The effects of visual and verbal/visual organizers on the learning of unfamiliar information with daytime students in two rural community colleges in southwestern Virginia

Abstract

The purpose of this study was to evaluate the effects of pre and post visual (V) and verbal/visual (V/V) organizers on the learning of unfamiliar information at two rural community colleges in southwestern Virginia. A total of 153 students in five general English and speech classes in the two community colleges were used as subjects for the experiment. Pre and post V and V/V organizers (presented on video tape), each in the presence of objectives, were used in conjunction with a 20 minute lesson on the theory of communication written by the investigator. The control group did not receive any type of organizer. A 25 item multiple-choice test (criterion test) was administered to each treatment group following treatment.

Total scores from the criterion test were subjected to a one-way analysis of variance using the Dunnett test. Results supported the first hypothesis; there was significant improvement in achievement in the presence of pre and post V and V/V organizers (p = < .05) as designed for this study and used with this particular population. Criterion test scores from the four experimental groups were analyzed further using a two-way factorial analysis of variance; one factor with two levels representing sequence of presentation (pre or post) and mode of presentation (V or V/V). Results did not support the second hypothesis: sequence or mode of presentation, or interaction of these two factors produced no significant effects (p = > .05) on achievement with this particular population.

An evaluation form was administered to all five treatment groups to elicit student opinion about the lesson and the organizers. Results on items pertaining to the organizers were somewhat positive in nature.

Recommendations for further research concerning V and V/V organizers included: replication of the present study using similar and more diverse populations, educational levels and subject matter content for the learning passage and organizer to test for consistency of results; investigation to isolate and define the as yet unidentified variable concerning organizers which facilitates learning; and, investigation of facilitative qualities of organizers in the achievement of affective objectives.