The Effects of a Self-Evaluation Model on the Focus Reaction of Student Teachers during Split-Screen Videotape Feedback

Abstract

An experimental and control group pretest-posttest design was used to determine the effects on subjects’ focus during playback of a self-evaluation model for use by student teachers in conjunction with split screen videotape feedback. A two-way multivariate analysis of variance with repeated measures indicated no significant difference in overall group effect nor in interaction between groups and pre-post effect. However, a significant difference emerged for the pre-post effect (.0001 level), indicating that the focus reaction of both groups changed significantly from the pretest to the post test. The model seemed to have no impact of any note, but the viewing process itself appeared to evoke a change in focus on the part of subjects.