AN EXPERIMENTAL STUDY OF THREE VARIABLES IN THE PRESENTATION OF AUDIO‐VISUAL TEACHING PROGRAMS

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Abstract
Two experiments are reported in which different ways of presenting the same audiovisual programs to young children are compared. In Experiment 1 two programs which required relatively short spoken responses were each presented to two matched groups of children; in each case self‐pacing was used for one group and machine‐pacing for the other. No advantage was demonstrated for the self‐pacing condition. In Experiment 2, two variables were investigated: individual or group presentation and spoken or written responses. Four matched groups were presented with a program under one of the following four combinations of conditions: spoken‐individual, Written‐individual, spoken‐group and written‐group. More learning was achieved under the individual than under the group presentation conditions and with written than with spoken responses.

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