Abusaada, Ali H.M.
(2013)
Effects Of Redundancy And Modality Principles In
Video - Streaming On Attitude And Achievement.
PhD thesis, Perpustakaan Hamzah Sendut.
Abstract
This study investigated the effects of modality and redundancy principles on the
achievement and attitude among in-service teachers of different gender, computer skills
and experience in Gaza. A "3x3" and "3x2" quasi experimental factorial design were
adopted in this study. The independent variable was the three modes of video streaming
on an ICDL course namely Video cum Narration (VN), Video cum Text (VT), Video
cum Text and Narration (VTN). The moderator variables were the different gender,
computer skills and experience of the in-service teachers. The dependent variables were
the achievement (as measured by the post-test scores) and attitudes (as measured by
attitudes questionnaire). The study sample consisted of 305 in-service teachers in the
National Institute for Training in Gaza. ANCOVA was used to determine the significant
differences in the post-test scores among the three treatment groups. Analyses of
covariance (ANCOVA) were carried out to examine the main effects as well as the
interaction effects of the independent variables on the dependent variables. The results
showed that the teachers using the VN mode performed significantly better than
learners using the VT mode and the VTN mode. There was no significant difference in
post-test scores among male and female teachers. The VN mode was found to improve
achievement and attitudes among learners with low computer skills, senior teachers and
female teachers, as compared with the VT and VTN modes. In conclusion, the study
supported the positive value and superiority of the VN mode. The modality and
redundancy principles should be taken into consideration in the design and development
of the video streaming lessons in order to improve learning.
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