Comparative & non-comparative studies
- 1. Comparative Vs. Non-comparative Study Presented by: Asma AL-Maqbali Fatma AL-Abri
- 2. Non-comparative Study Comparative Study Comparative Vs. Non-comparative Study Does the amount of on-screen text influence student learning from a multimedia-based instructional unit? Information retention from PowerPoint ™ and traditional lectures Study Title The study examines how changes in the amount of on-screen text will influence student learning from a multimedia instructional unit on basic concepts of coordinate geometry. The study investigates the effects of PowerPoint’s on student performance (e.g., overall quiz/exam scores) in comparison to lectures based on overhead projectors, traditional lectures (e.g., “chalk-and-talk”), and online lectures. The Purpose
- 3. There are no significant differences between groups who worked with short-text and whole-text versions. Retention scores of high and low memory groups who worked with the whole-text version showed significant differences. Students retained 15% less information delivered verbally by the lecturer during PowerPoint presentations, but they preferred PowerPoint presentations over traditional presentations. Results
- 4. In order to measure the influence of the amount of on-screen text on students learning, performance gains and retention levels of the participants were assessed through performance measures. These performance measures were based on the school’s curricular objectives and the instructional objectives of the multimedia unit. The timing and the format of the tests were based on the school’s regular testing procedures (for example, short answer items were preferred). Two parallel forms were used to assess performance gains (pre post-tests) and a shortened form of these tests was used to assess the level of retention. Two delivery styles presented in the lectures, traditional and PowerPoint. A third presentation category, no class, was formed with the students that were not present during either of the delivery styles. They measured their effects on the following variables: The quiz measured performance Recognition of graphic information Recognition of auditory information Recognition of audio/visual information – presented auditorlly and visually. Overall recognition of information – This was measured by the percentage of correct answers pertaining to the information provided during the lectures. Preference – The questionnaire measured preference, where delivery style preference and perceived importance were the dependent variables. Approach
- 5. References: Savoy, A. and others. (2008). Information retention from PowerPointTM and traditional lectures . Computers & Education. 52 Arda, D. & Unal, S. (2008). Does the amount of on-screen text influence student learning from a multimedia-based instructional unit? . Springer.