The Effect of Teacher Scaffolding and Student Comprehension Monitoring on a Multimedia/Interactive Videodisc Science Lesson for Second Graders
Carole S. Nelson, Allen Watson, Jane K. Ching, University of North Carolina at Greensboro, United States ; Patricia I. Barrow, Guilford School System, United States
Journal of Educational Multimedia and Hypermedia Volume 5, Number 3, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Imagery-based computer instruction is predicted to have a major impact on educational curriculum in the next century. Yet research on the effectiveness of imagery technology for early elementary-age children is a relatively unexplored area. The purpose of this study was to examine age-appropriate uses of a multimedia/interactive videodisc (IVD) science lesson for second graders in two areas. First, the unique properties that these media offer as a stand-alone teaching tool were assessed. Second, the non-technological strategies of teacher scaffolding and comprehension monitoring as supplements to IVD programs were investigated. A learner controlled multimedia/IVD instructional science program was designed for this study. Sixty second-grade students from a public school system were administered one of four levels of treatment: (a) the IVD lesson only, (b) comprehension monitoring only, (c) teacher scaffolding only, and (d) teacher scaffolding with comprehension monitoring. The IVD lesson only group registered significantly higher scores after controlling for preexisting differences. The comprehension monitoring only and teacher scaffolding only groups recorded significantly higher test scores when compared to IVD lesson only. The teacher scaffolding with comprehension monitoring group made statistically higher scores when compared to each of the other three treatments. These findings indicate that a carefully designed multimedia/IVD lesson can produce significant learning for second-grade students. Learning outcomes improve with the aid of teacher scaffolding or student comprehension monitoring.
Nelson, C.S., Watson, A., Ching, J.K. & Barrow, P.I. (1996). The Effect of Teacher Scaffolding and Student Comprehension Monitoring on a Multimedia/Interactive Videodisc Science Lesson for Second Graders. Journal of Educational Multimedia and Hypermedia, 5(3), 317-348. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE).
© 1996 Association for the Advancement of Computing in Education (AACE)