The effects of multimedia courseware designed based on dual coding theory in science teaching on academic achievement, performance level and retention of learning

HI ABSTRACT THE EFFECTS OF MULTIMEDIA COURSEWARE DESIGNED BASED ON DUAL CODING THEORY IN SCIENCE TEACHING ON ACADEMIC ACHIEVEMENT, PERFORMANCE LEVEL AND RETENTION OF LEARNING M. Emre SEZGİN Master Thesis, Department of Educational Sciences Supervisor: Prof. Dr. Ülkü KÖYMEN July, 2002, 106 pages The purpose of this study is to compare the use of courseware with only animations, the use of courseware with only pictures, and the traditional teacher- centered methods of teaching with respect to their effects on academic achievement, performance level, and retention of learning in the unit of electricity. The research is conducted at the second semester of 2000-2001 at Mimar Kemal Primary School in Seyhan- Adana. First from all of the 4 classes, two different classes are randomly selected. Later one experimental group (Experimental group-one) and control group are randomly selected from one of the classes. And other experimental group (Experimental group-two) is randomly selected from the other class. Each group has 1 8 students. While the experimental group-one study the unit of electricity from the courseware with only animations, the experimental group-two study the same unit from the courseware with only pictures. The coursewares are designed specifically for this study by the researcher based on Dual Coding Theory. Instruction in the control groups is carried out in the traditional teacher-centered fashion.. In analysis of the data, the techniques of analysis of variance (ANOVA) and analysis of covariance (ANCOVA) is used. The result of the research showed that the significant difference is found between experimental groups and control group with respect to the results of academic achievements, performance levels and retention of learning in the favour of experimental groups on the last test. Another important result of this study is that no significant difference is found between experimental groups with respect to the results of academic achievement and performance level on the last test; where as the significant difference is found with respect to the results of academic achievement and performance level in the favour of experimental group-one with animations on the retention test conducted 14 days later then the last test. Keywords: Dual Coding Theory, Multimedia and Learning, Animations in Science Teaching, Science Teaching.