ERIC Number: ED076762
Record Type: RIE
Publication Date: 1973-May
Reference Count: N/A
Effects of Verbal Modality on Principle Learning for Vocational Students with Different Levels of Reading Ability.
Lash, Neil A.
To determine the effect of two verbal formats (aural and visual) on learning time and performance when the instructional objective was principle learning, a standardized reading test was administered to 115 male vocational students in Grades 10-12, and 15 high reading ability students and 15 low reading ability students were randomly assigned to each of the two treatment groups. In the experiment, one group of subjects viewed, first, a learning unit consisting of a slide series accompanied by recorded tape (aural) and second, a learning unit consisting of a slide series accompanied by printed page (visual). For the second group of the subjects, the presentation of the verbal formats was reversed. Subjects completed each unit, the associated posttest for each unit, a summative evaluation covering both units, and concluded by indicating the preferred verbal format. A separate two-way analysis of variance which was conducted for performance and learning time revealed that high ability readers performed significantly better than low ability readers on both learning units and took significantly less time to complete the first learning unit. No significant interaction between reading ability and verbal format was found for learning time or performance. The choice of verbal format was not affected by order of presentation or by most recently experienced format and was not significantly correlated with reading ability. (Author/SB)
Descriptors: Academic Achievement, Analysis of Variance, Auditory Stimuli, Doctoral Dissertations, Educational Research, Electricity, High School Students, Learning Processes, Pretests Posttests, Reading Ability, Reading Level, Secondary Education, Slides, Time Factors (Learning), Verbal Stimuli, Visual Stimuli, Vocational Education
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Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A
Note: Ed.D. Dissertation, Missouri Univ., Columbia