A meta-analysis of outcome studies of visual-based instruction
This article describes a statistical integration of findings from 74 studies of visualbased college teaching. In the typical study, students learned slightly more from visual-based instruction than from conventional teaching. In the typical study, visual-based instruction had no special effect on course completion, student attitudes, or the correlation between aptitude and achievement. Students were equally likely to complete visual-based and conventional classes; their attitudes toward the two kinds of classes were very similar; and aptitude played a strong role in determining student achievement in each kind of class.
KeywordsWithdrawal Rate Student Attitude Educational Television Instructional Television Achievement Outcome
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