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ECTJ

, Volume 29, Issue 1, pp 26–36 | Cite as

A meta-analysis of outcome studies of visual-based instruction

  • Peter A. Cohen
  • Barbara J. Ebeling
  • James A. Kulik
Articles
  • 205 Downloads

Abstract

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.

Keywords

Withdrawal Rate Student Attitude Educational Television Instructional Television Achievement Outcome 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Association for Educational Communications and Technology 1981

Authors and Affiliations

  • Peter A. Cohen
    • 1
  • Barbara J. Ebeling
    • 2
  • James A. Kulik
    • 2
  1. 1.Dartmouth CollegeHanover
  2. 2.The Center for Research on Learning and TeachingThe University of MichiganAnn Arbor

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