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ERIC Number: EJ881601
Record Type: Journal
Publication Date: 2010
Pages: 24
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-1055-8896
Improving Learning in Computer-Based Instruction through Questioning and Grouping Strategies
Niemczyk, Mary; Savenye, Wilhelmina
Journal of Educational Multimedia and Hypermedia, v19 n1 p79-102 2010
This study investigated the comparative effects of adjunct questions, student self-generated questions, and note taking on learning from a multimedia database. High school students worked individually or in cooperative dyads on a computer-based multimedia unit using a study guide to answer either adjunct questions, generate self-questions, or take notes to accomplish a learning task. There were two criterion measures, a posttest and an attitude survey. Other data collected included informal observations, student interviews and review of the student study guides. The dependent variable was achievement as determined by posttest score. Analyses were conducted using both traditional Analysis of Variance (ANOVA) techniques as well as hierarchical linear modeling (HLM). Because of the dependency of scores of students working in pairs, it was determined that HLM techniques were more appropriate. Results of ANOVA analyses yielded significant differences, however, HLM analyses did not. The correlations of posttest scores of students working in pairs seemed to indicate possible levels of cooperation. Student interview responses and review of student study guides seemed to provide indications of how students utilized the questioning or note-taking strategies while working in this environment. Implications for the design of instruction are discussed. (Contains 5 tables.)
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A