Interactive Television in the Classroom: A Comparison of Student Math Achievement Among Three Instructional Settings

• Main Author: Hodge-hardin, Sherri L.
• Format: Others
• Published: Digital Commons @ East Tennessee State University 1995
• Subjects: Curricula; Education; Educational software; Mathematics; Mathematics education; Pure sciences; Teaching; Curriculum and Instruction; Instructional Media Design; Science and Mathematics Education
• Online Access: https://dc.etsu.edu/etd/2921; https://dc.etsu.edu/cgi/viewcontent.cgi?article=4313&context=etd

A dramatic expansion of distance learning through the use of interactive television (ITV) is allowing colleges and universities to offer students potentially unlimited access to educational and training opportunities. While the expanding information age beckons us to consider mechanisms for using communication technologies for the benefit of meeting the needs of learners in a variety of locations, the question may be raised--Is ITV an effective medium of instruction? This study examined the effectiveness of using an interactive television system to broadcast developmental algebra classes at East Tennessee State University. The purpose of this study was to determine if there were differences in math achievement of students taught in an ITV class setting with the instructor present (host site), students receiving instruction via television at an off-campus location (remote site), and students taught in a traditional classroom setting. This study also examined student attitudes toward enrolling in future ITV courses. Results showed no significant differences in math achievement among the three groups. There were also no differences in student attitudes toward enrolling in future ITV courses when comparing the host site with the remote site. Students in both television settings had positive attitudes toward future ITV course participation. The results of this study show that in developmental algebra students at the distance learning sites are learning as well as those students in the traditional classrooms. Thus, it was concluded that interactive television should be considered as an adequate method of providing developmental algebra instruction beyond the campus.