An Evaluation of the Application of Interactive Video for Teaching Social Problem-Solving to Early Adolescents

The purpose of this study was to evaluate the use of an interactive video-based, group instructional training program for teaching social problem-solving to 40 early adolescents. The interactive video program was compared with teacher-led instruction using linear video and teacher-led instruction with no video support. The study sought to establish whether strategies for social problem-solving could be taught effectively to early adolescents using the three instructional methods described. It also investigated whether there were differential effects associated with the type of instruction employed. Both process and product factors were used as dependent variables in the study. The effects of the instruction were measured in terms of the product variables of achievement and attitude, while the instructional processes were measured in terms of lesson duration, teacher and student questioning, student attention and teacher encouragement. The results indicated that there were statistically significant differences between the conditions in the areas of achievement, attitude and attention. The interactive video approach resulted in higher levels of achievement and more positive ratings toward instruction. The descriptive data collected on the process variables revealed differences in lesson duration, teacher encouragement and student participation across the conditions.