An Experiment on Effects of Redundant Audio in Computer Based Instruction on Achievement, Attitude, and Learning Time in 10th Grade Math.

N

7

Ability; Academic Achievement; Audiovisual Aids; Audiovisual Instruction; Computer Assisted Instruction; Foreign Countries; Grade 10; High School Students; High Schools; Mathematics Instruction; Student Attitudes; Time Factors (Learning)

The effects of the inclusion of matched redundant digital audio on achievement, time spent in learning, and attitude toward computer-based instruction (CBI) delivered mathematics were studied with 82 high school students. Differential effects on students of varying entry learning mathematics performance were also investigated. Subjects were assigned to CBI-audio or CBI-text conditions by stratified matched pairs within three existing classes. Both groups completed three lessons from the Alberta (Canada) CBI mathematics curriculum for grade 10. For the audio condition, lessons were modified by adding redundant audio through male voice instructions. Analysis of scores on a mathematics achievement test did not indicate any effects of CBI delivery mode on comprehension and mastery, but did indicate that redundant audio did reduce time required to complete practice questions, implying greater learning efficiency for the CBI-audio condition. No significant attitude differences were found overall, but lower ability students were more positive in the dual channel (redundant audio) condition. Seven tables illustrate study findings. (Contains 11 references.) (SLD)

1995

ED380123