Researchers have long been showing that effective use of films or videotapes as teaching aids can enhance learning and increase retention (e.g., Marcus & Monaghan, 2009). However, little is known about the role and potential of using films as teaching aids to bridge the gap between the classroom and practice settings or to enhance students' learning experience. The purpose of this study was (1) to assess the perceived benefits of using feature films in a sport sociology course, (2) to develop a Film Analysis Attitude Scale (FAAS) to examine students' perceptions of film analysis, and (3) to examine whether a change of attitude was evident after the introduction of the film analysis as a course assignment.
Method
Development of the FAAS was based on a thorough review of related literature and the examination of its face validity. Participants (N=122) were students who enrolled in sport sociology classes from 1998 and 2004. The FAAS was distributed to the students during the class at the very beginning of the semester. They were told the purpose of the study and their participation of the research study was voluntary. Participants were asked to create a personal code to identify themselves (for posttest purpose).
Analysis/Results
Using the alpha extraction and promax rotation technique (SPSS, 2008), three factors were identified by the exploratory factor analysis: Preference (5 items), Enhancement (3 items), and Interaction (2 items). These three factors accounted for 65.74% of the explained variance. Cronbach's alpha for the three factors were .76, .77, and .76, respectively. Results of paired sample t-tests showed that there were significant (p < .05) differences in four of those 10 pretest-posttest scores.
Conclusions
The FAAS is a valid instrument and can be used for measuring students' attitude towards the film analysis. The film analysis project changed the perception of the students in many ways. When it was uncertain in the beginning, the students later found they were comfortable in completing the film analysis assignment. The students also found that the project helped them better understood sociological issues, which were convoyed through sport settings. In addition, the students also felt it was fair to use the project to determine part of their final grade in the course. In conclusion, this study supported previous research studies that a film analysis could be used to enhance students' learning experience.
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