The evaluation of learning under dissimilar systems of instruction
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Abstract
Some of you who are present can recall the time when the possible uses of the silent motion picture for instructional purposes first attracted wide attention. As is regularly true on the appearance of a new educational medium, opinions ranged through the whole gamut from expressions of doubt and opposition to extreme claims, such as that we might soon be able to dispense with much that teachers do in the classroom. Naturally, some brave souls saw in the controversy the need to undertake research in order to evaluate the effectiveness of the silent film in comparison with traditional procedures.