Using multimodal presentations

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Using multimodal presentations

  1. 1. Using Multi-modal Teaching to Increase the Comprehension of Science Concepts Maria R. Giambanco SEYS 778
  2. 2. Background Information <ul><li>Abstract concepts are usually hard for students to process, so teachers often use tools like videos to illuminate these topics </li></ul><ul><li>Cognitive load theory suggests that there is a limit to the amount of information that can be processed at a single time </li></ul><ul><li>Auditory and visual information is processed in different parts of the brain so they can be processed simultaneously </li></ul><ul><li>Presenting information that is simultaneously processed in different parts of the brain should be more effective than using only one mode </li></ul>
  3. 3. Methods <ul><li>3 treatment groups: </li></ul><ul><li>AV= Audio/visual presentation </li></ul><ul><li>RV= Reading/visual presentation </li></ul><ul><li>KAV= Kinesthetic, audio/visual presentation </li></ul><ul><li>Each groups was administered a pre-test of regents based question before the start of the chapter. </li></ul><ul><li>The assessment included 3 types of questions: diagrams, complex reading and simple reading multiple choice questions. </li></ul><ul><li>The same assessment was administered after the mitosis lesson </li></ul>
  4. 4. What I Expected to See <ul><li>Students in the audio/visual group would perform better on the post-test than those in the reading/visual group </li></ul><ul><li>Students in the kinesthetic activity, audio/visual group would perform better on the post-test than those in the audio/visual and reading/visual groups </li></ul><ul><li>All three treatments would perform on the post-test than the control group </li></ul>
  5. 5. Null Hypothesis <ul><li>H o : Increasing the number of modalities used to teach mitosis will not increase assessment scores. </li></ul>
  6. 6. Pre-Test ANOVA Table <ul><li>There is no significant differences between the treatment groups </li></ul>
  7. 7. Summary of Data
  8. 8. Post-Test ANOVA Table <ul><li>There is a significant difference between the treatment groups </li></ul>
  9. 9. Tukey Multiple Comparison Test P<0.05 KAV vs. Control Not significant RV vs. Control Not significant AV vs. Control Not significant RV vs. KAV Not significant AV vs. KAV Not significant AV vs. RV Significance Groups Compared
  10. 10. Kruskal-Wallis Non-Parametric <ul><li>H=11.99 df=3 p=0.0074 </li></ul><ul><li>There is a significant difference between the treatment groups </li></ul>32.3 60.4 50.9 46.3 Control KAV RV AV Mean Ranks for Samples
  11. 11. Means By Sex <ul><li>There was no significant difference between male and female scores for any of the treatment groups </li></ul><ul><li>There was also no significant differences found between ethnicities </li></ul>4.545 6.3 5.857 5.846 Post-test Male 5.090 3.5 4 Control 7.090 3.545 3.7 KAV 6.076 3.692 2.857 RV 5.545 3.8 3.587 AV Post-test Female Pre-test Female Pre-test Male Treatment
  12. 12. Conclusion <ul><li>Increasing the number of modalities used to teach mitosis does improve assessment scores </li></ul>
  13. 13. Discussion <ul><li>Although there was no significant differences between any of the treatments, this may be an artifact of the analysis used </li></ul><ul><li>The test result of the reading/visual treatment > audio/visual treatment  may be because the reading was given before the video instead of simultaneously </li></ul>
  14. 14. Further Analysis <ul><li>Perform a non-parametric comparison test </li></ul><ul><li>Include free response or interviews in the assessment </li></ul><ul><li>Perform an item analysis to see which questions students had trouble with </li></ul><ul><li>Re-do the test using a reading that is incorporated into the video instead of separate </li></ul>

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