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Comparison of Hypermedia Learning and Traditional Instruction on Knowledge Acquisition and Retention
ARTICLE

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Journal of Educational Research Volume 94, Number 4, ISSN 0022-0671

Abstract

Compared hypermedia and traditional instruction in their contribution to declarative, procedural, and conditional knowledge and retention using a pretest-posttest design. Data from ninth-grade biology students showed no significant difference between the groups in acquisition of declarative, conditional, and procedural knowledge. However, the hypermedia group retained all three types of knowledge significantly better than did the traditional group. (SM)

Citation

Yildirim, Z., Ozden, M.Y. & Aksu, M. (2001). Comparison of Hypermedia Learning and Traditional Instruction on Knowledge Acquisition and Retention. Journal of Educational Research, 94(4), 207. Retrieved January 21, 2020 from .

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