Professional Documents
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O December, 1971
H
NOTES ON CASE STUDIES OF INSTRUCTIONAL MEDIA PROJECTS
of the Roman Empire. But, on the other hand, not many experimenters
and insights.
was the principal tool of Freud. It has been used almost wholly by
(Mass Persuasion) and Cantril (The Invasion from Mars). And it has
administration.
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It is, therefore, not a weak tool of social research, and
decision making.
and a case study researcher can exert over the material with which he
ment, one can decide upon the situation and so far as possible control
the elements within it; in making a case study, one accepts the
from a project; a case study tends to deal with a major decision, its
genesis and.its apparent effect, or, more often, with the reasons for,
media research, for a case study not to report and analyze cost figures.
they may report evidence from the second and third, and occasionally
for a certain kind of descriptive data -- usually the kind that can be
ourvey and the other two methods we have been talking about. If
over the same age period. It can describe the behavior of a sample
time.
'A case study is centrally concerned both with time and with
it was worked out, and what happened as a result. The decision may
reform.- A case study of any size will deal with a number of decisions
taken in the course of carrying out the original decision, will describe
the situations in which they were taken and the procedures involved in
carrying them out, aid the effects of doing so. It is therefore free
the central tendency among all types of case study, is that it tries
extent that a reader can relate his own decision problems-to those
The report will include these, and a great deal of other quantitative
not derived from sample surveys, and much recording of events over
time not derived from experiment. Survey and experimental data are
A case study, therefore, need not be brief, and need not be made
studied not only through retrospective data, but also over time.
experiment.
ITV in Niger. That study was made in one visit in 1966, supplemented,
the report of the French group of researchers who worked with-the project
for five years in Niger, and are now writing up their notes and data.
and thus not lose valuable evidence. This is what Merton did when
war bonds with a radio talkathon, and what Cantril did when he decided
to study an event that was not foreseen -- the panic resulting from
from Mars. On the other hand, the ability to enter late is not always
too late, when the early history has mellowed, some of 'the early
problems and failures have been forgotten, and the skein of policy
making can be restored only through the memories of men who have been
too closely involved to be objective about it. One of the most common
project: administrators. When one enters too late into the study of a
project, or can devote too little time to it, then the administrators
India's experience with the radio rural forum has been studied. The
using an experimental desigt, and the report (Mathur and Neurath, 1959;
projects that were the topics of the forums, and almost every experi-
and countries could well afford to consider adopting the radio forums
for their own rural development plans. And India decided, beginning
For when the forum program was expanded, certain very difficult
problems appeared that had not been revealed by the pilot project; and
in 1966, and, with that time perspective, was able to illuminate some
pondence high school after six years than after its first year. Did
the early popularity hold up? How did the student body change? What
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record did graduates make? Did the costs rise or fall? What new
countries that might introduce the open university. The ability thus
The wide angle lens of the case study extends not only over
time, but over space. It can deal with the project as a whole,
rather than a part of the activity abstracted from the whole. What
whether he can relate that decision and its result to his own problems.
case study cannot give the assurance one gets from an experiment that
its results are reproducible. One can never be sure that the decline
of the Roman Empire might have taken another course, given one of the
hope that some day the elements of expanding a project that lend
But in the meantime, and with a great deal less effort and cost,
the case study method has stepped into the breach, taken a broad and
How policy questions arose, how they were handled and why. The organi-
investments. These are not always easy to obtain, but they are the
that can be done as, for example, one changes a light bulb or the oil
in his car. Far from that It requires rkill and hard logical
the case study man must necessarily deal with a number of informants
who he suspects are trying to manipulate him. And when the process
and the theory behind them, and some significance tests, and a long
tradition. of what they mean, whereas the scholar making the case
study has only his own insights to depend on. The case will stand
The data for a case study comes mostly from documents, inter-
so pervasive that it may be well to point out that many case studies have
able but has not been analyzed in such a way as to contribute to the objective
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of the study. This is true especially of cost data, which can usually
has been conducted, there is often data lying around which can be
performance. For example, in Samoa one case team was able to find
old results of standardized tests that revealed what level the Samoa
system had reached when the educational reform started. The raw data
had been available for amumber of years, but was never cited and never
analyzed.
team cannot deliberately build it into their plans. 'the stay can be made
a little longer, or the team can be made larger. The schools or other
of its time en situ talking with people who have most experience with
received and on the questions that seem most worth looking into.
ceremonially with the highest officials with whom it deals, and with
those officials who have the broadest views of the project and who
of the team. Then the team members usually fan out to areas of their
own specialty. The economist, if any, spends much of his time with
spends his time with the persons who make the programs. The educators
talk with the curriculum people and the local school administrators.
pattern -- looking into individual specialtie during the day, then coming
back together to report results and check with each other on additional
questions to be investigated.
people who, for the most part, know one area of it very well but may
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be much less well informed about other areas. The team is trying
who, because of their own involvement and their own careers, are not
likely to take a balanced and objective view, and in some cases may
not want to encourage a close look at some part of the project. If the
Obviously the people who have the best information. These will
include the people responsible for the project and for different
parts of it; the people who make the materials -- broadcasts, films,
teachers' guides, workbooks, etc.; the people who use these materials
and directors, but we have found that without hearing the chief criticisms
of a case study done by one man or a few men spending a short time
But any conscientious case study team tries to assemble and read
Here are some examples of the kinds of documents that are likely
to be useful:
communication syPtem.
amount of education and training they have had, and the system
of teacher training.
the project (for example, the French volumes on the Ivory Coast
if available, for more detailed study away from the project location.
if any.
testing schedules.
°
project.
connection with almost any case study if the team will take the time
check list of content may be useful, and for the purpose we might take
extensive use of instructional media. For that sort of case, there would
1. The background
system.
key decisions when they were made, why, and under what
project.
4. Project inputs
adequacy;
5. Project throughouts:
why;'
maintenance;
testing, observation.
6. Project outputs
activity;
career plans;
school system;
7. Cost-effect analysis
8. Cross result
9. Analysis
possibilities;
another chance;
shorthand.
described. They want to know why the key decisions were taken, under
what circumstances, with what results. For example, when Samoa decided
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to introduce ITV in all grades at once, rather than one grade at a time,
television in a major way. What led the Samoa planners and administrators
to take the decision they did? Were the conditions and pressures special
deciaion?
prime mover in educational reform, Samoa was the only one that decided
and the Ivory Coast decide to introduce it one grade at a time? Were
reader wants to know who took those decisions, and why. For example,
what were the alternatives to sending in a French team, and why was
people to do the job? And what can be said pro and con of that decision
in view of what happened in Niger? What lay behind the decision to uee
More important, what did the monitors do? How did they teach? What
teachers? And how did it work out? In the case of the programs, a
of these kinds to let him relate the decisions to his own situation.
We have already said that there are usually more hard data
available in any major project than most case study teams find, and
that very often a secondary analysis will add a great deal to the
have come out of a period when cost analysis was introduced into very
few case studies, through a period when its importance was recognized
media cases, at least, it is now safe to say that both those approaches
have gone out of date. One wants more than reporting, and one wants
evidence for interpreting facts and events. For that reason, it becomes
all the more important to be candid and explicit about the level of trust
a reader can feel in what is reported, and the conclusions drawn therefrom.
Reliance during a short visit on the persons who know the project
best is a two-edged sword. It may open the way for those persons to make a
good case for what they have done. On the other hand, an investigator can
multiply his own efforts many-fold by making use of the funded experience
kind of checking will require the case study team to consult more
never will leave a case study site completely sated with information.
But the longer it stays, the more opportunity it has to talk to the
persons who were not in residence in the first week or two, observe
what could not be observed in a hurried visit, and collect data which
time.
after two or three weeks, and the pull of other obligations grows
have found it very helpful to return a second time, after the data
from the first visit have been analyzed and evaluated, and the
the second visit is scheduled for a time when the results of certain
decisions can be more clearly seen, for example at the end of a school
year when academic results become available. Given the current, well-
entirely possible that the pattern of making a case study with two or
He reports a decision and the supposed result of it. But what other
elements and forces might have helped bring about that result? Samoa
was the only, or even the chief, reason for the troubles that followed
that decision? Could, it have been partly the nature of the school
changes in curriculum, or the fact that for a while two grades used
the same television? These are very important questions for any
of them, but rather looking for common problems and common principles.
he observed about the set of projects that both he and the Bank regarded
as among the best was that "not one of the projects...was free from
serious problems." The way. he went about this study left both him and
their application.
the campus; and in still another group, some of the chief instructional
the former cese, the product is something like the article that might
study In the
went on the air or the new curriculum was introduced. -In addition
the project history. This study illustrates very well that the case
the educational system and the steep pyramid of enrollment (only one in
six children who enter the first grade goes as far as the seventh). Then
was already being discussed seven years before it began. The first
feasibility study was made five years before the reform, and two other
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such studies, all in general agreement, were done before the project
Bank, AID, UNESCO, UNICEF and several other governments all made
serendipity, more than anything else -- the fact that the President
made and used, and the problems with inadequate studio space.
The next ten pages are on the costs of the reform: total
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in Salvador coats about $1,300 per hour, or $720 when averaged over three
adds about 15 per cent to cost per student. Costs are projected into
any more from the new program? How much does television contribute to
this learning? Has the reform affected the quality of teaching? What
has been the effect on dropouts and on promotion? Does the new system
The case study turns then to comparing the policy decisions taken
the research group who had been studying the project for over three
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the work that went into the study, and read it critically in
project that was the focus of the case. Needless to say, this is
therefore, turn to study at the far end of the case study continuum.
television.
less than two weeks, during which time he visited three principal
of the program was covered in Beater detail by the 1967 paper, Dr.
per cents with the median around 10 per cent. There seemed to be
educational broadcasts should be tuned in. Nor was there ahy real
is $100."
trating experience, and the result was the kind of study that is
not meaning to imply tha'. Dr. Kimmel should have done any more than
might have been done to enrich the case of New Zealand beyond
what finally came out. One might have added members to the team
out some useful cost figures. Another possibility would have been
to focus the case on some smaller and more interesting topic than
1967 report, he might have been able to visit a sample of the homes
many had graduated from the correspondence course and what success
these two things were done in other cases where the information
a little less than two weeks, and wrote a report only a little
longer than the one on New Zealand. They too found that research
on paper. But they got more data out of the experience, due, very
total, and per student. The educator and the researcher investi-
the number of students who took the examinations and the proportion
who passed. The team leader uncovered the only known piece of
audience served, and at least some evidence that students were learn-
the factors making for success or failure of the program.' Thus the
result was more than a casual reporting job; it threw a little light
India to find out what had happened to the radio rural forum since
the pilot trials of the forum, ten years earlier. Those trials had
very little had been reported since. When the American got to India
of delay India had decided to to expand the forums over the country,
five years. This goal had never been reached -- in fact, the
number had barely reached half the goal. There were murmurings of
than rumored, what had gone wrong? And what could other developing
countries learn from the India experience? This was a more interes-
ting a.td in some respects an easier task than the general kind of
interest.
the case study. These were a rural broadcaster and a rural exten-
sion specialist, both of whom had been associated with the early
been established in each state since the goal of 25,000 had been
set (the figure was 12,776, of which several thousand were apparently
forum (a little over $100 if 500 were established, about $75 in groups
of 2,000), and even the cost of getting one action project accepted
(about $37 if each forum adopted two such projects a year, about
on the forums. None of these was very rich in data, but each one
members, the case study team was able to put together a considerable
amount of material that had never been in print before, and more
project itself.
In conclusion
fact that they can report on a project as a whole and put separate
REFERENCES
Lyle, J., Martins, J., and Torfs, F. The radio schools of Honduras.
In UNESCO, The new media in action, Paris: UNESCO, 1967, 3, 95-110.
Schramm, W., Nelson, L. H., Odell, W. R., Vaizey, 3., and Spaulding, S.-
Educational television in American Samoa. In UNESCO, The new
media in action, Paris: UNESC0,-1967,-1,
4)