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The efficacy of print and video in correcting cognitive misconceptions in science

, Oakland University, United States

Oakland University . Awarded


One hundred fifty-three fifth grade students found to have misconceptions about seasonal change were randomly assigned to either a video-print or print-video group. In Study One, each group read or viewed content about seasonal change and a free recall, multiple choice and application task were administered during the following week. Two weeks later, Study Two replicated the procedures with the groups receiving content in the alternate media. Hypotheses predicting video would be more effective than print in correcting misconceptions were rejected since there was either no significance on the measures or performance was higher after reading. Exposure to both media favored the video-print order. Low and high ability readers performed better after print treatment with no significant difference between media among average ability readers. More concepts than content vocabulary were present in written responses by both video and print groups. Post-hoc analysis revealed no gender differences, no significant difference in length of free recall between Study One and Study Two and significant differences between reading abilities on all measures.


Finney, M.J. The efficacy of print and video in correcting cognitive misconceptions in science. Ph.D. thesis, Oakland University. Retrieved June 18, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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