| This study was undertaken to provide data that would help educators design self-study texts. Its main purpose was to determine which design parameters affect the ability of the users to retrieve information from self-study texts. To do this, three different types of texts were prepared: prose, Information Mapping* and programmed instruction. The experiment was designed to stimulate the use of self-study texts in a commonly-encountered learning situation that includes an initial study session, immediately followed by an examination (similar to those encountered in college courses), and then a retrieval session six weeks later. Previously obtained experimental data indicated that the amount of information retained after a study session decreased at a rapid rate, and then levels off at the end of a six-week period.;The original population used in this experiment consisted of one hundred thirty eight (138) Temple University students enrolled in the Introduction to Educational Media Course.;The texts were distributed to the subjects on a random basis; and then (after receiving both oral and verbal instructions), the subjects studied their texts until they indicated that they knew the material. At that time they were asked to take a retention examination.;Six weeks later, the texts were returned to the subjects; and (after receiving both oral and written instructions), they were asked to take a retrieval examination. However, instead of unlimited time, the subjects were only allowed forty-five minutes to complete the retrieval process. Then, after the retrieval examination was completed, the subjects were asked to respond to a series of questions. The questions were designed to measure the subjects' attitudes toward the text they used, and to determine the retrieval strategy that they used to retreive the information.;It was hypothesized that the subjects using mapped texts would retrieve significantly more information than the subjects using programmed instruction texts and the subjects using prose texts. It was also hypothesized that there would be no significant differences between the amount of information retained by the subjects using any of the texts. It was further hypothesized that there would be no significant interaction between the amount of information retrieved and the verbal ability of the subjects. Finally, it was hypothesized that there would be no significant differences between the results attained by male subjects and the results attained by female subjects.;Statistically significant correlations were found between the results attained on the retrieval examination and the results attained on the retention examination. Retrieval capability is dependent upon the amount of information retained. As further evidence of this dependence, the responses to a questionnaire indicated that a number of subjects knew more of the answers, but could not find the right page.;The results of the retrieval examination indicated that there was no significant difference between the results attained by the subjects in any of the groups. No differences were expected since the subjects were allowed to take as much time as they needed to complete their study.;The results of the retrieval examination indicated that there was no interaction between the treatment (type of text) and the verbal ability of the subjects. However, only a limited number of scores were available.;Finally, the results of both the retention and retrieval tests indicated that there was no significant differences between the results attained by female subjects when compared with the results attained by male subjects.;*Information Mapping is a trademark of Information Resources, Inc. |
