EFFECTS OF MEDIA-SUPPORTED INSTRUCTIONAL METHODS ON THE ACHIEVEMENT OF OCCUPATIONS-ORIENTED TECHNICAL EDUCATION STUDENTS
This study investigated the effects of three instructional methods (MOTLET, LESAVI, and TVTP) on the achievement of technical education students at technological institutes in Puerto Rico. The methods modified traditional education by employing innovative instructional techniques. The LESAVI and TVTP methods integrated media (transparencies and television, respectively) with the innovative techniques, to promote achievement.^ For this study, experimental data was obtained with a 20-term instrument and demographic/academic information was obtained with a Student Information Form. These data were analyzed using: means, standard deviations and percentages; ANOVAs; and a multiple regression design.^ Findings of the research were: (1) Differences among the means of the pretests for the three methods were not significant. Differences among the means for the posttests were significant, but favored the TVTP over the other two methods. (2) Differences among the means of the pretests for students assigned to the three methods and classified as high and low achievers, based on Mathematics Aptitude or high school GPAs were not significant, but differences among the means of the posttests were significant. There were no significant differences among the means when Mathematics Aptitude and Achievement and high school GPAs were tested as dependent variables and instructional methods as independent variables. (3) Instructional methods, high school GPAs, and Mathematics Aptitude correlated significantly with the criterion variable. (4) The F-values of instructional methods and high school GPAs were significant; both variables predicted the criterion variable.^ The following conclusions were reached: (1) No significant differences among the means of the pretests of the three methods and between the Mathematics Aptitude and high school GPAs, suggested that the students had similar knowledge of electricity at the beginning of the experiment. (2) Posttest results indicated that the three methods promoted achievement, but the TVTP method was the most effective. When the students were classified as high and low achievers based on Mathematics Aptitude and high school GPA, posttest results suggested that these variables played a significant role explaining achievement. (3) Instructional methods, high school GPAs and Mathematics Aptitude contributed most to the variance of posttest scores. (4) Instructional methods and high school GPAs contributed most to the prediction of posttest scores. ^
GONZALEZ-VILLAFANE, ANTONIO, "EFFECTS OF MEDIA-SUPPORTED INSTRUCTIONAL METHODS ON THE ACHIEVEMENT OF OCCUPATIONS-ORIENTED TECHNICAL EDUCATION STUDENTS" (1987). ETD Collection for Fordham University. AAI8715801.