{"id":{"repo_id":"ncsu","oai_identifier":"oai:repository.lib.ncsu.edu:1840.16/4599"},"canonical_url":"https://search.dev.ndltd.org/etd/ncsu/oai:repository.lib.ncsu.edu:1840.16/4599","repository":{"repo_id":"ncsu","name":"North Carolina State University","base_url":"https://repository.lib.ncsu.edu/server/oai/request"},"display":{"title":"Integrating Multimedia in Technology Education to Improve College Student Comprehension, Problem-solving Skills, and Attitudes Toward Instructional Effectiveness.","abstract":"To determine the effects of a multimedia lecture on selected technology education students' comprehension, performance, and attitudes toward instructional effectiveness, the researcher used a variation of the nonequivalent control group design. The experimentally accessible population for this study was undergraduate students enrolled in technology education classes at North Carolina State University, Raleigh, North Carolina. The sample was two sections of the same technology education course covering jigs and fixtures, materials, manufacturing and tool skills. The comparison group received instruction using a traditional PowerPoint text-only lecture on jigs and fixtures. The experimental group received instruction using a PowerPoint lecture, with the same content, but enhanced with images, sound, and movies. Both groups received instruction for 1 week. The pre-test and Motivated Strategies for Learning Questionnaire (MSLQ) scores were used as covariates to adjust for initial differences between the groups. An analysis of covariance showed significant differences among the dependent variables for the teaching methods studied. Follow-up analysis revealed the following findings: (a) no significant difference in student achievement between the treatment groups, as measured by scores on a post-test given at the end of the instructional unit; (b) a significant difference in performance time between the treatment groups, as measured by a performance exercise; (c) a significant difference in performance accuracy between the treatment groups, as measured by a performance exercise; and (d) no significant difference in students' overall attitudes toward instructional effectiveness, as measured by the attitude survey. The study's results provided no evidence that multimedia-enhanced lectures are more or less effective than are traditional teaching methods with regard to student comprehension. Multimedia may be an important tool for teaching performance when students have limited experience or background in materials, methods, and procedures. Moreover, multimedia is not found more effective in improving student perception of instructional effectiveness.","abstract_html":"To determine the effects of a multimedia lecture on selected technology education students' comprehension, performance, and attitudes toward instructional effectiveness, the researcher used a variation of the nonequivalent control group design. The experimentally accessible population for this study was undergraduate students enrolled in technology education classes at North Carolina State University, Raleigh, North Carolina. The sample was two sections of the same technology education course covering jigs and fixtures, materials, manufacturing and tool skills. The comparison group received instruction using a traditional PowerPoint text-only lecture on jigs and fixtures. The experimental group received instruction using a PowerPoint lecture, with the same content, but enhanced with images, sound, and movies. Both groups received instruction for 1 week. The pre-test and Motivated Strategies for Learning Questionnaire (MSLQ) scores were used as covariates to adjust for initial differences between the groups. An analysis of covariance showed significant differences among the dependent variables for the teaching methods studied. Follow-up analysis revealed the following findings: (a) no significant difference in student achievement between the treatment groups, as measured by scores on a post-test given at the end of the instructional unit; (b) a significant difference in performance time between the treatment groups, as measured by a performance exercise; (c) a significant difference in performance accuracy between the treatment groups, as measured by a performance exercise; and (d) no significant difference in students' overall attitudes toward instructional effectiveness, as measured by the attitude survey. The study's results provided no evidence that multimedia-enhanced lectures are more or less effective than are traditional teaching methods with regard to student comprehension. Multimedia may be an important tool for teaching performance when students have limited experience or background in materials, methods, and procedures. Moreover, multimedia is not found more effective in improving student perception of instructional effectiveness.","abstract_has_math":false,"creators":["Sanders, Craig Sidney"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["V. William DeLuca, Committee Co-Chair"],"committee_chairs":[],"committee_members":[],"year":2002,"date_issued":"2002-08-27","date_published":"2002-08-27","updated_at":"2026-08-21T22:21:56Z","subjects":["multimedia","technology","education","comprehension","performance","attitudes"],"languages":[],"rights":["I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to NC State University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-08132002-101835"],"render_values":[{"text":"etd-08132002-101835","href":null,"code":true}]}]},"links":{"outbound_url":"http://www.lib.ncsu.edu/resolver/1840.16/4599","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"source_record":{"url":"https://repository.lib.ncsu.edu/server/oai/request?verb=GetRecord&metadataPrefix=dim&identifier=oai%3Arepository.lib.ncsu.edu%3A1840.16%2F4599","prefix":"dim"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["V. William DeLuca, Committee Co-Chair"]},{"key":"dc:creator","label":"Author","values":["Sanders, Craig Sidney"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2010-04-02T18:56:49Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2010-04-02T18:56:49Z"]},{"key":"dc:date.issued","label":"Date","values":["2002-08-27"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["multimedia","technology","education","comprehension","performance","attitudes"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to NC State University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-08132002-101835"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://www.lib.ncsu.edu/resolver/1840.16/4599"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["North Carolina State University Theses Mathematics, Science & Technology Education."]},{"key":"dc:description.abstract","label":"Abstract","values":["To determine the effects of a multimedia lecture on selected technology education students' comprehension, performance, and attitudes toward instructional effectiveness, the researcher used a variation of the nonequivalent control group design. The experimentally accessible population for this study was undergraduate students enrolled in technology education classes at North Carolina State University, Raleigh, North Carolina. The sample was two sections of the same technology education course covering jigs and fixtures, materials, manufacturing and tool skills. The comparison group received instruction using a traditional PowerPoint text-only lecture on jigs and fixtures. The experimental group received instruction using a PowerPoint lecture, with the same content, but enhanced with images, sound, and movies. Both groups received instruction for 1 week. The pre-test and Motivated Strategies for Learning Questionnaire (MSLQ) scores were used as covariates to adjust for initial differences between the groups. An analysis of covariance showed significant differences among the dependent variables for the teaching methods studied. Follow-up analysis revealed the following findings: (a) no significant difference in student achievement between the treatment groups, as measured by scores on a post-test given at the end of the instructional unit; (b) a significant difference in performance time between the treatment groups, as measured by a performance exercise; (c) a significant difference in performance accuracy between the treatment groups, as measured by a performance exercise; and (d) no significant difference in students' overall attitudes toward instructional effectiveness, as measured by the attitude survey. The study's results provided no evidence that multimedia-enhanced lectures are more or less effective than are traditional teaching methods with regard to student comprehension. Multimedia may be an important tool for teaching performance when students have limited experience or background in materials, methods, and procedures. Moreover, multimedia is not found more effective in improving student perception of instructional effectiveness."]},{"key":"dc:format","label":"Dc Format","values":["Thesis (Ed.D.)--North Carolina State University."]},{"key":"dc:title","label":"Title","values":["Integrating Multimedia in Technology Education to Improve College Student Comprehension, Problem-solving Skills, and Attitudes Toward Instructional Effectiveness."]}]}],"canonical_facts":{"dc:contributor.advisor":["V. William DeLuca, Committee Co-Chair"],"dc:creator":["Sanders, Craig Sidney"],"dc:date.accessioned":["2010-04-02T18:56:49Z"],"dc:date.available":["2010-04-02T18:56:49Z"],"dc:date.issued":["2002-08-27"],"dc:description":["North Carolina State University Theses Mathematics, Science & Technology Education."],"dc:description.abstract":["To determine the effects of a multimedia lecture on selected technology education students' comprehension, performance, and attitudes toward instructional effectiveness, the researcher used a variation of the nonequivalent control group design. The experimentally accessible population for this study was undergraduate students enrolled in technology education classes at North Carolina State University, Raleigh, North Carolina. The sample was two sections of the same technology education course covering jigs and fixtures, materials, manufacturing and tool skills. The comparison group received instruction using a traditional PowerPoint text-only lecture on jigs and fixtures. The experimental group received instruction using a PowerPoint lecture, with the same content, but enhanced with images, sound, and movies. Both groups received instruction for 1 week. The pre-test and Motivated Strategies for Learning Questionnaire (MSLQ) scores were used as covariates to adjust for initial differences between the groups. An analysis of covariance showed significant differences among the dependent variables for the teaching methods studied. Follow-up analysis revealed the following findings: (a) no significant difference in student achievement between the treatment groups, as measured by scores on a post-test given at the end of the instructional unit; (b) a significant difference in performance time between the treatment groups, as measured by a performance exercise; (c) a significant difference in performance accuracy between the treatment groups, as measured by a performance exercise; and (d) no significant difference in students' overall attitudes toward instructional effectiveness, as measured by the attitude survey. The study's results provided no evidence that multimedia-enhanced lectures are more or less effective than are traditional teaching methods with regard to student comprehension. Multimedia may be an important tool for teaching performance when students have limited experience or background in materials, methods, and procedures. Moreover, multimedia is not found more effective in improving student perception of instructional effectiveness."],"dc:format":["Thesis (Ed.D.)--North Carolina State University."],"dc:identifier.other":["etd-08132002-101835"],"dc:identifier.uri":["http://www.lib.ncsu.edu/resolver/1840.16/4599"],"dc:rights":["I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to NC State University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report."],"dc:subject":["multimedia","technology","education","comprehension","performance","attitudes"],"dc:title":["Integrating Multimedia in Technology Education to Improve College Student Comprehension, Problem-solving Skills, and Attitudes Toward Instructional Effectiveness."]},"updated_at":"2026-08-21T22:21:56Z"}