Web-based lessons teaching graph construction techniques (via the internet) were presented to 144 undergraduate and graduate college students. One group experienced program-controlled tutorials requiring them to construct answers in a defined sequence. A second group experienced identical lesson material in the form of typographically cued text presentations. The programmed instruction students performed significantly better than the cued-text group on an immediate computer-based posttest assessing comprehension of the graphing lesson material. The cued-text group performed better on an applied graphing assignment. The experiment did not account for individuals internet study habits or the metacognitive approaches to learning employed by the study participants.
Identifer | oai:union.ndltd.org:USF/oai:scholarcommons.usf.edu:etd-3806 |
Date | 01 June 2005 |
Creators | Canton, Reinaldo L |
Publisher | Scholar Commons |
Source Sets | University of South Flordia |
Detected Language | English |
Type | text |
Format | application/pdf |
Source | Graduate Theses and Dissertations |
Rights | default |
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