Abstract
The purpose of this study was to compare the effectiveness of various modes and media of information presentation on the recall of information among freshmen undergraduate students of differing reading abilities. Modes compared included (a) text-only information, and (b) information presented as a combination of text and visuals. Media compared included (a) printed materials and (b) computer-based information presented via self-paced PowerPoint presentations. The information presented included both concrete and abstract types of information. A 2 x 2 factorial, posttest-only, comparison group design, using four intact groups of freshmen undergraduate students (n=98), and ANCOVA data analysis techniques were used to investigate the research questions. Results from the ANCOVA analysis indicated that (a) no significant main (treatment) effects were present among the two variables--media and modes--and that (b) no significant interaction effects were present between the two variables, including both concrete and abstract information. The one exception was for the mode variable, where marginally significant differences existed between the visual + text mode and text-only mode concrete scores, with the visual + text mode providing marginally better results.
Location
Room 1909
Recommended Citation
Gareau, Stephen E., "The Relative Effectiveness of Different Modes and Media in Informational Presentations on Students’ Recall of Concrete and Abstract Prose" (2007). SoTL Commons Conference. 57.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2007/57
The Relative Effectiveness of Different Modes and Media in Informational Presentations on Students’ Recall of Concrete and Abstract Prose
Room 1909
The purpose of this study was to compare the effectiveness of various modes and media of information presentation on the recall of information among freshmen undergraduate students of differing reading abilities. Modes compared included (a) text-only information, and (b) information presented as a combination of text and visuals. Media compared included (a) printed materials and (b) computer-based information presented via self-paced PowerPoint presentations. The information presented included both concrete and abstract types of information. A 2 x 2 factorial, posttest-only, comparison group design, using four intact groups of freshmen undergraduate students (n=98), and ANCOVA data analysis techniques were used to investigate the research questions. Results from the ANCOVA analysis indicated that (a) no significant main (treatment) effects were present among the two variables--media and modes--and that (b) no significant interaction effects were present between the two variables, including both concrete and abstract information. The one exception was for the mode variable, where marginally significant differences existed between the visual + text mode and text-only mode concrete scores, with the visual + text mode providing marginally better results.
