أثر منظومة المعلومات المصورة مقابل المكتوبة على أربعة مستويات في التعلم : التذكر، و الفهم، و الاستنتاج، و التطبيق

Abstract EN

A random simple sample of one-hundred and five male and female students at freshman and sophomore level was withdrawn from An-Najah National University in Palestine.

Then, the sample was randomly distributed into five groups: 1) two groups received graphic advance organizers (GAO): one received it with the organized passage, and the other received it with the non-organized passage, 2) two groups received written advance organizers (WAO): one received it with the organized passage, and the other received it with the non-organized passage; and 3) the last group was a control group which received the same passage but with a false organizer.

One-Way and Tow-Way ANOVA by using general “F” test at (p<.05) level of significant revealed the following results: 1) the mean of WAO groups were higher - in general - than the mean of GAO ones.

2) the mean of the experimental groups were higher than the mean of the control group, 3) there were no significant differences between the mean of groups who received the organized passage and those who received the non-organized passage, nor between freshmen and sophomore, or between high and low ability students except on the conclusion sub-test (p<.04) which indicated that the mean of high ability students was higher than the mean of low ability students, 4) there were four significant interactions: the first one was appeared on the conclusion sub-test, and the second one was appeared on the application sub-test.

These two interactions indicated that the WAO was effective with the non-organized passage, whereas, the GAO was effective with the organized one.

The third interaction was appeared only on the application sub-test which indicated that the WAO was effective with low ability students, whereas, the GAO was effective with high ability ones; and the fourth interaction was also appeared on the application sub-test which indicated that the WAO was effective with freshmen students, whereas the GAO was effective with sophomore ones.

These results came along with discussions, recommendations and applications.