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...cont'd
Design
Each of the twelve classrooms acted as its own control. The two experimental
conditions were unamplified "OFF" and amplified "ON". Classrooms 1-4 began
the school year in the "ON" condition (two classrooms had one microphone;
two classrooms had two microphones). Classrooms 5-8 began the school year in
the "OFF" condition. At the mid-point of the school year the classrooms switched
listening conditions.
Classrooms 9-12 alternated between single-channel and dual-channel
transmission options. Ninety-two percent of teachers used the amplification
systems every day. Forty-two percent of teachers used amplification for more
than one hour but less than two hours each time. Twenty-five percent of
teachers reported using the systems for more than two hours each time.
Results
To reduce inflated results from outlying sources, the mean skill increases were
calculated to get a true indication of how many skills were gained through
amplification. Once the means were established, it the final results are a direct
result of increases due to amplification and not other sources. The following
graphs indicate the actual gain in skills from the use of classroom amplification:
18
16
14
12
10
8
6
4
2
0
-2
Reading
classroomaudio@us.panasonic.com
System On
System Off
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Writing
Writing
ENGLISH
ENGLISH +
877.268.7215
Reading
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NO ENGLISH
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