Date of Award

3-3-1994

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Teaching & Learning

Abstract

In introductory black-and-white photography course work, variables in laboratory methods for determination of exposure data often lead to low quality projection prints. Correct laboratory procedures are essential for results of minimization of error in print density. The purpose of this study was to compare the effectiveness of traditional instruction, and traditional instruction augmented by a multimedia module for psychomotor learning and to determine if academic level and previous experience had an effect on accuracy of density determination for photographic print.The experimental design of this study was a repeated measures post-test only design. The repeated measures effect had three levels, density errors in the black, neutral, and white ranges. Absolute error was employed as the dependent variable. A three-way mixed factorial ANOVA procedure was executed for density differences in absolute values by groups. There were three between-subject effects, Group (experimental vs. control), Experience (experience vs. inexperience), and the interaction between Group and Experience. There were four among-subject effects, Density with three levels, black, neutral, and white; Density by Group, Density by Experience, and Density by Group by Experience.There were no significant differences in densitometer readings between the Control Group and the Experimental Group. There was a significant difference in the absolute error for effect when considering previous photographic experience. The Experimental Group with no previous photographic experience did significantly better than the Experimental Group with experience.The Control Group with no previous experience had equal absolute density error with the Control Group with previous experience. The Experimental Group with previous photographic experience overall had the most absolute density error of all Group-Experience cells, though this was difficult to interpret given the small sample size. The students in the Control Group with experience exhibited more absolute error than the students with no experience in the Experimental Group. The Experimental Group that received the multimedia augmented lesson treatment had less absolute density error, that is, the treatment had a positive effect as long as subjects had no previous experience with photography. The Control Group with experience had less absolute error than the Experimental Group with experience. The Control Group with experience and the Control Group lacking experience were similar in the amount of absolute error in density. A correlation analysis of all variables was executed and indicated that students who liked the multimedia module perceived that it helped them understand and learn, and they viewed it as a positive experience.

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