Learning from Tables

Abstract

Information is often tabulated, both for the general public and for students in the classroom. The relative effectiveness of tabulated data and prose for making some aspects of data and co‐variation memorable was investigated. Three types of variable (categoric, discrete and continuous) and various patterns in the data were tested on 94 Year 9 students (13—14 years old). The effect of post‐questions on recall was also studied. Tabulating data was found to be generally superior to embedding it in prose as far as recall of data and co‐variation are concerned. Other factors which particularly affected recall included the pattern in the data and the ability of the student as defined by the school. The type of variable seemed to be less important for these students and the data tested. The post‐questions used here did not enhance recall of data or co‐variation. Some aspects of mental model theory were found useful in explaining the effects.

Additional information

Notes on contributors

Douglas P. Newton

Dr. Newton is a Lecturer in Education at the University of Newcastle‐upon‐Tyne. He is particularly interested in effective ways of presenting information and has published a number of papers and a book Teaching with Text (London, Kogan Page) on the subject. He has also published papers and books on Science and Technology Education.