A Case Study of Classroom Podcast in Ohlone Community College

Abstract

This study examined students' use of podcasting and related personal entertainment technologies for learning (the frequency of classroom podcast usage) The effectiveness of podcasting was measured by students' achievement on the course midterm and final examinations. A quasi-experimental design was used. Two intact groups (classroom instruction without classroom podcasts and classroom instruction supplemented with classroom podcasts) were examined to determine the effect of podcasting on student learning. Results showed no statistically significant differences between the two groups. However, the course midterm and final examination test scores of the group with classroom instruction supplemented with classroom podcasts were slightly higher than those of the group with classroom instruction without classroom podcast, and the average final examination test scores were significantly higher than the average midterm test scores. Results also showed that the podcasting service was not for every student. The demographic profile showed that 52.5% of the students were female and 47.5% of the students were male; age groups were 19-or- younger (50.8%), 20-24 years (41.0%), 25-29 years (4.9%), and 40-or-older (3.2%). A majority of the respondents (91.8%) was in the 24-or-younger age group; ethnicity included Whites 42.6%, Asians 19.7%, Hispanics 11.5%, Multiracial, 11.5%, Filipinos 4.9%, and others 9.8%. Female students were significantly more likely to use the podcasting service. Analysis of age groups and class attendance levels showed no statistically significant differences. Although there was not much difference in the average midterm and final examination test scores for the two groups, there was evidence to suggest that students who listened to classroom podcasts were more likely to achieve higher test scores than students who did not listen to classroom podcasts. A large majority of the students had very positive views of classroom podcasts, particularly female, part-time, nontraditional, and minority students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone [phone]. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]