Development of expertise in science at basic schools: The effect of first principles of instruction with computer animation and chart and their functional effect on gender

Figures & data

Figure 1. Phases for effective instruction by Merrill (2002)

Table 1. Principles of multimedia learning

First Five Principles with Chart	First Five Principles with computer
Principles of multimedia learning
Multimedia principle (applied by chart and the teacher)	Multimedia principle (applied by computer and the teacher)
Contiguity principle (applied by chart and the teacher)	Contiguity principle (applied by computer and the teacher)
Coherency principle (applied by chart and the teacher)	Coherency principle (applied by computer and the teacher)
Modality principle (applied by chart and the teacher)	Modality principle (applied by computer and the teacher)
Redundancy principle (partially applied by chart and the teacher)	Redundancy principle (applied by computer and the teacher)

Table 2. Overview of mean scores on the pretest

		Knowledge		Understanding		Problem Solving		Overall
Condition	N	Mean	SD	Mean	SD	Mean	SD	Mean	SD
1.FPI learning environment with the use of low cost media (chart)	44	5.55	2.89	1.49	1.55	.31	.81	2.45	1.75
2. FPI learning environment with the use of high cost media (computer)	43	5.53	2.42	1.74	2.10	.33	1.17	2.53	1.89
Total	87	5.54	2.66	1.62	1.83	.32	0.99	2.49	1.82

Table 3. Overview of mean scores for pretest and posttest

			Knowledge		Understanding		Problem Solving		Overall
Testing	Condition	N	Mean	SD	Mean	SD	Mean	SD	Mean	SD
Pretest	1.FPI learning environment with the use of low-cost media (chart)	43	5.58	2.91	1.52	1.55	.31	.82	2.47	1.78
	2. FPI learning environment with the use of high-cost media (computer)	41	5.56	2.47	1.76	2.15	.27	1.12	2.53	1.91
	Total	84	5.57	2.69	1.64	1.85	.29	.97	2.50	1.85
Posttest	1.FPI learning environment with low-cost media (chart)	43	9.35	1.56	10.13	5. 06	8. 01	6.81	27.49	13.43
	2. FPI learning environment with high-cost media (computer)	41	9.37	1.30	9.11	5.18	7.37	6.56	25.85	13.40
	Total	84	9.36	1.43	9.62	5.12	7.69	6.69	26.67	13.42

Table 4. Overview of mean scores of learning gains between the two groups

Condition of treatment		Knowledge		understanding		Problem Solving		Overall
	N	Mean	SD	Mean	SD	Mean	SD	Mean	SD
FPI learning environment with low cost media (chart)	43	3.95	3.34	9.20	5.70	7.45	7.11	20.57	12.79
FPI learning environment with high cost media (computer)	41	3.80	3.25	6.90	5.63	7.10	7.14	17.26	11.81
Total	84	3.88	3.30	8.05	5.67	7.28	7.13	18.92	12.30

Figure 2. Interaction effects of media and gender on FPI.

Table 5. Interaction effect of media and gender on FPI for learning gains

Media type	Gender	Mean	SD	N
	Male	26. 93	10. 04	23
High Cost (Computer)	Female	24.42	11. 38	18
	Total	25.83	10. 59	41
	Male	25.98	11. 05	25
Low Cost (Chart)	Female	27.94	10.79	18
	Total	26.80	10.86	43
	Male	26.44	10.47	48
Overall FFPI	Female	26.18	11. 08	36
	Total	26.33	10.67	84

Merrill, M. D. (2002). A pebble in the pond model for instructional design. Performance Improvement, 41(7), 41–46. https://doi.org/10.1002/pfi.4140410709

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