s tio n n a ire p ro v id e s tro n g su p p o rt fo r the re se a rc h

hypothesis.

R e su lts showed com parisons between s u b je c ts who had fo rm al

co u rses in e d u c a tio n a l m edia and th o se s u b je c ts who d id no t. Sub

je c ts who reported having had taken courses showed b e tte r mean scores

on th e ir a t t i tu d e s toward the use of in s tru c tio n a l media than those

s u b je c ts who re p o rte d n o t having had taken such co u rse s . When the

two groups were compared using the second category, the n u ll hypothe

s is of no s ig n if ic a n t d ifference was re jec ted in favor of the a l t e r

nate hypo thesis .

R esults showed comparisons between sub jec ts who had attended in -

serv ice media tra in in g programs and those who did not. A d ifference


was observed In the a t t i tu d e mean scores between both groups. Sub

je c ts who p a rtic ip a te d In in -se rv ice programs demonstrated more posi

t iv e a t t i t u d e s tow ard th e use of i n s t r u c t io n a l m edia than those

sub jec ts who did not p a r tic ip a te in such programs. The same re su lt

was o b ta in ed when th e two groups were compared u s in g th e second

category of the facu lty questionnaire.

The d ifferences between the re su lts of the data co llec ted using

a l l categories and the second category of the facu lty questionnaire

on the use of In s tru c tio n a l media are i l lu s t r a te d in Table 31. These

d ifferences were based on seven Independent v a riab le s . These v a r i

ables were: (a) type of in s t i tu t io n , (b) sub jec t a rea , (c) academic

rank , (d) degree h e ld , (e) te ach in g e x p e rie n c e , ( f ) fo rm al co u rse s ,

and (g) in -se rv ice media tra in in g programs.

Conclusions

G u id e lin es fo r I n te r p r e t in g t e s t s were tak en from h ig h ly r e

sp ec ted s t a t i s t i c a l tex tb o o k s. These tex tb o o k s in c lu d e Ary e t a l .

(1979), Borg and G all (1983), H inkle e t a l . (1979), K e rlin g e r (1973),

McMillan and Schumacher (1984), and Wiersma (1980).

The fo llo w in g c o n c lu s io n s r e la te d to th e l i s t e d hypo theses in

C hapter I I . Each h y p o th es is i s d isc u sse d , as w e ll as co n c lu s io n s

based upon l i te ra tu r e of the s ign ificance of the s t a t i s t i c a l data.

For the most p a rt, the p a rtic ip a n ts in the study held d iffe re n

t ia te d views on the re la tio n sh ip between the preceding fac to rs and

the a t t i t u d e s of f a c u l ty members in reg a rd to th e use of in s t r u c

tio n a l media. Some of the findings are co n sis ten t w ith the preview


Table 31

D ifferences Between the R esults of the Data Collected Using A ll Categories and the Second Category Only

(M - 324)

Researchhypothesis

no.Independentvariab le

A ll categories (40 items)

Second category

(14 item s)

2 Type of in s t i tu t io n A R

3 Subject area A R

4 Academic rank A R

5 Degree held R R

6 Teaching experience A A

7 Formal courses A A

8 In -se rv ice programs A A

Note. A ■ the research hypothesis was accepted.R ■ the research hypothesis was re je c ted .

research s tu d ies ; o thers are not. Some findings are s t i l l controver

s ia l .

Hypothesis 1

D ifferences Between High and Low Q uality Media Service Programs in Two-Year Colleges

Based on analysis of the data gathered, the research hypothesis

was accep ted . S u b jec ts who have had h igh q u a l i ty media s e rv ic e

program s were re ly in g on th e use of in s t r u c t io n a l media in t h e i r

teaching areas. S im ila rly , p o sitiv e re su lts of the importance of an


a f f e c t iv e media s e rv ic e program was re p o rte d by s e v e ra l s tu d ies*

I t t e l s o n (1979), L arry (1984), and Mims (1984), In t h e i r r e p o r ts of

s tu d ie s they conducted , In d ic a te d th a t th e la c k o f h igh q u a l i ty o f

media s e rv ic e program s le a d to u n d e r u t i l i z a t io n of I n s t r u c t io n a l

media by facu lty members in th e ir In s tru c tio n a l process.

D ifferences Between High and Low Q uality Media Service Programs in Four Year Colleges

The a n a ly s is of th e d a ta in d ic a te d no d if f e r e n c e was found

between high and low groups. The research finding of no s ig n if ic a n t

d if f e re n c e betw een h igh and low q u a l i ty media s e rv ic e program s in

reg a rd to th e use of in s t r u c t io n a l media by both groups d id not

sup p o rt Bannon's (1979) findings.

D ifferences Between High and Low Q uality Media Service Programs a t the U niversity Level

High q u a lity of media serv ice programs was s ig n if ic a n tly asso

c ia te d w ith f a c u l ty members' use of i n s t r u c t io n a l m edia. S ev era l

s tud ies by El-Sharkawy (1983), Imogie (1980), I t te ls o n (1979), Larry

(1984), Librero (1982), Mims (1984), and R ussell (1981) reported th a t

the establishm ent of an e ffe c tiv e media serv ice programs in higher

education in s t i tu t io n s was re la ted to g rea te r u t i l iz a t io n of in s tru c

tio n a l media by facu lty members in th e ir in s tru c tio n a l process. I t

can be concluded th a t th o se s u b je c ts who re p o rte d having used in

s tru c tio n a l media in th e i r teaching areas supported the ana lysis of

the data obtained from th e ir media d ire c to rs on the s ta tu s of media

serv ice programs in th e ir in s t i tu t io n s . I t seems to the in v estig a to r


th a t the a v a i l a b i l i t y of the re so u rc e s i s more l i k e l y to r e s u l t in

more fa v o rab le a t t i t u d e s among f a c u l ty w hich may le ad to g r e a te r

u t i l iz a t io n of in s tru c tio n a l media in th e ir teaching areas*

D ifferences Between High and Low Q uality Media Service Programsin D ifferen t In s ti tu tio n s

In th e com parison of th e two groups, d i f f e r e n c e s were found

between high and low in s t i tu t io n s in regard to the q u a lity of media

serv ice programs and i t s a f fe c t upon the a t t i tu d e s of facu lty members

toward the use of in s tru c tio n a l media* Those su b jec ts from in s t i tu

tions rated as having high q u a lity media se rv ice programs tended to

have more favorable a t t i tu d e s toward the use of In s tru c tio n a l media

than those s u b je c ts from low ra te d i n s t i t u t i o n s . S ev era l s tu d ie s

have been conducted by d i f f e r e n t in v e s t ig a to r s , R. C. A llen (1974),

Bannon (1979), Brown e t a l . (1972), D ipaolo (1980), E l-Sharkaw y

(1983), Im ogie (1980), I t t e l s o n (1979), Joo (1980), Nkom (1982), and

Sanner (1974), in th e ir rep o rts , indicated th a t there was a s ig n if i

cant re la tio n sh ip between higher q u a lity media serv ice programs and

th e In c re a s in g r a te s of use of I n s t r u c t io n a l m edia in c o lle g e s and

u n iv e r s i t i e s . T h e re fo re , p o s i t iv e r e l a t io n s h ip s e x is te d betw een

media u t i l i z a t i o n and the a t t i t u d e tow ard in s t r u c t io n a l m edia.

Margoles (1969) concluded th a t a higher education In s t i tu t io n has an

im p o rtan t ro le to p lay in m eeting i t s o b l ig a t io n to I n s t r u c t io n a l

changes through support systems such as media serv ice programs which

w i l l have a p o s it iv e im pact on the f a c u l ty u t i l i z a t i o n of i n s t r u c

tio n a l media.


G e n era lly , each e d u c a tio n a l media program today r e p re s e n ts a

com bination of re so u rc e s th a t Inc lude people, m a te ria ls , machines,

f a c i l i t i e s , and environments, as w ell as purposes and process. The

co n tribu tion of educational media serv ice programs to In s tru c tio n In

a college or u n iv e rs ity Is determined la rg e ly by the ex ten t to which

th e s e rv ic e s a re p rov ided to I n s t r u c to r s and s tu d e n ts th rough an

organized program. Therefore, those facu lty members who were le s s

fa v o ra b le d isp o sed tow ard I n s t r u c t io n a l media d id n o t s u f f e r the

g rea te r f ru s tra tio n s when the serv ices of the LRC did not meet th e ir

in s tru c tio n a l needs. According to Aquino (1974), such persons would

be le ss l ik e ly to no tice fa u l ts w ith in th e ir educational environments

and would be more In c lin e d to overlook d e fe c ts which d id a t t r a c t

th e ir a t te n t io n .

Hypothesis 2

R e la tio n s h ip Between Type of In s t i tu t io n and Faculty A ttitudeToward the Use of In s tru c tio n a l Media

The study found a s ig n if ic a n t re la tio n sh ip ex isted between the

Independent and dependent variab les. The type of in s t i tu t io n and i t s

a f fe c t upon the u t i l iz a t io n of in s tru c tio n a l media has been studied

by d i f f e r e n t in v e s t ig a to r s . Abdl (1981), R. C. A llen (1974), Bender

(1980), and Mims (1984), in th e ir s tu d ies , ind icated th a t the use of

in s t r u c t io n a l media was a s s o c ia te d w ith th e type of i n s t i t u t i o n .

Meanwhile, o ther s tu d ies (A jibero, 1985; El-Sharkawy, 1983; Gagne &

B rig g s, 1974; M iles , 1973; Moore & Hunt, 1980; M orton, 1980;

M oshaikeh, 1983; Moss, 1979; P ro c to r , 1983; Soremekun, 1979;


Stephens, 1972; Thomson, 1975; T ibbs, 1975; W imberly, 1975) found a

p o sitiv e re la tio n sh ip ex isted between media u t i l iz a t io n and teachers'

a t t i tu d e s toward in s tru c tio n a l technology.

The preceding find ings were supported by th is study. Therefore,

i t was concluded th a t su b jec ts do agree upon the re la tio n sh ip between

type of in s t i tu t io n and facu lty members' a t t i tu d e s toward the use of

in s tru c tio n a l media. This researcher again concluded th a t the data

analysis has supported the contention of the research hypothesis and

the l i te r a tu r e review.

Hypothesis 3

R e la tio n sh ip Between Subject Areas and Faculty A ttitude Towardthe Use of In s tru c tio n a l Media

The a n a ly s is of th e d a ta in d ic a te d a s tro n g su p p o rt fo r the

re se a rc h h y p o th e s is . T h e re fo re , i t can be concluded th a t s u b je c t

a re a s ta u g h t by f a c u l ty members i s a f a c to r in th e e x te n t to which

in s t r u c to r s u t i l i z e d in s t r u c t io n a l m edia. Abdi (1981), Godfrey

(1967), Mafton (1981), and Wimberly (1975) concluded in th e ir s tud ies

th a t the use of in s t r u c t io n a l re so u rc e s i s r e la te d to the su b je c t

m atter taught. Therefore, the study of th is fa c to r was supported by

d if fe re n t s tu d ie s .


Hypothesis 4

R e la tio n sh ip Between Academic Rank and Faculty A ttitu d e Toward the Use of In s tru c tio n a l Media

The a n a ly s is o f th e d a ta In d ic a te d th a t academ ic rank was r e

la ted to the a tti tu d e s of facu lty members toward the use of in s tru c

tio n a l media. The findings of th is research of a s ig n if ic a n t re la

t io n s h ip between the independent and dependent v a r ia b le s su p p o rts

McIntyre's (c ited in Brown & Thornton, 1963) find ing . Therefore, one

can conclude th a t the importance of th is fa c to r has been emphasized

in d i f f e r e n t s tu d ie s , and i t s in f lu e n c e s on th e u t i l i z a t i o n of in

s tru c tio n a l media was g reat in regard to fa cu lty members' a tt i tu d e s .

Hypothesis 5

Relationship Between Degree Held and Faculty A ttitude Toward the Use of In s tru c tio n a l Media

The analysis of the data ind icated a strong support fo r the nu ll

h y p o th esis of no s ig n i f i c a n t r e la t io n s h ip e x i s t in g betw een degree

he ld by f a c u lty members and th e i r a t t i t u d e s tow ard the use of in

s tru c tio n a l media. The research find ing of no s ig n if ic a n t re la tio n

ship between degree held and the a t t i tu d e s of facu lty members toward

the use of in s t r u c t io n a l media su p p o rts th e f in d in g s o f S. C.

Sikkhabandit (1977) and Welch (1975). Therefore, the importance of

th is fac to r and i t s influences on the use of in s tru c tio n a l media i s

in c o n se q u e n tia l to the u n d e rs tan d in g of the a t t i t u d e s of f a c u l ty

members toward the use of in s tru c tio n a l resources. F elty (1975), in


a su rvey of c o lle g e m edia d i r e c to r s , found th a t p o sse ss io n of a

doctorate was not a s ig n if ic a n t fac to r In the c rea tio n of favorable

a tt i tu d e s by facu lty members toward the use of In s tru c tio n a l media.

As noted e a r l ie r in Chapter I I , the findings seem to hold con trad ic

tory views regarding the degree held and i t s a f fe c t upon the u t i l i z a

tio n of In s tru c tio n a l resources. Also, there were In su ff ic ie n t data

av a ilab le on the use of In s tru c tio n a l media by facu lty members hold

ing a b ach e lo r degree in th e p re se n t stu d y . T h e re fo re , a d d i t io n a l

in v estig a tio n of th is fa c to r and i t s re la tio n sh ip to the a tt i tu d e s of

facu lty members is c le a r ly warranted.

Hypothesis 6

D iffe re n c e s Between Y ears of T eaching Experience and FacultyA ttitude Toward the Use of In s tru c tio n a l Media

A s ig n i f ic a n t d if f e re n c e was e s ta b lis h e d by th e d a ta a n a ly s is

in v o lv in g f a c u l ty members' y ea rs of teach in g ex p erien ce and th e i r

a t t i tu d e s toward the u t i l iz a t io n of in s tru c tio n a l media. Those sub

je c ts w ith le ss than 10 years of teaching experience tended to have

more favorable a tti tu d e s toward the use of in s tru c tio n a l media than

those sub jects w ith more than 10 years of teaching. As noted e a r l ie r

in Chapter I I , the importance of th is fac to r and i t s influences upon

the u t i l iz a t io n of in s tru c tio n a l media by facu lty members in higher

education in s t i tu t io n s has been emphasized by numerous s tu d ies . Mims

(1984) supported Abdi (1981), Handleman (1960), Grant (1970), Mafton

(1981), Morton (1980), S. C. Sikkhabandit (1977), and Stephens (1972)

by s ta tin g th a t teaching experience is re la te d to the u t i l iz a t io n of


in s tru c tio n a l resources by facu lty members in th e ir teaching areas.

Further, S. C. Sikkhabandit (1977) concluded th a t in s tru c tio n a l media

tended to be used by c o lle g e in s t r u c to r s w ith l e s s than 10 y e a rs of

teach in g ex p e rien ce . T his c o n d itio n m ight be due to th e f a c t th a t

facu lty members who have been teaching fo r more than 10 years tended

to be older and to have obtained th e ir degree a t an e a r l ie r time than

f a c u l ty w ith l e s s th an 10 y e a rs of te ac h in g . M oreover, f a c u l ty

members w ith more than 10 years of teaching may generally have ob

tained th e ir education during an era of tra d it io n a l methods, while

those facu lty w ith le ss than 10 years of teaching may have had gener

a l ly more exposure to te a c h in g methods th a t u t i l i z e in s t r u c t io n a l

media.

Hypothesis 7

The A ffect of Formal Courses on Faculty A ttitu d es Toward the Useof In s tru c tio n a l Media

The d a ta re v e a le d th a t th o se s u b je c ts who took one or more

formal courses in educational media demonstrated more favorable a t t i

tudes toward the use of in s tru c tio n a l media than those sub jects who

did not take any course re la te d to educational media. This finding

is co n sis ten t w ith the find ings of e a r l ie r s tu d ies (Abdi, 1981; R. M.

D avis, 1983; M afton, 1981; Mims, 1984; M orton, 1980; Simms, 1977).

At l e a s t two f a c to r s have c o n tr ib u te d to the use of in s t r u c t io n a l

media in th is s itu a tio n . One is the increasing number of the tech

nology devices and m ateria ls on campuses, a fa c to r th a t may w ell be

a s so c ia te d w ith the in c re a s e in f a c u l ty - s tu d e n t r a t io . Another


fac to r is th a t many co lleges and u n iv e rs i t ie s provide programs th a t

lead to m aster's and/or doctorate degrees in the f ie ld of educational

media. This might be due to the basic nature of the teach ing-learn

ing process and the technology involved. Therefore, these two fac

to rs may have an Impact upon those sub jec ts in d ire c tin g th e ir a t t i

tudes toward the u t i l iz a t io n of in s tru c tio n a l media.

Hypothesis 8

The A ffe c t of In -S e rv ic e Media Training Programs Upon FacultyA ttitude Toward the Use of In s tru c tio n a l Media

The d a ta in t h i s s tu d y re v e a le d th a t th o se s u b je c ts who had

a tten d e d in - s e r v ic e m edia t r a in in g program s showed more p o s i t iv e

a tti tu d e s toward the use of in s tru c tio n a l media than those subjects

who d id no t p a r t i c ip a te in such t r a in in g program s. The f in d in g of

the present study supports the find ings of e a r l ie r s tud ies by Aquino

(1974), Evans e t a l. (c ite d in Brown & Thornton, 1963), Grant (1970),

and I s s a - F u l la ta (1983). In t h e i r r e p o r ts , they in d ic a te d th a t

a t t i t u d e s of f a c u l ty members who p a r t ic ip a te d in in - s e r v ic e media

tra in in g programs on the use of in s tru c tio n a l media changed dram ati

c a l ly in a fa v o ra b le d i r e c t io n . S im ila r f in d in g s to th e p re se n t

study were found by severa l researchers (A jibero, 1985; Al-Debassi,

1984; Berman, 1969; D algaard , 1982; F re ib u rg e r , 1981; Kozma, 1978;

M afton, 1981; Moore & Hunt, 1980; Moss, 1979; Ogedengbe, 1983).

Growth in acceptance of new technology by co lleges and u n iv e rs itie s

i s one of the im portant fa c to rs th a t may w ell be associated w ith the

development of an e ffe c tiv e media serv ice program in higher education


i n s t i t u t i o n s . T h e re fo re , the need fo r more e f f e c t iv e in - s e r v ic e

media tra in in g programs to acquaint facu lty members w ith the appro

p r ia te u t i l iz a t io n of in s tru c tio n a l media has been emphasized by many

s tu d ie s . In a re c e n t s tu d y , Khosh-Chashml (1983) found th a t most

f a c u l ty members ag ree th a t they can be more e f f e c t iv e in t h e i r

in s tru c tio n i f they know more about proper u t i l iz a t io n of educational

technology.

G en e ra lly , a t th e very core of th e su ccess o f any LRC i s the

usage of i t s m ateria ls and equipment and the o ther serv ices th a t are

p rov ided by media p e rso n n e l. In o rd er to develop e f f e c t iv e media

serv ice programs in higher education i n s t i t u t i o n s , t h i s in v e s t ig a

t io n , how ever, em phasized the im portance of in s t i tu t io n a l support,

budget, the q u a lif ic a tio n of media personnel, f a c i l i t i e s , and av a ila

b i l i ty and a c c e s s ib il i ty of in s tru c tio n a l media as c ru c ia l elements

th a t ought to be taken in to account in the evaluation of the q u a lity

of media serv ice programs.

I t i s a lso Im p o rtan t to no te th a t f a c u l ty a t t i t u d e i s a very

c ru c ia l fac to r in determ ining the acceptance of in s tru c tio n a l media

as e f f ic ie n t in teg ra ted a lte rn a tiv e methods in the teaching-learn ing

process to t ra d it io n a l methods of in s tru c tio n . Based on the an a ly sis

of the d a ta , th e re was s tro n g evidence th a t n e g a tiv e a t t i t u d e s of

facu lty members toward the use of in s tru c tio n a l media appears to be

a ffec ted by the q u a lity of media serv ice programs, type of in s t i tu

tio n s , subject area taught, academic rank, teaching experience, fo r

mal courses, and in -se rv ice media tra in in g programs.


Further, educational Innovation w il l not be accepted autom ati

c a l ly ; a s t r a te g y has to be p lanned , I n i t i a t e d , and Im plem ented.

Several reasons have been advanced fo r the facu lty members' negative

a t t i t u d e s ; one of th e reaso n s th a t needs to be em phasized Is the

Involvem ent of f a c u l ty members In any proposed In n o v a tio n to be

Introduced In to a system. The more facu lty Involvement In any pro

posed Innovation In h igher education, the le ss the chance of facu lty

members' negative a t t i tu d e s toward the Innovation and the more the

chance of success of the proposed changes.

Recommendations fo r Further Research

Analysis of the data In the present study led to the form ulation

of several recommendations:

1. P rev io u s s tu d ie s d id no t o f f e r com parative d a ta on th e use

of In s tru c tio n a l media in four-year co lleges. I t would be usefu l i f

fu ture research involved a large sample of media d ire c to rs to d e te r

mine the q u a lity of the media serv ice programs In each in s ti tu tio n .

2. There was no e f f o r t com paring the q u a l i ty of the media

s e rv ic e program s a t fo u r -y e a r c o lle g e s . S ince the p re se n t s tudy

found no d ifference ex isted between high and low q u a lity media se r

vice programs, fu rth e r research is needed.

3. Research e f fo r t i s recommended to determ ine whether ce rta in

types of in s tru c tio n a l media are b e tte r su ited than others fo r use in

p a r tic u la r academic d isc ip lin e s .

4. In reg a rd to th e degree h e ld , i t would be u s e fu l i f fu tu re

re se a rc h Involved th o se i n s t r u c to r s who hold b ach e lo r degrees and


compare them to those who hold m aster's and/or docto ra l degrees.

5. I t would be I n te r e s t in g to do com parison s tu d ie s between

colleges and u n iv e rs itie s th a t provide programs which lead to mas

te r 's and/or doctorate degrees In educational media.

6. Conduct an extensive research study involving the analysis

and id e n tif ic a tio n of the ro le of media personnel in re la tio n to the

in s tru c tio n a l process in higher education.

7. I f fu tu re r e s e a rc h i s done, i t i s recommended by th i s r e

s e a rc h e r th a t th o se s tu d ie s a tte m p t to make com parisons betw een

subjects who had formal courses in educational media and those who

attended in -se rv ice media programs in regard to the use of in s tru c

tio n a l media.

8. I t is recommended to in v es tig a te the re la tio n sh ip between

demographic variab les (gender) and the use of in s tru c tio n a l media in

h ig h e r education.

9. R esearch e f f o r t i s recommended to im prove the q u a l i ty of

media s e rv ic e program s in h ig h e r ed u c a tio n i n s t i t u t i o n s . S ev era l

respondents commented th a t th e ir use of media would d e f in ite ly in

c re a se i f they were g iv en th e s e rv ic e s r e la te d to i n s t r u c t io n a l

needs.

10. The p re se n t s tu d y should be r e p l ic a te d p e r io d ic a l ly in

order to determine whether the s t a t i s t i c a l data noted herein remain

constant or vary over time.

11. The scope of the p resent study could be expanded to include

o th e r reg io n s ; the p o p u la tio n sam ple could be en la rg ed to in c lu d e

adm in istra to rs , media personnel, and studen ts; the methodology could


be modified to include in terv iew s along w ith w ritte n questionnaires.

I f fu tu re re se a rc h Invo lved p e rso n a l in te rv ie w in g , a s su ran ces of

c o n f id e n t ia l i ty of re sp o n ses could be g u aran teed v e rb a l ly and in

w ritin g .

Recommendations Based on Free Responses

Based on the comments re p o rte d by many resp o n d en ts from each

in s t i tu t io n surveyed, in s t i tu t io n a l support was determined as a p rin

c ip a l fac to r re la ted to the development of e ffe c tiv e media serv ice

programs in colleges and u n iv e rs itie s .

1. More e f fo r t should be made by college and u n iv e rsity admin

i s t r a t o r s to ach ieve a g r e a te r commitment to th e su p p o rt of t h e i r

educational media serv ice programs.

2. Physical f a c i l i t i e s should be arranged to Improve the loca

t io n and a c c e s s i b i l i t y o f e d u c a tio n a l media to the t o t a l i n s t r u c

t io n a l s ta f f .

3. The media budget should be developed to r e f l e c t the media

needs o f th e e n t i r e i n s t i t u t i o n and the budget should be developed

and defended by p ro fessional media personnel.

4. Additional in s tru c tio n a l equipment and m ateria ls should be

purchased fo r the media programs.

5. S ubstan tia l increases should be made in the to ta l number of

media personnel.

6. Communication and co o p e ra tio n between media personnel and

facu lty members should be increased, e sp ec ia lly in the In teg ra tio n of

appropriate media technologies in to the in s tru c tio n a l process.


7. More in - s e r v ic e t r a in in g program s should be conducted In

educational media, e sp e c ia lly In the area of aed la u t i l iz a t io n .

8. I n s t i t u t i o n s o f h ig h e r ed u ca tio n should c o n tr ib u te to th e

advancement of in s tru c tio n a l technology not only by giving favorable

consideration to expanding i t s use, whenever such use i s appropriate ,

but a lso to p lacing re sp o n s ib ility fo r I t s In troduction and u t i l i z a

tio n a t the h ighest possib le le v e l of academic adm in istra tion .


APPENDICES

145


Appendix A

Cover Letter to Media Directors

146


WAV Western Michigan University147 sity

Kalamazoo, Michigan 49008

College of Education Department of Educational Leadership

January 20, 1986

Dear Media D irector:

I am a doctoral candidate In the Educational Leadership Department a t Western Michigan U niversity . I am conducting a survey of the media s e rv ic e program s In s e le c te d p u b lic c o lle g e s and u n iv e r s i t i e s in Michigan. The purpose of th is study Is to evaluate the s ta tu s of the serv ices of the learn ing resources centers in colleges and u n iv ersit i e s .

I re a liz e th a t your time is very valuable; however, your help in th is study i s needed. P lease take a few minutes to accurately respond to the enclosed questionnaire.

An addressed stamped envelope is enclosed fo r retu rn ing the questionn a ire a t your e a r l ie s t convenience. Further, your name w il l not be d isclosed . For th is research , the overa ll response is im portant and no ind iv idual responses w il l be singled out.

Thank you fo r your cooperation and p a rtic ip a tio n in th is very importa n t study .

S incerely , Approved:

Abdelgader El-M usratl Charles C. W arfieldCommittee Chairman

Enclosures

C O P Y


Appendix B

Media Director Questionnaire

148


149

MEDIA DIRECTOR QUESTIONNAIRE

An Evaluation of the Educational Media Services Programs In Colleges and U n iv ersities

I . Background inform ation

1. Name of In s t i tu t io n :

2. Type of in s t i tu t io n :

Two-year co llege ___

Four-year co llege

U niversity ______

I I . Please respond by c irc l in g the l e t t e r which most c lo se ly re f le c ts the ex tent of your agreement/disagreement w ith each of the item s l is te d below.

s A N D St 8 0 i tr r s ro e 0 a on e P 8 ng i r g1 n e 1y 1 e y

0A n D8 ir se ae g

ree

1. The in s t i tu t io n is committed to the use of educational media as an in te g ra l p art ofthe in s tru c tio n a l program of the co llege. SA A NO D SD

2. In s t i tu t io n a l adm in istra to rs encourage facu lty members to Increase th e ir use of in s tru c tio n a l media in th e ir classroomse ttin g s . SA A NO D SD


150

3. There are c le a r ly defined p o lic ie s , procedures, and plans fo r educational media program, Including Immediate sh o rt-range and long-range goals. SA A NO D SD

4. Faculty members are encouraged to experiment with educational media as a means ofincreasing In s tru c tio n a l e ffec tiv en ess . SA A NO D SD

5. The loca tion of the learn ing resources cen ter i s such th a t media are not read ily accessib le to fa c u lty , s ta f f , and s tu dents .

6 . There Is an adequate d is tr ib u tio n system to increase the de livery of a l l media to users when needed.

7. The budget of the learn ing resources cen ter Is in su ff ic ie n t to support an adequate media program.

8 . The budget of the learn ing resources cen ter i s almost e n tire ly on Immediate educational needs.

9. The learn ing resources cen ter i s adequately financed through an independent budget.

10. The budget of the media serv ice programs does not re f le c t the needs of the e n tire in s t i tu t io n .

11. The budget of the learn ing resources center is developed by the p rofessional media s ta f f in consu lta tion with financ ia l o ffic e rs and o ther college administra to r s .

12. There is in su ff ic ie n t quantity of educatio n a l media.

13. A p rofessional co llec tio n of m ateria ls is made availab le and ea s ily accessib le fo r facu lty use.

14. Equipment fo r proper u t i l iz a t io n of m ateria ls is made accessib le fo r use w ithin the learn ing resources cen te r. SA A NO D SD


SA A NO D SD

SA A NO D SD

SA A NO D SD

SA A NO D SD

SA A NO D SD

SA A NO D SD

SA A NO D SD

SA A NO D SD

SA A NO D SD

151

15. Equipment fo r proper u t i l iz a t io n of m ateria ls Is made accessib le fo r c la ss room use. SA A NO D SD

16. The se lec tio n of a l l m ateria ls and equipment fo r purchase by the learn ing resources cen ter Is not based on predetermined sp e c ific a tio n s formulated bythe media personnel. SA A NO D SD

17. The learn ing resources cen ter i s provided with adequate physical f a c i l i t i e sfo r optimum serv ices to an in s t i tu t io n . SA A NO D SD

18. The in s tru c tio n a l f a c i l i t i e s of thein s t i tu t io n are w ell designed. SA A NO D SD

19. A ll classrooms are designed and equipped with physical f a c i l i t i e s th a t make poss ib le optimum use of a wide v a rie ty ofin s tru c tio n a l media. SA A NO D SD

20. Unique m ateria ls needed fo r sp ec ific teaching and learn ing s itu a tio n s areproduced lo c a lly . SA A NO D SD

21. P ra c tic a lly no f a c i l i t i e s fo r production are av a ilab le fo r facu lty and students to produce th e ir own in s tru c tio n a lm ate ria ls . SA A NO D SD

22. Media storage f a c i l i t i e s are ava ilab le but are inadequate fo r some types ofeducational media. SA A NO D SD

23. There is no provision fo r repairingeducational media. SA A NO D SD

24. Trained personnel are ava ilab le in suff ic ie n t q u a lity and quan tity fo r thein s tru c tio n a l needs of the facu lty . SA A NO D SD

25. Faculty and s ta f f are involved in decision-making a c t iv i t ie s re la tin g to the in teg ra tio n of educational media programs with the curriculum andin s tru c tio n . SA A NO D SD


152

26. P rofessional co n su lta tio n serv ices are av a ilab le to the fa c u lty , adm in istra to rs , s ta f f , and students In the se le c tio n , a cq u is itio n , p rep ara tio n , production, u t i l iz a t io n , and evaluation of educationalmedia. SA A NO D SD

27. P rofessional educational media s ta f f are Involved in planning and conducting continuous in -se rv ic e tra in in g programs concerned with the s e le c tio n , development, production, and use of a l l types ofin s tru c tio n a l media. SA A NO D SD

28. The adm in istra to r In charge of an educatio n a l media program works In close cooperation w ith a facu lty committee inperiodic evaluations of the media program. SA A NO D SD

29. Faculty members a re kept informed on new developments In m a te ria ls , equipment, andthe technology of in s tru c tio n . SA A NO D SD

30. There are d e f in ite plans fo r Involving facu lty members in continuous evaluations of the e ffec tiv en ess of p resen tly ownedmedia. SA A NO D SD

I I I . COMMENTS

Please Ind icate b r ie f ly what changes could be made In your In s t i tu t io n in order to improve the q u a lity of the serv ices of the learn ing resources cen te r.


Appendix C

Cover Letter to Faculty Members

153


)154

Western Michigan University Kalamazoo, Michigan 49008


A pril 7, 1986

Dear Faculty Members:

F ac u lty members a t v i r t u a l l y every in s t i tu t io n of higher education have become in c re a s in g ly concerned w ith th e r o le of i n s t r u c t io n a l media in th e ir teaching areas. Therefore, I am conducting a survey of the fac to rs a ffec tin g facu lty members' a t t i tu d e s toward the use of in s tru c tio n a l media in se lected public co lleges and u n iv e rs itie s in M ichigan. The purpose of t h i s r e se a rc h i s to compare th e use o f i n s t r u c t io n a l media in tw o-year c o l le g e s , fo u r-y e a r c o l le g e s , and u n iv e rs itie s by facu lty members.

I re a liz e th a t your time is very valuable; however, your help in th is study is needed. P lease take a few minutes to accurate ly respond to the enclosed questionnaire .

An addressed stamped envelope is enclosed fo r re tu rn ing the questionnaire a t your e a r l ie s t convenience. Further, the number th a t appears on the questionnaire w il l be used fo r follow-up purposes only. For t h i s re se a rc h , your name w i l l n o t be d is c lo s e d , and no in d iv id u a l resp o n ses w i l l be r e le a s e d . T h e re fo re , the o v e ra l l response i s im portant fo r completing th is study.

Upon com pletion of th e d i s s e r t a t i o n , I would be happy to send you a copy of the re su lts i f th is i s your wish.

A w aiting your e a r l i e s t r e p ly , I thank you fo r your co o p e ra tio n and p a r tic ip a tio n in th is very Important study.


Abdelgader El-M usrati Charles C. W arfieldCommittee Chairman

Enclosures

C O P Y


Appendix D

Faculty Questionnaire on the Use of In s tru c tio n a l Media

155


156

Faculty Questionnaire on the Use of In s tru c tio n a l Media

I . Background Inform ation

1. Type of I n s t i tu t io n :

Two-year co llege _________ Four-year college

U niversity ____

2. Subject area :

Social Sciences

P rofessional _

Fine Arts _____

3. Academic rank: (p lease check one)

P ro fe s so r____________________ A ssistan t P ro fe s so r______

Associate P ro fe s so r_______ I n s t r u c to r _________________

4. Highest degree earned:

B achelor__________ M aster____________ D octo r_________

5. Number of years teaching in higher education ________________

6 . Number of formal courses taken In educational media _________

7. Have you attended in -se rv ice tra in in g programs in the use of in s tru c tio n a l media (sem inars, workshops, or facu lty meeting)?

Yes No

(please check one)

N atural Sciences

Humanities


157

I I . Please respond by c irc lin g Che l e t t e r which most c lo se ly r e f le c ts the ex tent of your agreem ent/disagreem ent w ith each of the item s l i s te d below.

SA " Strongly Agree D “ DisagreeA ■ Agree SD ■ Strongly Disagree

NO ■ No Opinion

s A N D St g 0 i tr r s r0 e 0 a on e P g ng 1 r g1 n e 1y i e y

0A n Dg ir se ae g

ree

Media A v a ila b ility and A ccess ib ility

1. There are s u ff ic ie n t audiovisual m ateria lsand equipment av a ilab le when I need them. SA A NO D SD

2. Audiovisual m ateria ls and equipment shouldbe made accessib le to the facu lty members. SA A NO D SD

3. The q u a lity of media m ateria ls and equipment availab le to me i s not in good cond it io n . SA A NO D SD

4. I t i s d i f f ic u l t to in teg ra te av ailab le audiovisual m ateria ls in to my teachingarea and lesson p lans. SA A NO D SD

5. The current media serv ices a t my in s t i tu tio n are not s u ff ic ie n t to meet thein s tru c tio n a l needs. SA A NO D SD

6. I would be w illin g to produce audiovisual m ateria ls fo r use in my teaching a rea , i f the f a c i l i t i e s and finances were read ilyav a ilab le . SA A NO D SD


158

Media Use

7. Many of my colleagues have had ex ce llen tre su lts In using in s tru c tio n a l media• SA A NO D SD

8 . I p re fe r to use more in s tru c tio n a l media in my classroom than tra d it io n a l methodsof In s tru c tio n . SA A NO D SD

9. The use of In s tru c tio n a l media tends to Improve the performance lev e l andachievement of my stud en ts . SA A NO D SD

10. In s tru c tio n a l media provides more opportu n it ie s fo r the lea rn ers to acquire awide v a rie ty of knowledge. SA A NO D SD

11. The u t i l iz a t io n of in s tru c tio n a l media in my teaching area has ra ised s tu d en ts ' achievement and performance when they are compared with those who have been taught through tra d it io n a l methods of in s tru c tio n . SA A NO D SD

12. College and u n iv e rsity facu lty should encourage students to u t i l i z e audiov isu a l m ateria ls in p resen ta tions andin independent s tu d ie s . SA A NO D SD

13. I make audiovisual m ateria ls fo r in s tru c tin g my c la s se s . SA A NO D SD

14. I prepare audiovisual m ateria ls fors e lf - in s tru c tio n . SA A NO D SD

15. My f ie ld of sp e c ia liz a tio n does not generally lend i t s e l f w ell to the useof in s tru c tio n a l media. SA A NO D SD

16. I t i s too much of a bother to adaptcourse content to audiovisual m a te ria ls . SA A NO D SD

17. To prepare c lass using in s tru c tio n a l media takes much longer than using moretra d it io n a l methods of in s tru c tio n . SA A NO D SD

18. In s tru c tio n a l media takes up too much time and does not leave time to coverthe textbook m ate ria ls . SA A NO D SD


159

19. 1 fe e l more comfortable with a tra d itio n a l method of In s tru c tio n . SA A NO D SD

20. A ll classrooms a re designed and equipped with physical f a c i l i t i e s th a t make poss ib le optimum use of a wide v a rie ty ofIn s tru c tio n a l media. SA A NO D SD

D e s ira b ility and A p p licab ility of Educational Media

21. The use of In s tru c tio n a l media can be very help fu l In most college and univers i ty su b jec ts .

22. Using In s tru c tio n a l media should be viewed as being an e s se n tia l fo r college and u n iv e rs ity teaching.

23. An in s tru c tio n a l program should be supported by an adequate supply of audiov isu a l m ateria ls and equipment.

24. Faculty members are not encouraged to experiment with educational media as a means of Increasing In s tru c tio n a l e ffec tiveness .

25. Faculty members should be acquainted with the nature of the technology and I t s relevance to the teaching-learning process in th e ir f ie ld of sp e c ia liz a tio n .

26. The improvement of in s tru c tio n should involve innovative in s tru c tio n a l methods which u t i l iz e audiovisual m ateria ls and equipment.

27. The adoption of new media in colleges and u n iv e rs itie s fo r improving the q u a lity of teaching and enhancing the learn ing process should be considereda primary goal of the academic l ib ra r ie s .


SA A NO D SD

SA A NO D SD

SA A NO D SD

SA A NO D SD

SA A NO D SD

SA A NO D SD

SA A NO D SD

160Cooperation and Communication

28. Media personnel are av a ilab le a t my In s t i tu t io n to provide serv ices to facu lty In the use of In s tru c tio n a lmedia. SA A NO D SD

29. Cooperation between our media personnel and our facu lty Is e s se n tia l to meet themedia needs of an In s tru c tio n a l program. SA A NO D SD

30. I t i s e s se n tia l to Involve professional media personnel w ith facu lty members in curriculum development and In the In te g ra tio n of the appropriate media and technology In to the in s tru c tio n a l process. SA A NO D SD

31. The facu lty should be kept informed of new developments In audiovisual mater i a l s , equipment, and technology fo rIn s tru c tio n . SA A NO D SD

32. Faculty members should not be Involved in continuous evaluations of the e ffec tiveness of the media serv ice programs. SA A NO D SD

33. The q u a lity and v a r ie ty of audiovisual m ateria ls and equipment provided fo r the in s tru c tio n a l programs should bebased on f a c u lty 's recommendations. SA A NO D SD

34. P rofessional consu lta tion serv ices are not ava ilab le to fa c u lty members in the se le c tio n , p rep ara tio n , and production of in s tru c tio n a l media in myin s t i tu t io n . SA A NO D SD

35. In my in s t i tu t io n there i s inadequate media personnel to a s s is t facu lty members in the design of th e ir in s tru c tio n a lprograms where media are concerned. SA A NO D SD

36. I have d if f ic u l ty in g e ttin g help from the professional media personnel in choosing the appropriate audiovisualm ateria ls fo r my courses. SA A NO D SD


161

In-Service Media Training Program

37. In -se rv ice media tra in in g programs re la tin g to the u t i l iz a t io n of in s tru c tio n a l media are not provided in my in s t i tu t io n .

38. In -serv ice media tra in in g programs made me aware of the proper u t i l iz a t io n of in s tru c tio n a l media in my f ie ld of sp e c ia liz a tio n .

39. Continuous in -se rv ic e media tra in in g programs fo r the use of technological devices and m ate ria ls should be carried on as a means of improving in s tru c tio n .

40. Establishment of an in -se rv ice media tra in in g program fo r facu lty membersis not necessary fo r th e ir professional growth and development.

I l l . Comments

Please in d ica te b r ie f ly what changes could be made in order to increase your use of in s tru c tio n a l media.

SA A NO D SD

SA A NO D SD

SA A NO D SD

SA A NO D SD


Appendix E

Follow-up Letter

162


WAU Western Michigan University163 sity

Kalamazoo, Michigan 49008


May 1, 1986

D ear_________________ :

I am a docto ral candidate In the Educational Leadership Department a t Western Michigan U niversity . I am conducting a survey of the fac to rs a ffec tin g facu lty members' a tt i tu d e s toward the use of in s tru c tio n a l media in se lec ted public colleges and u n iv e rs itie s in Michigan. The purpose of th is research i s to compare the use of in s tru c tio n a l media in two-year co lleges, four-year co lleges, and u n iv e rs itie s by facu lty members.

Ju s t over two weeks ago 1 sent you a questionnaire; however, we are p a r tic u la r ly desirous of obtaining your responses because your exper ie n c e w i l l c o n tr ib u te s ig n i f i c a n t ly tow ard so lv in g some of the problems we face in th is im portant area of education.

I t w ill be appreciated i f you w ill complete the questionnaire form p r io r to May 10th and r e tu rn i t . O ther phases of t h i s re se a rc h cannot be carried out u n t i l we complete analysis of the survey data. We would welcome any comments th a t you may have. For th is research , your responses w il l be held i.. s t r i c t e s t confidence.

We w il l be pleased to send you a summary of the survey re su lts i f you d e s ire .

Thank you fo r your cooperation.


Abdelgader El-M usrati Dr. Charles C. W arfield, Chairman Dr. David J . Cowden Dr. Steven C. Rhodes Dr. B ill Armstrong

Enclosure

C O P Y


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