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The effects of integrating text and picture comprehension in Geography for the ninth Graders
cognitive theory of multimedia learning
dual coding theory
text and picture comprehension
The purpose of this quasi-experimental study was to investigate the effects of integrating text and picture comprehension on junior high school learners’ geographical cocepts , motivation toward learning Geography, their comments on this way of teaching and difficulties when comprehending. A pretest-posttest group research design was used. The sample population was from two classes of the ninth year junior high school students in Taipei. The experimental group was taught in integrating text and picture comprehension on Geography for 10 weeks,while the control group was taught in the traditional method. This study collected data from geographical concept comprehension test,video tape, worksheets ,interview and questionnaires. The statistical data was analyzed by using One-way Analysis of Covariance( ANCOVA) to determine whether there were significant inter- and intra-group differences. The qualitative data,including video tape, interview, worksheets and open ended questionnaires as aided tools to know students’ feedback on the curriculum. The results showed： 1.Though there was no significant difference in students’ learning effectiveness between the experimental and the control group. Intergrating text and picture comprehension into geography was helpful for low achivement students. 2.The experimental group had positive attitude on this teaching method. 3.The experimental group had three difficult things when reading: easily ignoring the helpful of pictures, hard to translation different cognites pictures and the poor desigh of the textbook may hamper their comprehension. 4.Different academic achivement students had different inpections on curriculum. The high academic achivement students wanted to challenge hard material while middle and low academic achivement students just wanted to realize what the textbook presented. 5.High academic achievement Students are not necessarily good at comprehending text and picture than middle and low academic achievement Students. Finally, based on the conclusions, suggestions for educational applications and future research were recommended.
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