W, Napapongs. (1993). The effectiveness of Video Cassettes in and Educational Technology Course for Undergraduate Students – Teacher of Engineering Technology. Unpublished. Ph.D., Education. Panjab University, Chandigarh.
The objectives of the study were: (1) To compare the relative effectiveness of the treatment variable viz: instructional video-cassette, programmed video-cassette and conventional method. (2) To study the interaction of the treatment variable with the content variable viz: verbal learning and skill learning. (3) To study the interaction effects of the treatment variables with the categories of objectives, viz: knowledge, understanding and higher order understanding.
The sample consisted of randomly selected 90 Students of Faculty of Engineering RIT.
Programmed & Un-Programmed Video-Cassette Lesson Plans and Criterion Test developed by Researcher were used for data collection.
The 3×2×3 Factorial Design was used. The researcher formed three Groups.Group A learned through Programmed Video-Cassette, Group B learned through the Instructional Video-Cassette and Group C learned through Conventional Method. The duration of Treatment was four weeks.
The data were analyzed using t – test.
The findings of the study were: (1) The programmed video – cassette yielded more gain than the instructional video – cassette. (2) The programmed video – cassette yielded more mean gain than the conventional teaching. (3) The conventional method yields more gains than the instructional video – cassette. (4) The mean gain score for the instructional treatment was the same for verbal learning and skill learning. (5) The instructional treatment do not yield equal gains for all the three categories at instructional objectives. (6) The treatment yields lesser gain at knowledge than at understanding categories of objectives. (7) The mean gain at knowledge category was more than at higher order understanding category. (8) Different instructional strategies are equally effective for verbal learning and skill learning. (9) The mean gain through programmed video-cassette was more at understanding category than the same at knowledge category. (10) Through programmed video-cassette, the mean gain was found equal at knowledge and higher order understanding categories. (11) Through programmed video-cassette, the mean gain at understanding category was found more than the same at higher order understanding category. (12) Through instructional video cassette, the mean gain at knowledge and understanding categories were found equal. (13) Through instructional video-cassette, the mean gain at knowledge category was more than the higher order understanding category. (14) Instructional video-cassette yielded more mean gain at understanding category than the same at higher order of understanding category. (15) Through conventional method, the mean gain at knowledge category was more than the same at understanding category. (16) The mean gain yielded through conventional method at knowledge category and higher order understanding category was equal. (17) The three instructional strategies are equally effective for both verbal knowledge and skills at three objective categories viz: knowledge, understanding and higher order understanding.
Keyword(s): Video Cassettes, Educational Technology, Undergraduate Students, Engineering Technology, ICT