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An Empirical Analysis of the Instructional Effectiveness in Visualized Instruction

Thomas C. Arnold and Francis M. Dwyer
The Journal of Experimental Education
Vol. 44, No. 4 (Summer, 1976), pp. 11-16
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/20151102
Page Count: 6
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An Empirical Analysis of the Instructional Effectiveness in Visualized Instruction
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Abstract

The purpose of this study was to investigate the relative effectiveness of specific media attributes on student performance on criterion tests measuring different levels of understanding. Specifically, it attempted to identify which of two levels of stimulus explicitness in visuals was most effective in facilitating student achievement on criterion tests of knowledge, comprehension, and total understanding for students possessing two different levels of entering behavior. One hundred seventy-one subjects participated in the study. The two-way ANOVA procedure was utilized to investigate the existence of interaction between entering behavior and level of stimulus explicitness. Results indicated that a significant relationship existed between entering behavior and performance on post-criterion tests; no relationship existed between stimulus explicitness and achievement on the criterion tests; and insignificant interactions were found to exist between entering behavior and instructional treatment.

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