An Experimental Evaluation of the Use of Instructional Films in College Physics

Abstract

The substitution of motion picture films for some lecture demonstration experiments would facilitate the continuous use of lecture halls by eliminating the necessity of allowing time between lectures for setting up and adjusting apparatus. This article gives the results of an experiment to measure the effects of such substitution on student achievement. The first physics course for engineering and physics majors was taught by two methods: (1) with conventional presentation of lecture demonstrations, and (2) with films substituted for some of the demonstrations. Students were randomly assigned to two classes and, within each class, to groups of seats at different distances from the lecture table. The same quizzes and examinations were given to all students. Statistical analyses of student scores indicate that: (1) presentation of lecture-demonstration experiments by film is as effective instructionally as the conventional method of presentation, and (2) student achievement is independent of the distance (up to 60 ft) between the student and the lecture demonstrations, irrespective of the two methods of presentation. The results of an informal study of voluntary use of films outside of class are also reported.