The problem of this study was to compare the effects of two methods of filmstrip presentation on student achievement. One method employed a personal robot to automatically advance a filmstrip projector in sequence with an audio cassette tape while the other method had a person manually advancing a filmstrip projector in sequence with an audio cassette tape. These were the findings of the study: The pretested experimental and control subjects learned from the sound/filmstrip. The pretested experimental and control groups' mean posttest scores were significantly higher (p < .05) than their pretest mean scores. The experimental groups did not achieve significantly higher mean scores (p > .05) on a posttest, delayed retest, or module mean tests than the control groups. Using the findings of this study, the following conclusions were drawn. Students Learn from a sound/filmstrip on robotic technology whether it is presented by a human being or by a robot. A robot is a viable alternative to the human teacher in situations where the student-teacher interaction is limited.

This investigation compared the perceptions of responsibility, authority, and delegation held by department chairpersons and those held by faculty members in Saudi Arabian universities. The three purposes of the study were to determine differences in perceptions between department chairpersons and their faculty members, to determine any significant interaction between the independent variable (position) and each of the eleven clarification variables with respect to respondents' perceptions, and to determine any significant difference in perceptions between respondents in different categories of each of the clarification variables. The findings were as follows. There was a significant difference in perceptions of responsibility between department chairpersons and their faculty members, but no such difference was found for authority or delegation. Significant interactions were found between position and three of the clarification variables with regard to perceptions of responsibility, between position and none of the clarification variables with regard to perceptions of authority, and between position and four of the clarification variables with regard to perceptions of delegation. In addition, significant differences in perceptions were found among categories of six clarification variables with regard to responsibility, of four clarification variables with regard to authority, and of seven clarification variables with regard to delegation.