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|Title:||Effects of analogical vs. schematic illustrations on initial learning and retention of technical material by eighth-grade students|
|Author(s):||McAlister, Brian Keith|
|Doctoral Committee Chair(s):||Johnson, Scott D.|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
Education, Technology of
|Abstract:||Problem and research questions. This experiment was conducted to study the effectiveness of analogical and schematic illustrations for teaching technical information. As reflected by the following research questions, illustration effectiveness addressed two types of knowledge (i.e., relational knowledge and knowledge of attributes). (1) Is there any difference in the effectiveness of using schematic and analogical illustrations to support expository prose for initial learning and retention of object attributes? (2) Is there any difference in the effectiveness of using schematic and analogical illustrations to support expository prose for initial learning and retention of relational predicates? (3) Are students' feelings toward learning affected by the use of schematic and analogical illustrations which supplement expository prose?
Procedure. Eighth-grade students at Mahomet Junior High School in Mahomet, Illinois were randomly assigned to two groups during their regularly scheduled science classes. The subjects read and studied a passage regarding the topic of logic gates which was supplemented with either schematic or analogical illustrations. Data were collected using an instrument of determine feelings regarding the lesson and a performance test. The subjects were tested again two weeks later to measure for retention.
Findings. Items from the performance test were classified as pertaining to two classifications of knowledge, either relational predicates or object attributes. Those students who received the schematic illustrations performed significantly better on the object attribute test items than students who received the analogical illustrations both during the initial test (p $<$.001) and two weeks later when tested for retention (p $<$.01). Those students who received the analogical illustrations performed significantly better on the relational predicate test items than students who received the schematic illustrations during the initial test (p $<$.05), but no significant difference existed two weeks later when tested for retention. There were no significant differences in scores that reflected subjects' feelings toward the lesson.
|Rights Information:||Copyright 1992 McAlister, Brian Keith|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI9236536|