This study was designed to examine the effects of pictures in a printed text lesson on state anxiety and rule-learning performance. Seven line-drawings of human subjects designed to be redundant with the text were included in the experimental group. Text-only was the instructional media in the control group. The participants in this study were 55 female paraprofessionals employed at two of Florida's state hospitals. It was hypothesized that pictures would (1) improve rule-learning performance, (2) reduce post-instructional state anxiety, and (3) increase rule-learning performance more for high anxious learners than low anxious learners. / Reading vocabulary was a covariate. The dependent variables were a 19-item post-test and post-instructional Anxiety State on the State Trait Anxiety Inventory, X-1. Independent variables were pre-instructional A-State anxiety and presence or absence of pictures in the instructional text. Instructional time was also recorded for both experimental groups. / When considering rule-learning achievement only, the group who saw pictures in the text scored significantly higher than the text-only group (F(1,54) = 4.43, p < .05). However, when considering all 19 achievement items including the prerequisite objectives, no significant difference in achievement between the two groups was detected. the data did not support the hypotheses that pictures would reduce state anxiety or interact with anxiety to produce differential effects on the performance of learners in different anxiety states. / The female paraprofessionals in this study did not score as highly on the A-state scale as expected but rather scored comparably (X(' )=(' )34.9) on the scale to college females. As anticipated, the reading vocabulary scores of the paraprofessionals were low (X(' )=(' )7.9, out of a total of 36). Overall achievement scores indicated that they learned the objectives and that systematic design procedures are effective with such learners. The data supported the hypothesis that pictures help low-reading adults learn rules in a printed text. / Source: Dissertation Abstracts International, Volume: 44-02, Section: A, page: 0440. / Thesis (Ph.D.)--The Florida State University, 1983.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75033 |
| Contributors | LICKSON, JEFFREY EDWARD., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 131 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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