Comparison of hypermedia learning and traditional instruction on knowledge acquisition and retention

Yildirim Z., Ozden M., Aksu M.

JOURNAL OF EDUCATIONAL RESEARCH, cilt.94, sa.4, ss.207-214, 2001 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 94 Sayı: 4
  • Basım Tarihi: 2001
  • Doi Numarası: 10.1080/00220670109598754
  • Dergi Adı: JOURNAL OF EDUCATIONAL RESEARCH
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus
  • Sayfa Sayıları: ss.207-214
  • Anahtar Kelimeler: computer-based instruction, hypermedia, knowledge acquisition, HYPERTEXT
  • Orta Doğu Teknik Üniversitesi Adresli: Evet

Özet

A comparison was made of hypermedia learning environments and traditional instruction in terms of contribution to declarative, procedural, and conditional knowledge acquisition and retention in a specific subject area through a pretest-posttest control-group design. Thirty-nine 9th-grade biology students were assigned to experimental (hypermedia learning environment) and control (traditional instruction) groups through a matched-pair technique. Both groups were given pre-, post-, and retention tests. Posttest results indicated no significant difference between control and experimental groups in acquisition of declarative, conditional, and procedural knowledge. However, retention test results showed that the experimental group retained all three types of knowledge significantly better than did the control group.