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This study sought to investigate the effect of the use of videos about the Holocaust as part of a study of world history on student knowledge and understanding. The research hypothesis was that the mean achievement of 8th grade students who viewed videos about the Holocaust and World War II (WWII) in conjunction with their regular class assignments would be greater than the mean achievement of 8th grade students who did not view the videos but received otherwise similar instruction. This research is based on a pretest-posttest experimental study of 60 students selected at random from a middle-class suburban junior high in the Northwest, with 98% Caucasian enrollment. Teachers were randomly assigned to the two groups; both teachers were experienced and had master's degrees. Both groups used the same text, had the same amount of instructional time, and took the same quizzes and examinations. The only difference was the video group used some of their instructional time to view 10 videos (five documentary; five dramatic) about the Holocaust and WWII during the quarter. Both groups were administered a researcher-developed test prior to instruction and after instruction. The tests were based on the text book. This study supports the view that a careful use of video in classroom instruction in history can impact student knowledge and understanding. Contains 44 references. (EH)

Descriptors: Anti Semitism, Audiovisual Aids, Educational Testing, Films, Grade 8, Jews, Junior High Schools, Social Studies, Student Evaluation, Videotape Recordings, Visual Aids, World History, World War II











Autor: Hales, Loyde W.; Shaw, Ian S.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9635&id=ED387397







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