An Evaluation Study of Implementing Media Literacy Education in Senior High School

• Main Authors: CHIU, MING-TSAI, 邱民才
• Other Authors: CHENG, JIN-MING
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/31360188639626218848

碩士 === 中國文化大學 === 新聞研究所 === 91 === The purpose of this study is to evaluate conditions of implementing media literacy education in senior high school. As to senior high school students’ part, a total of the 9 senior high schools, 18 classes, 683 subjects are sampled from Taipei city. In the senior high school teachers’ part, samples are from students’ sample schools. Moreover, in order to realize the possibility of practicing media literacy curriculums under different subjects, the researcher samples 6 Chinese, 5 English, 4 civics, 2 art, and 2 music teachers, 115 subjects to investigate. According to the literature review, the “Questionnaire of Senior High School Students’ Television Literacy” and the “Questionnaire of Senior High School Teachers’ Recognition and Practicing Suggestion Investigation on Television Literacy Curriculums” are developed. The major findings of this study are as follows: Part I: About Students 1. The results show that senior high school students have better performance on the television literacy total scale, but are not so familiar with the analysis of value system and reasonable audience. 2. The effects of students’ gender, Chinese grade, teleview hours, and parents’ social-economical status degree on television literacy are significant; boys are better than girls, students with higher Chinese grade are better than those with lower Chinese grade, ones with lower teleview hours are better than those with higher teleview hours, and students whose parents’ social-economical status degree is higher are better than those whose parents’ social-economical status degree is lower. The effects of grade, age, teleview frequency, the frequency and hours of using computer and internet are not significant. 3. The best predictor for television literacy is the variable of teleview hours. Part II: About Teachers 1. The results show that Chinese, English, civics, art, and music teachers have better performance on the television literacy total scale, but are not so familiar with the difference in the reality of television programs. 2. Teachers show positive attitude to television literacy curriculums and the importance of each item of the television literacy total scale. 3. There is significant positive correlation between senior high school teachers’ television literacy and the importance evaluation of television literacy curriculums. 4. The effects of teachers’ gender, the highest seat of learning, teaching subject, age, service years in senior high school, teleview frequency and hours are not significant. 5. The best predictor for television literacy is the variable of the importance evaluation of television literacy curriculums. 6. In the practicing stage of media literacy curriculums, 66.1% of teachers (top 1) suggest that it should be practiced in elementary school, and 42.6% think it should be practiced in senior high school and vocational school. 7. 64.0% of teachers think television literacy curriculums should be integrated into formal school curriculums; in the 64.0% of teachers, 38.9% of teachers suggest that television literacy curriculums should be integrated into language and social relative subjects to practice. 8. In the training of teachers, most teachers have high willingness to receive the training of television literacy curriculums. 9. In the teaching methods, most teachers think the teaching methods of television literacy curriculums should be different from usual subjects. (like Chinese and English etc.) 10. Teachers think it may face difficulty when practicing television literacy curriculums, and can be generalized 8 items, such as the arrangement of curriculums, the training of teachers, the equipment of schools, students’ learning willingness and interests, students lack of the ability of thinking and judgment, text books, the cooperation of household and school administration. Based on the results, this study makes three suggestions for educational administration institutions, media conductors and future study.