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The effect of multimedia instruction...

Billera, Rosalie (Roe).

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The effect of multimedia instruction on achievement of college history students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The effect of multimedia instruction on achievement of college history students./
Author:	Billera, Rosalie (Roe).
Description:	108 p.
Notes:	Source: Dissertation Abstracts International, Volume: 60-07, Section: A, page: 2455.
Contained By:	Dissertation Abstracts International60-07A.
Subject:	Education, Technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9938879
ISBN:	059940129X

The effect of multimedia instruction on achievement of college history students.
Billera, Rosalie (Roe).

The effect of multimedia instruction on achievement of college history students. - 108 p.

Source: Dissertation Abstracts International, Volume: 60-07, Section: A, page: 2455.

Thesis (Ed.D.)--Florida International University, 1999.

The purpose of this study was to investigate the effect of multimedia instruction on achievement of college students in AMR 2010 from exploration and discovery to 1865. A non-equivalent control group design was used. The dependent variable was achievement. The independent variables were learning styles, method of instruction, and visual clarifiers (notes). The study was conducted using two history sections from Palm Beach Community College, in Boca Raton, Florida, between August and December, 1998. Data were obtained by means of placement scores, posttests, the Productivity Environmental Preference Survey (PEPS), and a researcher-developed student survey. Statistical analysis of the data was done using SPSS statistical software. Demographic variables were compared using Chi square. T tests were run on the posttests to determine the equality of variances. The posttest scores of the groups were compared using the analysis of covariance (ANCOVA) at the.05 level of significance. The first hypothesis there is a significant difference in students' learning of U.S. History when students receive multimedia instruction was supported, F (1, 52) = 16.88, p <.0005, and F = (1, 53) = 8.52, p <.005 for Tests 2 and 3, respectively. The second hypothesis there is a significant difference on the effectiveness of multimedia instruction based on students' various learning preferences was not supported. The last hypotheses there is a significant difference on students' learning of U.S. History when students whose first language is other than English and students who need remediation receive visual clarifiers were not supported. Analysis of covariance (ANCOVA) indicated no difference between the groups on Test 1, Test 2, or Test 3: F (1, 45) =.01, p <.940, F (1, 52) =.77, p <.385, and F (1, 53) =.17, p <.678, respectively, for language. Analysis of covariance (ANCOVA) indicated no significant difference on Test 1, Test 2, or Test 3, between the groups on the variable remediation: F (1, 45) =.31, p <.580, F (1, 52) = 1.44, p <.236, and F (1, 53) =.21, p <.645, respectively.

ISBN: 059940129XSubjects--Topical Terms:

1017498
Education, Technology.

The effect of multimedia instruction on achievement of college history students.
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100 1 $a Billera, Rosalie (Roe). $3 1952279
245 1 4 $a The effect of multimedia instruction on achievement of college history students.
300 $a 108 p.
500 $a Source: Dissertation Abstracts International, Volume: 60-07, Section: A, page: 2455.
500 $a Major Professor: Janice R. Sandiford.
502 $a Thesis (Ed.D.)--Florida International University, 1999.
520 $a The purpose of this study was to investigate the effect of multimedia instruction on achievement of college students in AMR 2010 from exploration and discovery to 1865. A non-equivalent control group design was used. The dependent variable was achievement. The independent variables were learning styles, method of instruction, and visual clarifiers (notes). The study was conducted using two history sections from Palm Beach Community College, in Boca Raton, Florida, between August and December, 1998. Data were obtained by means of placement scores, posttests, the Productivity Environmental Preference Survey (PEPS), and a researcher-developed student survey. Statistical analysis of the data was done using SPSS statistical software. Demographic variables were compared using Chi square. T tests were run on the posttests to determine the equality of variances. The posttest scores of the groups were compared using the analysis of covariance (ANCOVA) at the.05 level of significance. The first hypothesis there is a significant difference in students' learning of U.S. History when students receive multimedia instruction was supported, F (1, 52) = 16.88, p <.0005, and F = (1, 53) = 8.52, p <.005 for Tests 2 and 3, respectively. The second hypothesis there is a significant difference on the effectiveness of multimedia instruction based on students' various learning preferences was not supported. The last hypotheses there is a significant difference on students' learning of U.S. History when students whose first language is other than English and students who need remediation receive visual clarifiers were not supported. Analysis of covariance (ANCOVA) indicated no difference between the groups on Test 1, Test 2, or Test 3: F (1, 45) =.01, p <.940, F (1, 52) =.77, p <.385, and F (1, 53) =.17, p <.678, respectively, for language. Analysis of covariance (ANCOVA) indicated no significant difference on Test 1, Test 2, or Test 3, between the groups on the variable remediation: F (1, 45) =.31, p <.580, F (1, 52) = 1.44, p <.236, and F (1, 53) =.21, p <.645, respectively.
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