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The impact of written text and narra...

Nordstrom, Lynn.

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The impact of written text and narration on learning in an online middle school math lesson.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The impact of written text and narration on learning in an online middle school math lesson./
Author:	Nordstrom, Lynn.
Description:	122 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.
Contained By:	Dissertation Abstracts International76-12A(E).
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3714750
ISBN:	9781321925074

The impact of written text and narration on learning in an online middle school math lesson.
Nordstrom, Lynn.

The impact of written text and narration on learning in an online middle school math lesson. - 122 p.

Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.

Thesis (Ph.D.)--Capella University, 2015.

The use of computer-based and online lessons in K-12 math classrooms has increased dramatically in the last decade. However, there is a lack of research on whether the theories developed to support the design of such lessons, such as the cognitive theory of multimedia learning, apply equally to adults and younger learners. Based on the redundancy principle of the cognitive theory of multimedia learning, which focuses on the selection of media elements in the design of instruction, this study explored the effect of presenting only narration, only text, or both in a commercially available online math lesson to a group of 112 sixth grade students. In order to increase the relevance and importance of the lesson to the participants, the lesson on a required topic in the curriculum took place in a school computer lab during regular math class. To measure learning, participants took a paper and pencil pre-test, an immediate post-test, and a delayed post-test three weeks later. Results revealed that mode of presentation did not significantly impact either immediate or delayed quiz score, meaning there was no positive or negative effect of redundancy for students at any achievement level. However, math achievement did have a significant, curvilinear relationship with quiz score growth from the pretest to the immediate posttest, indicating that participants with the highest math achievement gained the most from the lesson while those who were approaching proficiency learned the least. Participants with the lowest math achievement and those considered proficient showed approximately equal gains that were midway between the groups with the highest and lowest gains. This relationship held for all modes of presentation. While there was no significant effect of redundancy, the results point to the importance of considering prior knowledge, in this case math achievement, when deciding to use self-paced online math instruction.

ISBN: 9781321925074Subjects--Topical Terms:

641129
Mathematics education.

The impact of written text and narration on learning in an online middle school math lesson.
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100 1 $a Nordstrom, Lynn. $3 3182261
245 1 4 $a The impact of written text and narration on learning in an online middle school math lesson.
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500 $a Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.
500 $a Adviser: Rod Sims.
502 $a Thesis (Ph.D.)--Capella University, 2015.
520 $a The use of computer-based and online lessons in K-12 math classrooms has increased dramatically in the last decade. However, there is a lack of research on whether the theories developed to support the design of such lessons, such as the cognitive theory of multimedia learning, apply equally to adults and younger learners. Based on the redundancy principle of the cognitive theory of multimedia learning, which focuses on the selection of media elements in the design of instruction, this study explored the effect of presenting only narration, only text, or both in a commercially available online math lesson to a group of 112 sixth grade students. In order to increase the relevance and importance of the lesson to the participants, the lesson on a required topic in the curriculum took place in a school computer lab during regular math class. To measure learning, participants took a paper and pencil pre-test, an immediate post-test, and a delayed post-test three weeks later. Results revealed that mode of presentation did not significantly impact either immediate or delayed quiz score, meaning there was no positive or negative effect of redundancy for students at any achievement level. However, math achievement did have a significant, curvilinear relationship with quiz score growth from the pretest to the immediate posttest, indicating that participants with the highest math achievement gained the most from the lesson while those who were approaching proficiency learned the least. Participants with the lowest math achievement and those considered proficient showed approximately equal gains that were midway between the groups with the highest and lowest gains. This relationship held for all modes of presentation. While there was no significant effect of redundancy, the results point to the importance of considering prior knowledge, in this case math achievement, when deciding to use self-paced online math instruction.
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