Time and the Use of Diagrams or Texts, and Study Questions on Learner Comprehension

Abstract

This quasi-experimental study, exploratory in nature, examined the ambiguities that may emerge when time is considered as an independent variable in diagram studies. College students studied either a flow diagram or a text passage; with or without the use of study questions. Study questions were used to insure that time was devoted to learning and to record persistence time. Results indicated that when learner persistence time is provided, mean comprehension scores increase and the range of scores remain essentially the same. Thus, studies, which compare instructional strategies without allowing learners the time needed to approach mastery, may bring into question the construct validity. This study is an initial attempt to explore time as a dependent variable for hypothesis testing of the effects of diagrams on learner comprehension.