Average scores on the vocabulary pre-tests and post-tests for each sensory modality group were obtained. The scores on these tests were totaled and divided by the number of students in each group. The results, shown in Figure 5.1, indicate that the majority of the students improved. There was a significant increase in the average scores of the students in the tactual and NP categories, a small increase in average score for the students within the visual domain and no change for the kinesthetic group.

Each sensory modality group was then looked at in more detail. The individual scores of each student in the visual group are illustrated in Figure 5.2 and those of the tactual, kinesthetic, and NP students are illustrated in Figure 5.3.
A collapsed look at the visual learner data below in Figure 5.2 shows that three of the eight students improved their scores, there was no change in score for four of the students and student #9 dropped from 2 to 1 correct answer.

For the two kinesthetic learners, as shown in Figure 5.3 below, student #4 bettered his pre-test score from 5 to 6 correct in the treatment while the other started with 5 and dipped to 4 correct in the post-test. Both tactual learners had better test results after the multimedia experience. Student #2, with the greatest margin of improvement of all participants from pre- to post-test, scored zero initially and had four correct answers in the treatment. The other tactual learner had the highest score in both tests with 6 correct pre-test and 8 correct post-test items. The NP learner showed a 2 point improvement from pre-test to treatment, scoring 5 and 7 correct responses respectively.

Comparisons of the average scores according to gender are illustrated in Figure 5.4. Females averaged 4.83 correct answers in the pre-test compared to 2.43 correct answers for males. The scores improved to 5.45 in the post-test for the girls. The boys, with a wider margin of improvement than that of the girls, bettered their average to 3.29 correct responses. Boys also used more media options than the girls. (figure 5.7)

Return to home page