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ERIC Number: ED019871
Record Type: RIE
Publication Date: 1967-Sep
Pages: 30
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
AN EXPERIMENTAL EVALUATION OF VISUAL ILLUSTRATIONS USED TO COMPLEMENT PROGRAMED INSTRUCTION.
DWYER, FRANCIS M., JR.
TO DETERMINE WHETHER ONE PROGRAMED VISUAL PRESENTATION MODE FACILITATES LEARNING BY CLARIFYING ASSUMED AMBIGUITIES IN VERBAL PRESENTATIONS AND WHETHER LEARNING TIME AFFECTS ACHIEVEMENT, FIVE CRITERIA WERE SPECIFIED--DRAWING, IDENTIFICATION (TRANSFER), TERMINOLOGY, COMPREHENSION, AND A COMPOSITE OF THESE. ALTHOUGH KNOWLEDGE PRE-TEST SCORES WERE USED AS COVARIATES, NO OTHER INDIVIDUAL DIFFERENCES OR CONTENT FACTORS WERE CONSIDERED FOR THE 141 GRADE 9 PARTICIPANTS, GROUPED FOR CONVENTIONAL (VERBAL ONLY) INSTRUCTION, PROGRAMED INSTRUCTION, AND PROGRAMED INSTRUCTION INCLUDING VISUAL PRESENTATION OF LINES, DRAWINGS, AND PHOTOS. IMMEDIATE POST-TESTS SHOWED LEARNING TIME WAS SIGNIFICANTLY LONGER FOR STUDENTS RECEIVING PROGRAMED INSTRUCTION, ESPECIALLY WITH LINE DRAWINGS. ALTHOUGH THE VERBAL AND PROGRAMED PRESENTATIONS WERE EQUALLY EFFECTIVE FOR SOME CRITERIA AND THE PHOTOS WERE MORE EFFECTIVE ON THREE CRITERIA, IT WAS CONCLUDED THAT VERBAL PRESENTATIONS ARE SUPERIOR FOR OVERALL EFFECTIVENESS, ECONOMY, AND SIMPLICITY OF PRODUCTION. DELAYED RETENTION TESTS FOR THE COMPOSITE AND COMPREHENSION TESTS SHOWED SIGNIFICANT SUPERIORITY OF THE LINE PRESENTATIONS. (LH)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A