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Use of strategies for the comprehension and retention of nonfiction text in computer environments

Holleran, Theresa Ann
http://rave.ohiolink.edu/etdc/view?acc_num=osu1070467121

Abstract Details

2003, Doctor of Philosophy, Ohio State University, Educational Policy and Leadership.
Learners use various strategies to read and process nonfiction text. This study explored the use of underlining, highlighting, and taking notes within the text in both paper and computer environments. This research was specifically interested in whether the use of the strategies and medium affected student comprehension and retention; whether there were significant differences with respect to class, gender, and self-reported computer use on the student’s comprehension and retention; and whether there was a relationship between a participant’s self-reported computer ability, perceived control, and computer awareness with the use of online strategies. The participants for this study were 152 undergraduate students attending a small liberal arts college in the Midwest. Participants were solicited from regularly scheduled courses, consisted of 48 males and 104 females, represented a variety of majors, and ranged in age from 17 to 60. A quasi-experimental, within-subjects design was used with eight classes randomly assigned to one of four groups. All participants received the same initial set of directions, and were asked to read the same text and respond to the same sequence of online tasks. There were two between-subjects variables for this study: strategy use and medium. Participants were either given instruction on the use of strategies in the processing of nonfiction text and the encouragement to use such strategies while reading the text, or given neither additional instructions nor mention of the use of strategies. Participants read the text either on the computer screen or on paper. Time (pretest, posttest1, posttest2) was the within-subjects variable. Participants who used strategies performed better than those who did not use strategies. Participants who read the text on paper performed better than those who read from the computer screen. On the comprehension measure, medium was significant for those who used strategies. On the retention measure, use of strategies made no significant difference, regardless of the medium. There were no significant effects for class, gender, or computer use on comprehension and for retention, there was a significant effect for computer use for senior females and junior males. Results found no significant correlation between the computer variables and comprehension or retention.
Suzanne Damarin (Advisor)
115 p.
Education, Technology
strategy use; reading online; computerized text; online strategies

Recommended Citations

Citations

  • Holleran, T. A. (2003). Use of strategies for the comprehension and retention of nonfiction text in computer environments [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1070467121

    APA Style (7th edition)

  • Holleran, Theresa. Use of strategies for the comprehension and retention of nonfiction text in computer environments. 2003. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1070467121.

    MLA Style (8th edition)

  • Holleran, Theresa. "Use of strategies for the comprehension and retention of nonfiction text in computer environments." Doctoral dissertation, Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1070467121

    Chicago Manual of Style (17th edition)

osu1070467121
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© 2003, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.