The primary purpose of this study was to determine the effects of various presentations of objectives on learning a set of four acid-base chemistry lessons presented on a microcomputer interactive videodisc (MCIV) system. Focusing on the possibilities of how objectives could be presented to the learner, this researcher analyzed and compared the achievement of 132 high school chemistry students receiving MCIV instruction, randomly assigned into three groups: (1) those presented with lesson objectives, identified as objectives, through text; (2) those presented with objectives through text and visualization, or (3) those who heard only the goals, stated on audio track, but no objectives. Several weeks before the study began, a pretest was administered by the chemistry teachers. Students were scheduled to work individually with the system for six class periods. The three treatments were contained on separate lesson diskettes. Students in the two groups with objectives were first shown a screen which briefly explained what objectives were. Those in the "text only" condition were shown the objectives for a lesson, one at a time, by computer text. Those in the "text plus visualization" group were also shown each objective, but were then shown a visualization of it, such as a still frame, a graph, a formula, or a video sequence. Those in the "goals only" group heard only a general statement of the goals of the lesson. After completing the lessons, the students' learning of verbal information and intellectual skills was assessed by an objectives-referenced posttest. An analysis of covariance, with the pretest as the covariate, revealed no significant differences among the groups. / Time data were collected and analyzed; again, there were no significant differences among treatment groups in the amount of time spent on the instructional materials, nor was there a correlation between time and posttest score. Furthermore, chi square analyses indicated no significant differences among treatment groups on their responses to attitudinal items in the questionnaire. However, the majority of students were very positive about their experiences with the MCIV lessons. Lack of significant results might have been because of the effects of such an instructional novelty, or because of the structured materials being used. / Source: Dissertation Abstracts International, Volume: 48-02, Section: A, page: 0370. / Thesis (Ph.D.)--The Florida State University, 1987.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_76032 |
| Contributors | OLSEN, MARIAN DIANE., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 160 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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