The effects of slide-tape and lecture-discussion methods on learning gain in teaching physical education concepts.

Abstract

Purpose: The purpose of the study was to determine if there was a significant difference in learning gain using a slide-tape lecture presentation method in teaching the concept of cardiovascular endurance. Method of Research: Seventy-one students who were enrolled in a high school "Concepts of Physical Education" course during the spring semester of 1977 were used to test the hypothesis of the study. Each of the 37 subjects in the control group (lecture-discussion) and the 34 subjects in the experimental group (slide-tape) were asked to complete a forty question pretest and posttest knowledge examination on cardiovascular endurance. The differences in the mean gain between the pretest and posttest scores were used as the test data. A t-test was used to determine statistical significance at the .05 level. Conclusions: Based on the data presented, it can be concluded that the lecture-discussion method and the slide-tape method both produced mean gains in learning during the treatment. However, neither method proved to be significantly more effective than the other. It was also found that boys and girls do not differ significantly when either a slide-tape method or lecture-discussion method are used.