ERIC Number: ED079065
Record Type: RIE
Publication Date: 1973-Mar
Reference Count: N/A
A Study of the Effects of Verbal and Adjunct Pictorial Information in Science Instruction.
Holliday, William G.
A study of the effect of instructional pictures adjunct to science verbal material on learning performance was made among 80 high school biology students. The population was randomly assigned into two treatments: (1) Verbal statements (Vs) and (2) Vs plus pictures (Pt). The four independent variables were: (1) developing Pt directly from Vs, (2) providing approximately equal amounts of both Pt and Vs, (3) providing Pt that emphasized the dominant characteristics of science concepts, and (4) limiting the number of pictorial cues in each Pt. Both groups were asked to study a 23-page verbal passage. In addition, the Pt-Vs group was given "textbook-like" simplified line diagrams illustrating verbal descriptions for each page. A posttest was used, and the attention hypothesis and mediating processes were adopted to examine subjects' action. Results obtained showed that the Pt-Vs group achieved significantly better than did the Vs group, contrary to previous studies. Certain kinds of Pt did significantly facilitate student's verbal comprehension. Applications of the present exploratory techniques to the development of instructional materials were recommended. [Not available in hardcopy due to marginal legibility of original document.] (CC)
Descriptors: Academic Achievement, Biology, Diagrams, Educational Research, Illustrations, Instructional Materials, Pictorial Stimuli, Science Education, Secondary School Science, Verbal Learning
ERIC/SMEAC, Ohio State University, 400 Lincoln Tower, Columbus, Ohio 43210 (on loan)
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the annual meeting of the National Association for Research in Schience Teaching (46th, Detroit, Michigan, March 1973)