The Effectiveness of Four Methods of Presentation upon the Recall of Factual Information of Expository Material by Fifth Graders

This study investigated whether recall of expository information by a learner will be affected by the mode or combination of modes through which the information is presented. Subjects, 359 fifth-grade students, were randomly stratified into four treatment groups on the basis of sex and reading abili...

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Bibliographic Details
Main Author Weathermon, Sidney Earl
Format Dissertation
LanguageEnglish
Published University Microfilms 1976
Subjects
Cognitive Processes
Doctoral Dissertations
Elementary Education
Grade 5
Learning Processes
Memory
Prose Learning
Recall (Psychology)
Silent Reading
Teaching Methods
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Summary:This study investigated whether recall of expository information by a learner will be affected by the mode or combination of modes through which the information is presented. Subjects, 359 fifth-grade students, were randomly stratified into four treatment groups on the basis of sex and reading ability. Treatment for each of the groups was as follows: a silent reading procedure in which the subject learned by reading material from a non-illustrated text, a listening procedure in which the subject learned by listening to a student teacher read the expository material, a listening procedure in which the subject learned by listening to a taped cassette recording of the material, and a simultaneous presentation of both a silent reading procedure and a listening procedure (taped recording on cassette). Results showed that both the mode of information presentation and silent reading ability have a significant effect on recall of factual information, that the most effective treatment was the auditory-visual presentation, and that the second most effective treatment was the visual (silent reading) presentation. (Author/JM)