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Effects of hypermedia instructional materials on students' learning of the French perfect tense
DISSERTATION

, The University of Toledo, United States

The University of Toledo . Awarded

Abstract

While the use of hypermedia instructional materials in teaching and learning has been the focus of many studies, findings indicate conflicting conclusions regarding its effects on students' academic achievement. There is also no conclusive evidence on the impact of hypermedia instructional materials on the students' learning of the French perfect tense. The purpose of this study was to determine: (1) whether students who use hypermedia instructional materials to learn the French perfect tense conjugation of verbs ending in -ER achieve higher test scores than students who do not; (2) whether students using hypermedia instructional materials to learn the French perfect tense conjugation of verbs ending in -ER have greater retention of these verbs' perfect tense conjugation than students who do not; (3) whether students using hypermedia instructional materials to learn the French perfect tense conjugation of verbs ending in -ER have a greater ability to transfer their knowledge of the French perfect tense conjugation of verbs ending in -ER to other verb groups when the past participle is provided than students who do not; (4) whether students who use hypermedia instructional materials to learn the French perfect tense conjugation have a positive attitude toward the use of hypermedia instructional materials to learn the French perfect tense conjugation.

Subjects were 45 students enrolled in 5 sections of Elementary, French I in the Department of Foreign Languages, College of Arts and Sciences, at the University of Toledo during Spring Semester 1999. The experimental design took the form of a quasi-experimental research involving an experimental group and a control group. The experimental group received instruction on the French perfect tense conjugation of verbs ending in -ER using a Hypercard stack. The control group used the traditional classroom instruction. To measure the dependent variable a written pretest and two posttests were administered to both experimental and control groups. An attitude survey was conducted at the end of the experiment. Collected data was analyzed using an independent t test and measures of central tendency.

Results indicated that students who learned the French perfect tense conjugation of verbs ending in -ER using hypermedia instructional material achieved higher test scores, had greater retention of these verbs' perfect tense conjugation, and had a positive attitude toward the use of hypermedia instructional material to learn the French perfect tense conjugation.

Citation

Nahigombeye, G. Effects of hypermedia instructional materials on students' learning of the French perfect tense. Ph.D. thesis, The University of Toledo. Retrieved October 14, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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