Teaching genetics with multimedia results in better acquisition of knowledge and improvement in comprehension.
The main goal of this study was to explore whether the use of multimedia in genetics instruction contributes more to students' knowledge and comprehension than other instructional modes. We were also concerned with the influence of different instructional modes on the retention of knowledge and comp...
| Publicado en: | Journal of Computer Assisted Learning Vol. 26; no. 3; pp. 214 - 225 |
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| Autores principales: | , , |
| Formato: | clinical trial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2010
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105042499&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105042499 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2010 vid: 26 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105042499 2010656988 10.1111/j.1365-2729.2009.00344.x 105042499 ppf: 214 ppct: 11 formats: tig: atl: Teaching genetics with multimedia results in better acquisition of knowledge and improvement in comprehension. aug: au: Starbek P Starcic Erjavec M Peklaj C affil: University of Ljubljana and Secondary School for Pharmacy, Cosmetics and Health Care, 1000 Ljubljana, Slovenia sug: subj: Computer-Assisted Instruction Genetics Education Multimedia Achievement Tests Adolescence Clinical Trials Coefficient alpha Data Analysis Software Female Human Knowledge Male One-Way Analysis of Variance Outcomes of Education Paired T-Tests Post Hoc Analysis Pretest-Posttest Design Quasi-Experimental Studies Questionnaires Random Assignment Repeated Measures Schools, Secondary Slovenia Students, High School Univariate Statistics Adolescent: 13-18 years Female Male ab: The main goal of this study was to explore whether the use of multimedia in genetics instruction contributes more to students' knowledge and comprehension than other instructional modes. We were also concerned with the influence of different instructional modes on the retention of knowledge and comprehension. In a quasi-experimental design, four comparable groups of 3rd and 4th grade high school students were taught the process of protein synthesis: group 1 was taught in the traditional lecture format ( n = 112 students), group 2 only by reading text ( n = 124 students), group 3 through multimedia that integrated two short computer animations ( n = 115 students) and group 4 by text supplemented with illustrations ( n = 117 students). All students received one pre-test in order to estimate their prior knowledge, and two post-tests in order to assess knowledge and comprehension immediately after learning and again after 5 weeks. Results showed that students comprising groups 3 and 4 acquired better knowledge and improved comprehension skills than the other two groups. Similar results were observed for retention of acquired knowledge and improved comprehension. These findings lead to the conclusion that better learning outcomes can be obtained by the use of animations or at least illustrations when learning genetics. pubtype: Academic Journal doctype: clinical trial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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