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· Media technology can effect instructional improvements in all three learning domains. · Instructional improvements in the cognitive domain do not always carry over to improvements in the affective domain. · The affective domain is more problematic than the cognitive or psychomotor domains for effecting improvements. · Information (knowledge) gains are often greater than attitude. · Individuals’ who learn more (new) information tend to make the larger gains in attitude than individuals who learn less. · In some instances, ethnic or racial groups are not any more (or less) knowledgeable about their own group(s) than groups not of the same ethnic or racial backgrounds. · Ethnic and racial minority attitudes can be favorably affected by planned intellectual and social contacts. · Not all groups or sub-groups will be evenly affected. · An audience is much more susceptible to persuasive messages if the treatment suggestions target this audience for improvement. · Given the opportunity for active participation or choice in subsequent sequence selection during exposure to the communication enhances the likelihood of low mental ability groups to respond positively to the treatment suggestions. · Given the opportunity, ethnic and racial groups are more likely to be affected by their own student social models with positive results. · Given a context shared by both the audience and communicator, same race audience members empathize more with a recording comprising two different racial actors versus a recording using same race actors. · Racial groups treated to a message by a non-same background presenter tend to retain less information than groups treated to the same message by one of their own. · The communicator race factor tends to exercise less of an effect on individuals’ attitudes toward message content than does close-mindedness. · Females, in response to the treatment suggestions, are more inclined to perform vocational information-seeking behaviors than males. · Females belonging to an ethnic minority group, in response to the treatment suggestions, are less inclined to perform vocational information-seeking behaviors than females as a group. · Individual motives tend to mirror group motivation. · The superiority of such ethnic variables as ancestry and religion in predicting postcourse success is displaced when precourse performance scores are accounted for. · It is not only the precourse knowledge and attitudes of the learner that are important to postcourse success, but it is also a matter of the subsequent preparation of contents and activities to be in harmonious correspondence with these characteristics. · The use of preproduction testing (formative evaluation) notably increases the probability of postcourse success. |
Education and marketing researchers, trainers, coaches and mentors, professionals and experienced practitioners should take heed of these conclusions to avoid any unnecessary negative post-intervention aftereffects. Consult the digest of controlled research studies to learn the details of these experiments. The patterns and trends evidenced here attest to the value and importance of ethnicity and race as factors to contend with when planning for any learning (or change) interventions with these audiences.
Author: Ihor Cap, Ph.D.
About the Author: Ihor Cap is Program Development Coordinator with Manitoba Competitiveness,
Training and Trade,Industry and Workforce Development, Apprenticeship Branch, Program Standards
Unit. He holds an Education Specialist degree and Ph.D. in Comprehensive Vocational Education from
the Florida State University and a Masters of Education in Instructional Technology from the University of
Manitoba. Ihor is also a member of the Ukrainian Academy of Arts and Sciences in Canada.
Reading list
Cap, Ihor. (2001). The Effects of Instructional Media and Ethnocultural Characteristics on Egalitarian and Utilitarian Learning: An Empirical Digest of Controlled Research Studies. U.S. Department of Education, Office of Educational Research and Improvement, Educational Resources Information Center (ERIC). ED 457 856
Smith, F.T. (1943). An experiment in modifying attitudes toward the Negro (Contributions to Education, No. 887). New York: Teachers College, Columbia University.
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