Alternate versions of overhead transparency projectuals designed to teach elementary statistical concepts

Conclusions

This study does not lend support to the assumption that sequencing of information for concept learning is superior to presenting the information as one complete whole. Transparency Versions 1 and 2 presented the concepts visually in controlled sequential order while Transparency Version 3 presented the concepts visually as a complete unit. The differences between the three transparency styles (F = 21049) were the smallest of the three main effects of the study. An equivalent set of 2 × 2 slides might have accomplished the same results as Transparency Versions 2 and 3.

Noncolored images produced more learning in terms of achievement than did colored images on transparencies. This finding would agree with the research related to color in 16mm films and television.

Positive backgrounds produced more learning than negative backgrounds. It should be noted that there was no evidence in terms of signficance levels to support these conclusions. If this writer were to design a transparency projectual which might produce the most learning, it would be one that employed sequencing with black images on a clear positive background. That transparency projectual seemed to accomplish the most learning for the subjects in this study.