Will fewer components in slide lesson presentation in concave and convex mirrors lead to effective learning?

• Main Author: Medula, Cesar Turqueza, Jr.
• Format: text
• Language: English
• Published: Animo Repository 2009
• Subjects: Educational technology; Multimedia systems; Learning; Classrooms—Instruction and study; Physics; Science and Mathematics Education
• Online Access: https://animorepository.dlsu.edu.ph/etd_doctoral/230
• Institution: De La Salle University

Multimedia technology is providing us with great possibilities to improve teaching and learning. In recent years, slide lesson presentations (a form of multimedia) of various designs in classroom instruction have significantly increased locally without examination of their effects on student learning. With the desire of improving instruction using slide lesson presentations on student learning being the desired outcome, this study was conceptualized. It aimed to investigate the effects of slide lesson presentation designs on student learning and instructional efficiency. Particularly, it sought to determine the effects of the addition of on – screen text and enhancements (i.e sound or both sound and picture) on student retention and transfer and instructional efficiency. Moreover, it intended to look after correlations between learner variables (i.e. background knowledge and learning style preference) and learning and instructional efficiency. The sample of this study consisted of 35 College Physics (Physics 1a) students. The students were described in terms of their background knowledge and learning style preference. Student learning in terms of retention and transfer were determined. These were acquired using Medula, C. T. Will Fewer Components 9 validated and reliable researcher and standardized instruments. As well, instructional efficiency was also calculated. Pearson product moment correlation coefficient and Spearman rho were used to determine any significant relationships. Kruskal – Wallis test was employed to determine the presence of significant differences. Moreover, group observations, student journals and student interview responses from five randomly selected students from each of the design groupings were analyzed, qualitatively, for a deeper look into the effect of slide lesson presentation on student learning and instructional efficiency. The conclusions are: The student respondents have limited background knowledge on image formation by concave and convex mirrors and fairly verbal or fairly visual types of learners and can recall typically essential concepts on image formation by concave and convex mirrors. The students can not easily apply learned knowledge and skills on image formation by concave and convex mirrors and attain negative level of instructional efficiency. Background knowledge affects, moderately, the transfer of learning amongst students. The addition of on – screen text in slide lesson presentations does result on poorer retention of learning amongst students. The use of enhancements neither worsens nor improves retention of learning. However, the use of more enhancements, as well as its combination with animated pictorial information, improves retention of learning. Accordingly, the use of more multimedia elements that suit inherent learner variables improves retention of learning. The addition of on – screen text and enhancements neither worsens nor improves transfer of learning. However, combining on – screen text and more enhancements with appropriate animated pictorial information improves transfer of learning. Finally, the use of on – screen text and enhancements on slide lesson presentations do not significantly affect the level of instructional efficiency. The Medula, C. T. Will Fewer Components 10 use of more elements in slide lesson presentations does not necessarily improve instructional efficiency level. Better instructional efficiency can be attained when significant learner characteristics are taken considerably. The recommendations of the study are: Teachers can use in classrooms slide lesson presentations designed with more multimedia elements that accommodates learner variables like background knowledge, learning style preference and abilities (i.e. general or spatial) for better retention of learning and transfer of learning amongst students. A similar study is done covering more respondents, more instructional contact periods and other Physics topics. Involve more profile variables like abilities and other learning style preferences in the analysis. Investigate further the effectiveness of the extent of enhancements on retention and transfer of learning. Investigate further the combination of on – screen text and more enhancements in improving not only transfer of learning but possibly as well on retention of learning. And, more investigations on the design involving but not limited to the use of on – screen text and enhancements of multimedia presentations particularly slide lesson presentations to establish better their instructional efficiency.