Al – Azhar University

Faculty of Education
Curriculum & Instruction Department

The Effect of Varying the Type of Advance

Organizer Used in Multimedia Computer
Programs on the Achievement and the
Practical Performance
of Field Dependent - Independent
Instructional Technology Student
in a Computer Course

M.A. Thesis in Education

Submitted by
Amro Galal Eldin Ahmed
Demonstrator at Educational Technology Department’ Faculty of
Education’ Al-Azhar University
For Obtaining the Master’s Degree in Educational Technology.

Supervised by
Prof. Dr. Ali Mohamed Abdel – Moneim
Head of Educational Technology Department, Faculty of Education,
Al – Azhar University in Cairo and Dean of Faculty of Education, Al
– Azhar University in Tafahna El – Ashraaf

Dr. Mohamed Selim

L Curricula and Methods of Teaching Science
Faculty of Education, Al – Azhar University in Cairo

1420 - 2000
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The problem of the study :

Reviewing the curricula at the faculties of education revealed that
there aren’t any courses for teaching multimedia technology which aims at
preparing teachers in all departments for. However, multimedia
laboratories Which are available in many schools and faculties , will be
Used in all educational institutions in the near future?. The problem of this
study can be stated in the following questions :
1- what is the effect of changing the order of examples and analogies used
for teaching multimedia technology concepts ( positive example –
negative example – analogy ) ; (positive example – analogy – negative
example ) ; ( analogy – positive example – negative example ) in
multimedia computer programs
on :
1) prospective teachers’ immediate achievement of multimedia
technology concepts ?
2) prospective teachers’ delayed achievement of multimedia technology
concepts ?
3) the time that prospective teachers take to answer an achievement test of
multimedia technology concepts ?
2- what is the effect of the cognitive style ( field dependent versus field
independent ) on :
1) prospective teachers immediate achievement of multimedia technology
concepts through multimedia computer programs ?
2) prospective teachers delayed achievement of multimedia technology
concepts through multimedia computer programs ?
3) the time that prospective teachers take to answer an achievement test of
multimedia technology concepts ?
3- what is the effect of the interaction between changing the order of
presenting examples and analogies in multimedia computer programs
and the cognitive style of prospective teachers on :
1) their immediate achievement of multimedia technology concepts ?
2) their delayed achievement of multimedia technology concepts ?
3) the time they take to answer an achievement test of multimedia
technology concepts ?
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Purpose of the Study ;

the purpose of this study was fourfold :
1- Determining the multimedia technology concepts that prospective
teachers at the faculties of education should acquire before finishing
their study.
2- Using these concepts for designing a multimedia computer program so
as to investigate the effect of changing the order of examples
(positive versus negative) and analogies used for presenting multimedia
concepts, and the cognitive style of students on their immediate and
delayed achievement of multimedia technology concepts and the Time
They Take to Answer the Immediate Achievement Test.
3- Familiarizing prospective teachers at the faculties of education of the
concepts related to multimedia technology and the appliances required
for producing and using it for developing The educational Process.

Significance of the Study :

1- This study may guide those in charge at the faculties of education to
Using multimedia technology concepts that prospective teachers Should
acquire before they finish their university education.
2- This study may help in determining to what extent using the multimedia
technology is effective in abolishing the illiteracy of multimedia
technology and its related concepts.
3- This study may help in increasing the effectiveness of multimedia
computer programmes presented to students at the faculties of education
through determining the design variables necessary for these
programmes.
4- This study may help in finding out the relationship between the
variables of designing multimedia technology and the cognitive style .

Limitations of the Study :

1- Experimentation was confined to multimedia technology concepts that
jury members recommended as necessary to be acquired by prospective
teachers at the faculties of education .
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2- Computer sets trade mark (IBM) and Compatible that work on

multimedia computer programmes were used for presenting the
multimedia programme.
3- Factors related to students specialization were disregarded .

Hypotheses of the Study :

1- There will be significant differences at the .05 level of Significant
between the means scores obtained by the student the teachers on
the immediate achievement test of multimedia technology
concepts attributed to the effect of the order of presenting
examples and analogies.
2- There will be significant differences at the .05 level of Significant
between the means scores obtained by the student teachers on the
detlayed achievement test of multimedia technology concepts
attributed to the effect of the type of the cognitive style .
3- There will be significant differences at the .05 level of Significant
between the means scores obtained by the student teachers on the
immediate achievement test of multimedia technology concepts test
attributed to the effect of the interaction between the order of
presenting examples , analogies and the type of the cognitive style.
4- There will be significant differences at the .05 level of Significant
between the means scores obtained by the student teachers on the
delayed achievement test of multimedia technology concepts
attributed to the effect of presenting examples and analogies.
5- There will be significant differences at the .05 level of Significant
between the means scores obtained by the student teachers on the
delayed achievement test of multimedia technology concepts
attributed to the effect of the type of cognitive style .
6- There will be significant differences at the .05 level of Significant
between the means scores obtained by the student teachers on the
delayed achievement test of multimedia technology concepts
attributed to the effect of the interaction between the order of
presenting concepts, analogies and the type of cognitive style .
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7- There will be significant differences at the .05 level of Significant

between the mean time taken by the student teachers to an
achievement test of multimedia technology attributed to the order of
presenting examples and analogies.
8- There will be significant differences at the .05 level of Significant
between the mean time taken by the student teachers to answer an
achievement test of multimedia technology concepts attributed to the
effect of the type of the cognitive style.
9- There will be significant differences at the .05 level of Significant
between the mean time taken by the student teachers to answer an
achievement test of multimedia technology concepts attributed to the
effect of the interaction between the order of presenting examples,
analogies and the type of cognitive style.

Method :
The experimental method was utilized in this study.

The Experimental Design:

This study utilized the experimental design known as "3x2 Factorial
Design ".

Treatment Materials
A suggested multimedia technology unit consisting of four educational
computer programmes represented the treatment materials of the study.

Sample:
1) The subjects of this study were 59 students randomly selected
representing all departments at the Faculty of Education , Al –
Azhar University in Cairo .

Variables of the Study :

Independent Variables :
1) The order of presenting examples and analogies; Such a Variable
had three levels :
1) Positive example , negative example , and analogy.
2) Positive example, analogy, and negative example.
3) Analogy , positive example , and negative example.
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2- The cognitive style; Such a Variable had two levels :

1) Field dependent
2) Field independent
Dependent Variables :
1- The immediate achievement of multimedia technology concepts
2- The delayed achievement of multimedia technology concepts
3- The time used for answering the achievement test.
Mediator Variables :
1- The content of the programs.
2- The number of examples in each of the three programs .
3- The type of navigation used
4- The type of appliances used in the experiment .

Resuls of the study:

1- There were no significant differences at the .05 level of Significant
between the means scores obtained by the student teachers on the
immediate achievement test of multimedia technology concepts
attributed to the effect of the order of presenting examples and
analogies.
2- There were no significant differences at the .05 level of Significant
between the means scores obtained by the student teachers on the
delayed achievement test of multimedia technology concepts attributed
to the effect of the order of presenting examples and analogies.
3- There were significant differences at the .05 level of Significant
between the Time taken by the student teachers to answer an
achievement test of multimedia technology concepts attributed to the
effect of the order of presenting examples and analogies.
4- There were no significant difference at the .05 level of Significant
between the mean scores of the student teachers on the immediate
achievement test of multimedia technology concepts attributed to the
effect of the cognitive style.
5- There was a significant difference at the .05 level of Significant
between the mean sores of the student teachers on the delayed
achievement test of multimedia technology concepts attributed to the
effect of the cognitive style
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6- There was a significant difference at the.05 level of Significant between

the mean time taken by the student teachers to answer an achievement
test of multimedia technology concepts attributed to the effect of the
cognitive style.
7- There were no significant differences at the .05 level of Significant
between the means scores of the student teachers on the immediate
achievement test of multimedia technology concepts attributed to the
interaction between the order of presenting examples, analogies and the
cognitive style.
8- There were no significant differences at the .05 level of Significant
between the means scores of the student teachers on the delayed
achievement test of multimedia technology concepts attributed to the
interaction between the order of presenting examples, analogies and the
cognitive style.
9- There were significant differences at the .05 level of Significant
between the mean time taken by the student teachers to answer an
achievement test of multimedia technology concepts attmbuted to the
interaction between the order of presenting examples, analogies and the
cognitive style.
Additionally, the researcher presented some recommendations and
suggestions for further research.