The Effects of Summation of Audiovisual and Textual Instructional Cues on Student Achievement [electronic resource] / Bernell Edwards and Vernon Gerlach.
A study was made to determine whether instructional cues presented to the learner as variations of audiovisual and textual information including a cue summation condition (combined textual, pictorial, and auditory cues) can facilitate the achievement of precise instructional objectives. Some 112 edu...
Saved in:
| Online Access: |
Full Text (via ERIC) |
|---|---|
| Main Author: | |
| Corporate Author: | |
| Other Authors: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1974.
|
| Subjects: |
| Summary: | A study was made to determine whether instructional cues presented to the learner as variations of audiovisual and textual information including a cue summation condition (combined textual, pictorial, and auditory cues) can facilitate the achievement of precise instructional objectives. Some 112 education students enrolled in a course on mental retardation at Arizona State University were randomly assigned to one of eight treatment variations. Cues were imbedded within a self-instructional unit on cerebral palsy. Subjects were given a posttest immediately after instruction. Students receiving textual-only cues scored significantly higher (p less than .01) on the posttest than did students receiving auditory cues only. Students receiving the cue summation condition of cues did not score significantly higher than did students receiving other combinations of cues. (Author/WCM) |
|---|---|
| Item Description: | ERIC Document Number: ED092166. ERIC Note: Paper presented at the Association for Educational Communications and Technology Annual Convention (Atlantic City, New Jersey, March 17-21, 1974). |
| Physical Description: | 9 p. |