Effects of analogical vs. schematic illustrations on initial learning and retention of technical material by eighth-grade students
McAlister, Brian Keith
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Permalink
https://hdl.handle.net/2142/21101
Description
Title
Effects of analogical vs. schematic illustrations on initial learning and retention of technical material by eighth-grade students
Author(s)
McAlister, Brian Keith
Issue Date
1992
Doctoral Committee Chair(s)
Johnson, Scott D.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Industrial
Education, Reading
Education, Technology of
Language
eng
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.
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