Thesis Title

Student Retention and Student Perceived Effectiveness Resulting From Electronically Mediated Versus Non-Electronically Mediated Teaching Strategies in the College Classroom

Date of Graduation

Spring 1990

Degree

Master of Arts in Communication

Department

Communication

Committee Chair

John Bourhis

Subject Categories

Communication

Abstract

This study examined the level of student retention and the level of student perceived effectiveness following two classroom experiences. Retention was measured quantitatively by testing for the amount of material students retained. Perceived effectiveness was measured by Likert-type questions and written narratives of how students perceived the learning environment. The environment was manipulated in two way. Two sections of a basic course were taught employing a non-electronically mediated teaching strategy. This consisted of an instructor personally teaching the class using the lecture method. Two other sections of a basic course were taught employing a mediated teaching strategy. This included an instructor lecturing via video tape. The lecture was designed to be informational and encouraging. Immediacy and history were controlled by testing during the first week of the semester. The research question was: "What is the effect of electronically-mediated teaching strategies on student material retention and student perceived effectiveness?" The question was operationalized into the following hypotheses: (1) electronically mediated instruction will be perceived by students as less effective than non-mediated instruction, (2) electronically mediated instruction will produce less material retention than non-mediated instruction, and (3) retention and perceived effectiveness will be positively correlated. The results confirmed hypotheses one and two but did not confirm hypothesis three. They indicated that students in the non-mediated environment retained more and perceived the environment as more effective.

Copyright

© Timothy L Noland

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Dissertation/Thesis

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