Effects of Content Sequencing and Presentation Mode of Teaching Material on Learning Outcomes

Abstract

Despite widespread and increasing use of CAL teaching programs and self‐learning materials, little serious evaluation or analysis of such systems has taken place. The consequential lack of a clear theoretical understanding of the cognitive principles involved prevents the formation of clear design criteria capable of ensuring maximal efficiency of the teaching material. This study sets out to explore three key variables which may influence the learning of statistics material: structure of presented material, mode (aural or visual) of presented material, and previous mathematical experience. Although the latter two were not found to be significant factors in learning, a detailed analysis of structure revealed many interesting results regarding its influence on the quantity and quality of student recall. Finally, the relevance of these findings to the design of learning materials is discussed.