Date of Award
Summer 1970
Document Type
Dissertation - Restricted
Degree Name
Doctor of Philosophy (PhD)
Department
Education
First Advisor
Thompson, A. G.
Second Advisor
Dupuis, Adrian
Third Advisor
Nader, Charles
Abstract
This study compares, by experimental contrast, the effect that videotaping the microteaching experience has on the development of selected teaching skills. The subjects were thirty-two college seniors enrolled in two classes in Methods of Teaching Physical Education, a subject taken just prior to the student-teaching laboratory experience. Data were collected during a single observation period by means of the Technical Skills Instrument developed by Stanford University to specifically measure the four teaching skills: (1) set induction, (2) closure, (3) changing of stimulus situation and (4) the use of reinforcement. Four raters, trained during a pilot study prior to the research, gathered the data. A three-way analysis of variance with repeated measures was used to determine the effect of the independent variable in the 2 x 2 x 4 experimental design. Each of the four skills was treated independently through this statistical procedure, account being taken of variation caused by the treatment (videotape), by sex, and by the effect of the raters. Statistical results indicate that for set induction a significant difference (p> .01) was found favoring the videotape group. No significant difference was found between the treatment and non-treatment groups for the other three skills. A significant difference (p< .05) was found for the raters for the skills of closure and the change of the stimulus situation. A reliability estimate for the raters was determined by means of using the formula r=1-MSw MSB qinwe (1962). The rater-reliability estimate for set induction was .75, for change of stimulus situation .80, for closure .86, and for the use of reinforcement .86. This study should be of interest to colleges and universities that are involved in teacher training future Physical Education teachers in the skill of set induction by videotaping the microteaching experience. The use of videotape to develop the type of teacher behavior necessary for success in the classroom can be an important adjunct to the teacher training program. The supervisor of Instruction for experienced teachers can also find some worthwhile assistance in using this tool to help improve instruction.