ERIC Number: ED328896
Record Type: RIE
Publication Date: 1990-Nov-28
Reference Count: N/A
The Use of Study Guides with and without Analogies in Directing Learning from Texts.
Wyatt, Monica; Hayes, David A.
A study investigated the use of study guides as instructional tools and compared the effectiveness of study guides with and without analogies. Seventy-four undergraduate students in three upper division education classes studied three passages about three obscure religions (Manichaeism, Jainism, and the Druze religion) with and without the aid of two types of study guides. One study guide analogized the religions to Christianity, and one did not employ analogies. Both study guides were written in multiple-choice, short answer, and essay format. Within each class, students were randomly divided into three groups for comparison, and each subject was given all three passages to study in different sequences, studying one passage per treatment condition. Results revealed a significant interaction between text and treatment, but with a small effect size. Results also revealed: (1) that the Manichaeism text produced scores significantly different from the combination of Druze and Jainism scores across all three treatments; (2) that the Manichaeism study guide treatments produced scores significantly different from those of the other two treatments; and (3) that the Druze analogical study guide treatment produced scores significantly different from those of the other treatments, but that the Jainism analogical study guide treatment was not significantly different from the other two treatments. The disordinal interaction effect raised questions with reference to embedded analogies (e.g., the Manichaeism text contained words that closely resembled words common to Christianity), emotional subject matter, and textual differences. Further research is needed. (One table of data is included; 21 references are attached.) (KEH)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Text Factors
Note: Paper presented at the Annual Meeting of the National Reading Conference (40th, Miami, FL, November 27-December 1, 1990).