I. Problem In carrying out the research on the effective use of television science programs, the following points are considered: Children tend to remember the content of the program in fragments. It seems too difficult for them to put the partial elements together and grasp the whole picture of the program. It is suggested that in the process of perception, as visual cues become strong, the association of the visual cues with language is weakened. Reinforcement after viewing an instructional TV program is suggested as one of the solutions to these problems. Reinforcement will be the most effective aid to learning when the TV program is used as the main teaching material. From these points of view, the following three working hypotheses were made. II. Hypotheses 1. Reinforcement which requires overt responses after viewing a TV program is an effective teaching method. 2. Reinforcement after viewing a TV program is more effective when conducted by a teacher in charge, rather than reinforcement by programmed "sheet". 3. How do the effects of the reinforcement after viewing a TV program relate to differences of children's intelligence level and each school's quality? III. Procedure The fifth grade children of an elementary school in Tokyo with TV viewing experiences (S) and of an elementary school without TV viewing experiences (M), totaling 192, was selected. After viewing a kinescope film of the instructional TV program for the fifth grade children, "All About Sounds," the first group was given the programmed "sheet" to reinforce the viewing effects (PS), and the second group was given reinforcement by the teacher in charge (L). The third group was used as a control group. No reinforcement was given to this group after viewing the program. Each of these six groups was divided into two sub-groups according to the children's intelligence score (High and Low). After that an analysis of the three variables (method, school and intelligence) was done. A comprehension test concerning the content of the program (after-test) was given on the following day. One week later a retention test was given. IV. Results 1. After-test results showed no sifnificant differences between PS and L groups. In excellence order, however, there was a tendency of PS>L>C. In the retention test, a significant difference was found between PS and C groups (PS>C, P<.05), but not a significant difference between PS and L, L and C groups. 2. There was no difference between L and C groups, although the reinforcement was carried out by an experienced teacher. This result raised the question of reinforcing by an ordinary man. 3. There was no difference between the school with TV viewing experiences and the school without having them. TV viewing experiences are not an influence on the viewing effect of a TV program. 4. The interaction between method, school, and intelligence score was not found. This shows that the effects of the reinforcement after viewing a TV program are not necessarily dependent on the school or on children's intelligence.
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