Use of introductory organizers in television instruction

Gwen C. Nugent; Thomas J. Tipton; David W. Brooks

doi:10.1037/0022-0663.72.4.445

Use of introductory organizers in television instruction

Gwen C. Nugent, Thomas J. Tipton, David W. Brooks

Nebraska Center for Research on Children, Youth, Families & Schools

Research output: Contribution to journal › Article › peer-review

6 Scopus citations

Abstract

Data from 943 undergraduates and 54 teachers show that an advance organizer significantly increased student comprehension but had negative affective consequences. A program title also inhibited the more advanced students' perceptions of the personal value and relevance of the instructional material. (20 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).

Original language	English (US)
Pages (from-to)	445-451
Number of pages	7
Journal	Journal of Educational Psychology
Volume	72
Issue number	4
DOIs	https://doi.org/10.1037/0022-0663.72.4.445
State	Published - Aug 1980

Keywords

affective consequences, college students &
introductory organizers in TV instruction, student comprehension &
teachers

ASJC Scopus subject areas

Education
Developmental and Educational Psychology

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10.1037/0022-0663.72.4.445

Cite this

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title = "Use of introductory organizers in television instruction",

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Use of introductory organizers in television instruction

Abstract

Keywords

ASJC Scopus subject areas

Access to Document

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