Comparison of the Effect of Behavioral-Based vs. Cognitive-Based Multimedia Instruction on the Rate of Learning and Retention in Students

Abstract

The present study aimed to compare the effect of behavioral-based vs. cognitive-based multimedia instructions on the rate of learning and retention of the eighth grade female students in Social Education lesson. The method of the study was quasi-experimental and with regard to the objective it is an applied study. The study population consisted of all eighth grade female students who had enrolled in the academic year of 2014-2015 in Tehran, Iran. The statistical sample of the study included 30 female students in the eighth grade in Sana non-profit school who were selected through a convenient sampling method. The instrumentals of the study consisted of 3 researcher-made tests as well as 2 researcher-made multimedia software. Data analysis was performed using independent t-test and ANCOVA. The results of the study revealed that cognitive-based multimedia instruction had more effect on the rate of learning and retention of this students in Social Education lesson.

Keywords: Instruction, Behavioral-Based Multimedia, Cognitive-Based Multimedia, Learning, Retention