The purposes of this study were to investigate the effects of orienting activities in hypertext and printed text, and the interactive effect between orienting questions and prior knowledge on learning achievement, and learning efficiency. One hundred twenty-three 9th- to 12th-grade students were assigned randomly to one of four treatments--(a) printed text, (b) printed text with orienting questions, (c) hypertext, and (d) hypertext with orienting questions. / Based on the results obtained, five hypotheses were examined. Results indicated that hypertext was not more effective or efficient in facilitating learning than the corresponding printed version of the same text. Orienting questions presented in hypertext were found out to help learners to improve their understanding, but failed to improve their learning efficiency. Orienting questions, however, did not make hypertext a better medium to comprehend effectively and efficiently than printed text. / Results supported that hypertext was a more difficult instructional medium for students who had low prior knowledge than printed text. Results also indicated that orienting questions did not help students who lacked prior knowledge to improve their learning in hypertext. Limitations of the study and several implications for instructional practice future research in this area are discussed. / Source: Dissertation Abstracts International, Volume: 54-11, Section: A, page: 4067. / Major Professor: David F. Salisbury. / Thesis (Ph.D.)--The Florida State University, 1993.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_77037 |
| Contributors | Park, Innwoo., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 176 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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