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A Study of the Effects of a Self-Evaluation Model on the Focus Reaction of Student Teachers during Split-Screen Videotape Feedback

Martin, JoAnne J.
http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1566463048511924

Abstract Details

1977, Doctor of Philosophy (Ph.D.), Bowling Green State University, Educational Administration and Supervision.
This study attempted to assess the effects of a self-evaluation model utilizing split-screen videotape feedback with student teachers majoring in elementary education. The effects of the model were evaluated in terms of focus reaction and self-perception of teaching on the part of subjects after viewing their personal videotaped classroom teaching experiences. The sample (N=30) included student teachers in grades K-6 registered for student teaching for Winter Quarter, 1977. Eighteen participants were randomly assigned to the experimental group and 12 to the control group. Subjects were videotaped with split-screen techniques and pretested with the Videotape Self-Report Form (VSRF) and the Videotape Observation Form (VOF) after viewing their first videotaped classroom performances. The experimental group was introduced to Flanders and Love-Roderick observation instruments and viewed their videotapes with their cooperating teachers. Both groups were videotaped a second time and posttested using the VSRF and the VOF after viewing their second videotaped classroom performances. The data were analyzed using one-way analysis of variance and analysis of covariance with statistical significance set at the .O5 level. The experimental and control groups were not significantly different in their mean focus-reaction scores for Self, Teaching, and Students factors on the VSRF pretest, with both groups identifying Self as the factor rating most attention while Students rated least attention. A significant difference was found in mean focus-reaction scores for Self on the VSRF posttest with the experimental group shifting focus away from Self significantly more than the control group. A near significant difference was found for Students. No significant differences existed in mean self-perception of teaching scores on the VOF pretest or post test. The results seem to indicate that the self-evaluation model in conjunction with split-screen videotape feedback was effective in this study in directing subjects' attention away from self characteristics toward other aspects of the teaching-learning situation.
Bill J. Reynolds (Advisor)
Teacher Education

Recommended Citations

Citations

  • Martin, J. J. (1977). A Study of the Effects of a Self-Evaluation Model on the Focus Reaction of Student Teachers during Split-Screen Videotape Feedback [Doctoral dissertation, Bowling Green State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1566463048511924

    APA Style (7th edition)

  • Martin, JoAnne. A Study of the Effects of a Self-Evaluation Model on the Focus Reaction of Student Teachers during Split-Screen Videotape Feedback. 1977. Bowling Green State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1566463048511924.

    MLA Style (8th edition)

  • Martin, JoAnne. "A Study of the Effects of a Self-Evaluation Model on the Focus Reaction of Student Teachers during Split-Screen Videotape Feedback." Doctoral dissertation, Bowling Green State University, 1977. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1566463048511924

    Chicago Manual of Style (17th edition)

bgsu1566463048511924
154
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