Comparative Analysis of the Indicators’ Levels of Students’ Media Competence Development in the Control and Experimental Groups
Authors: Alexander Fedorov, Anastasia Levitskaya
Number of views: 7
Based on media education activities’ techniques, the authors taught a media education course during the full academic year. The research objective was to trace the changes between the levels of students’ media competence in a control and in an experimental group. The determination of the media competence’s levels was based on the classification of the indicators of the development of an individual’s media competence developed by our research team. Media competence implies the accumulation of motives, knowledge, abilities, and skills (indicators: motivational, contact, information, perceptual, interpretative / evaluative, practice-operational / activity, creative), facilitating the use, critical analysis, evaluation and communication of media texts in various forms and genres, the analysis of complex processes of media functioning. In line with this interpretation of the media competence, the students were asked to answer 5 units of questions and do the assignments.
90 students (average age of students: 20–21 years old) participated in the experiment: 45 students (14 male and 31 female) of the control group, who did not attend the media education course, and 45 students (14 male and 31 female) of the experimental group, who attended media educational classes. Our research showed that at the beginning of an academic year there was no significant difference in the levels of media competence development between the students of the control and experimental groups. The ratio of young men and women in the control and experimental groups, in our opinion, is typical for Russian pedagogical universities, where for many decades male students have consistently been a minority (from 10 % to 30 % of a class).
The classification of the media competence's development indicators developed by us turned out to be an effective tool for comparative analysis between the control and experimental groups. This analysis has proved the effectiveness of the model developed by us and the methodology for fostering students' media literacy (the level of media competence of the students who took and passed a one-year course in media education was four times higher than the level of similar indicators in the control group).