A Systematic Assessment of the Effect of Visual Testing of Visualized Instruction: A Justification for Instructional Congruency.

Dwyer, Francis M.; De Melo, Hermes

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ERIC Number: EJ308713

Record Type: Journal

Publication Date: 1984

Pages: N/A

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A Systematic Assessment of the Effect of Visual Testing of Visualized Instruction: A Justification for Instructional Congruency.

Dwyer, Francis M.; De Melo, Hermes

Journal of Visual/Verbal Languaging, v4 n1 p53-66 Spr 1984

This investigation evaluated performance of university students on visual and nonvisual versions of an achievement test. Two experimental designs assessed the effects and interactions between visual and nonvisual instructional modes, order of drawing test (before or after verbal/visual achievement test), and mode of drawing test (verbal cued or free recall). (MBR)

Descriptors: Academic Achievement, Evaluation Methods, Graphs, Higher Education, Intermode Differences, Research Methodology, Tables (Data), Teaching Methods, Test Format, Testing, Verbal Stimuli, Visual Learning, Visual Stimuli

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: Researchers

Language: English

Sponsor: N/A

Authoring Institution: N/A

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