Date of Award

1982

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Abstract

This study was designed to determine (1) if there are significant differences in kindergarten reading readiness scores among children taught by traditional means versus those exposed to multimedia methods, and (2) to determine if children in one socio-economic group benefit more than others from multimedia methods of instruction. Three treatment groups were utilized in the study. The first group received traditional instruction. The second treatment group received instruction utilizing multimedia materials. The third treatment group included multimedia materials with instructional television. Each treatment group consisted of three classes, one socio-economic class, a class from a middle socio-economic area, and a class from an upper socio-economic area. The sample consisted of 215 kindergarten students enrolled in nine classes of nine selected schools. The schools are all part of the East Baton Rouge Parish School System of Baton Rouge, Louisiana. The school system consisted of approximately 65,000 students. Scores from the Metropolitan Readiness Test (Level I) given during the fifth week of school served as the pretest. The Metropolitan Readiness Test (Level II) was administered as a posttest. An analysis of co-variance was run to allow the correlation between initial and final scores. The 0.05 level of significance was used in the study to test the hypotheses. Data compiled was used to test three hypotheses. Hypotheses tested were: (1) There is no significant difference between readiness test scores of kindergarten students whose classroom lessons are reinforced with multimedia lessons and those students who do not view the televised lessons. (2) There is no significance between readiness test scores of kindergarten students whose instructional strategies include the use of multimedia and the scores of those students not exposed to multimedia presentations. (3) There is no significant difference between readiness test scores of kindergarten students of low, middle, and upper socio-economic levels instructed by traditional versus multimedia methods.

Pages

65

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