Thesis Research conducted in the Program of Systematic Evaluation

Alphabetical order by author's last name

A-B | C-D | E-H | I-L | M-P | R-T | V-Y

Acevedo, Carlos (1982). The Cognitive effect in Bilingual Learners Given Different Pictorial Elaboration and memory Tasks. Boston University.

Akambi, Michael (1986). The Effects of Inductive and Deductive Instructional Strategies on students' Ability to Profit from Visualized Instruction. The Pennsylvania State University

Alemar,Irma (1991). The Effect of Different Levels of Coding (Color vs. Black/Gray/White). in Facilitating Achievement in Learning Facts, Concepts, and Generalizations with Students of Different Learning Styles. The Pennsylvania State University.

Al-Saai,Ahmad, J. (1993). The Effect of Different Visualized Treatments on Field-Dependent and Field-Independent Students at the University of Qatar. The Pennsylvania State University.

Angert,Jay F. (1982). An Integration of Research Findings from Investigations of Pictorial complexity. Texas A&M University.

Arnold,Thomas (1972). An Investigation of the Effectiveness of Visuals Differing in Degrees of Stimulus Explicitness on Learning for Individuals Differing in Entering Behaviors. The Pennsylvania State University.

Ausman, Brad (2008). Effect of Prior Knowledge and Multimodal Presentation on Various Levels of Educational Objective. The Pennsylvania State University.

 

Babe,Tammy S. (1995). The Validation of Relevance as an Independent Dimension of the ARCS Motivational Model of Instructional Design. The Pennsylvania State University.

Baker, R. (2006). A Meta-Analytic Assessment of the Rehearsal Strategies Used in the Program of Systematic Evaluation. The Pennsylvania State University.

Bennett,Lynee T. (1991). The Effectiveness of Varied Interactive Visuals on Student’s Ability to Achieve on Tests Measuring Different Educational Objectives. The Pennsylvania State University.

Berry,Louis (1974). An Exploratory Study of the Relative Effectiveness of Realistic and Non-Realistic Color in Visualized Instructional Materials. The Pennsylvania State University.

Bigelow,Mary L. (1992). The Effects of Information Processing Strategies and Cognitive Style on Achievement of Selected Educational Objectives. The Pennsylvania State University.

Buckley, Kathryn (1984). The Instructional Effects of Level of Locus of Control and Type of Rehearsal Strategy on Student Achievement of different Educational Objectives. M.S. The Pennsylvania State University.

back to top

Cameron, Brian (2004). The Effect of Gaming, Cognitive Style and Feedback Type in Facilitating Delayed Achievement of Different Learning Objectives. The Pennsylvania State University.

Canelos, James (1979). The Instructional Effectiveness of Differentiated Imagery Strategies on Different Levels of Information Processing when Students Receive Visualized Instruction Consisting of Varying Stimulus Complexity. The Pennsylvania State University.

Caraballo, J. N. (1985). The effect of various visual display modes in computer-based instruction and language background upon achievement of selected educational objectives. Pennsylvania State University.

Caraballo, Rios, A. (1985). An Experimental Study to Investigate the Effects of Computer Animation on the Understanding and Retention of Selected Levels of Learning Outcomes. The Pennsylvania State University.

Cardinale, Loretta A. (1990). The Effect of Varied Types of Embedded Explication on the Delayed Achievement of Different Educational Objectives, Using Text-Based Instruction. The Pennsylvania State University.

Cha, David C. (1990). Effect of Visual and Embedded Rehearsal Strategies in Facilitating Student Achievement on Different Educational Objectives. The Pennsylvania State University.

Chen, We-Fan (2002). The Effect of Elaboration Strategies in Complementing Visualized Instruction and Prior Knowledge in a HyperText Environment on Student Achievement of different Educational Objectives. The Pennsylvania State University.

Chezik, Mary A. (1984). The Effects of Review and Practice Activities on Learning from Prose Text. The Pennsylvania State University.

Chongapiratanakul, Banjert (1986). An Exploratory Investigation of Cooperative Quality Circle Techniques in Facilitating Immediate and Delayed Retention. The Pennsylvania State University.

Chou, Pao-Nan (2009). The Effect of Varied Concept Mapping and Self-directed Learning Ability on Students' Hypermedia Learning. The Pennsylvania State University.

Clark, Janice M. (1987). An Investigation of the Effects of Three Levels of Adjunct Postquestions on Different Levels of Repeated and Nonrepeated Item Posttest Scores on College Students. The Pennsylvania State University.

Clark, Kevin, A. (1994). The Effect of Different Types of Computer Assisted Feedback on Learner Achievement and Learner Response Confidence. The Pennsylvania State University.

Couch, Robert A. (1990). The Effects of Imagery Rehearsal Strategy and Cognitive Style on the Learning of Different Levels of Instructional Objectives (Virginia Tech).

 

De Romero, Lisbia (2002). The Effects of Visuals Complemented with Rehearsal Strategies in Facilitating the Achievement of Learners with Different levels of Prior Knowledge. The Pennsylvania State University.

DeMelo, Hermes (1984). Visual Self-Paced Instruction and Visual Testing in Biological Science as the Secondary Level. The Pennsylvania State University.

Dwyer, Francis (1965). An Experimental Evaluation of the Relative Effectiveness of Selected Visual Illustrations in Teaching Science Concepts to College Freshmen. The Pennsylvania State University.

Dwyer, Carol (1984). The Effect of Varied Rehearsal Strategies in Facilitating Achievement of Different Educational Objectives as Measures by Verbal and Visual Testing Modes. The Pennsylvania State University.

back to top

Elliott, Charles E. (1993). Effects of Prior Knowledge and Varied Rehearsal Strategies on Student Achievement of Different Educational Objectives. The Pennsylvania State University.

 

Folsom, Alfred C. (1995). The Contribution of Locus Control to the Effect of Mentoring Tactics in Computer-Based Instruction on College Students’ Achievement. The Pennsylvania State University.

 

Gibbs, William J. (1992). The Effects of Self-Evaluation During Computerized Answer Judging of Constructed Responses on Achievement, Attitude, and Instructional Time. The Pennsylvania State University

Gulick, Emil J. (1992). The Effect of Selected Testing Sequences and Gaming Methods on Delayed Retention, Using Self-Packed Programmed Instruction and Evaluation of Different Instructional Objective. The Pennsylvania State University.

 

Haag, Brenda B. (1995). The Effect of Visual Manipulation Strategies within Computer-Based Instruction on Various Types of Learning Objectives. The Pennsylvania State University.

Hagenberger,J. M. (2003). Effect of Field Dependence-Independence and Elaborative Levels of Job Aids in Facilitating Learner Achievement of Different Educational Objectives. The Pennsylvania State University.

Hatch, Clifton A. (1998). The Effects of Varied Advance Organizers Strategies in Facilitating Learner Achievement of Specific Educational Objectives. The Pennsylvania State University.

Heeter, Sonja V. (2002). The Effects of Judgements of Learning and Locus of Control on Achievement of Various Educational Objectives and Allocated Study Time. The Pennsulvania State University.

Henneman, Edward (1983). The Effect of Instructional Cueing on Learning Tasks Involving Free and Associated Recall. M.S. The Pennsylvania State University.

Hill, Danita S. (2005). The Effects of Computer-based Auditory Instruction on Student Achievement of Different Education Objects. The Pennsylvania State University.

Hodes, Carol L. (1990). The Induction, Use, and Effectiveness of Mental Imagery as an Instructional Variable. The Pennsylvania State University.

Howard, Carol (1986). An Experimental Study of the Effects of Varied Presentation Formats on the Problem-Solving Performance of Different Perceived Cognitive Index Types. The Pennsylvania State University.

Hu, Deyu (2006).The Effects of Scaffolding on the Performance of Students in Computer-based Concept Linking and Retention of Comprehension. Virginia Polytechnic Institute and State University.

Hull-Stephens-JoAnn A (1995). The Instructional Effects of Varied Mnemonic Strategies in Facilitating Student Achievement of Different Learning Objectives. The Pennsylvania State University.

Hsieh, Pei-Husan. (2007).The Effect of Various Online Reading Strategies and Learning Styles on Student Achievement of Different Learning Objectives. The Pennsylvania State University.

back to top

Irizarry, Dyhalma (1990). The Effects of Embedded Analogies and Question Generation Strategies in Facilitating Student Achievement of Different Educational Objectives. The Pennsylvania State University

 

Jackson, Robert G. (1993). The Effect of Elaboration Theory in Facilitating Achievement of Varied Education Objectives in Print/Text Materials. The Pennsylvania State University.

James, Tangi (1992). The Effect of Embedded Elaborative Strategies (Content Manipulation and A with paraphrasing). on Student Achievement of Different Learning Objectives. M.S. The Pennsylvania State University.

Jennings, Thomas J. Jr. (1979). The Effectiveness of Elaborate Visual Cueing and Reduced Step Size in Facilitating Student Achievement on Different Instructional Tasks. The Pennsylvania State University.

Joseph, John (1978). The Instructional Effectiveness of Integrating Abstract and Realistic Visualization. The Pennsylvania State University.

 

Kim, I. W. (1992). The effects of different kinds of instructional cueing strategies in facilitating student achievement of different educational objectives on immediate and delayed tests. Unpublished dissertation. The Pennsylvania State University.

Kleinman, Edward (1997). An Investigation of the Relationships Among Selected Visual Skills and Academic Achievement at Four Different Levels of Learning. The Pennsylvania State University.

Kim,Yongshik (2006). The Effect of Different Cognitive-level and Interactivity of Adjunct Questions on Individualized Web-based Instruction. Unpublished dissertation. The Pennsylvania State University.

 

Labant, Joseph C. (2000). The Effect of Varied Verbal Rehearsal Strategies on Immediate and Delayed Retention of Learned Objectives. The Pennsylvania State University.

Lamberski, R.J.(1972). An exploratory investigation of the instructional effect of color and black and white cueing on immediate and delayed retention. Unpublished masters, Pennsylvania State University, University Park, PA.

Lamberski, Richard J. (1980). The Effect of Verbal and Visual Color Code on Self-Paced Instruction and Testing for Retention on Different Tasks. The Pennsylvania State University.

Lee, Hyeon Woo (2008). The Effects of Generative Learning Strategy Prompts, Metacognitive Feedback, and Prior Knowledge on Learners' Self-Regulation, Generation Process, and Achievement in Computer-Based Learning Environment. Unpublished dissertation, Pennsylvania State University, University

Lee, M.G. (1991). A multivariate analysis of developmental effects of adjunct questions and visualization on self-paced prose learning. Unpublished dissertation, Pennsylvania State University, University

Legenstein, Kathleen (1988). The Effects of Varied Instructional Strategies in Facilitating Student Recall from Visually Complemented Text in Computer-Based Instruction. The Pennsylvania State University.

Lenze, James S. (1992). The Effect of Varied Instructional Strategies in Facilitating Subjects’ Comprehension of Spatial Concepts. The Pennsylvania State University.

Lin,Chi Lung (2001). The Effect of Varied Enhancement Strategies to animated Instruction on Tests measuring Different Educational Objectives. The Pennsylvania State University.

Lin, Huifen. (2006). The Effect of Questions and Feedback Used to Complement Static and Animated Visualization on Student Achievement of Different Learning Outcomes in a CBI Environment. The Pennsylvania State University.

Lipsky, Richard (1984). The Relative Effectiveness of Conventional, Interactive, and Interruptive Televised Instruction in Facilitating Student Achievement on Differential Learning Tasks. The Pennsylvania State University.

Litzinger, Mary E. (1994). The Effect of Three Instructional Prescriptions on the Achievement of Different Educational Objectives. The Pennsylvania State University.

back to top

McBride, Susan D. (1980). The Effectiveness and Efficiency of the Encoding Strategy of Organizational Chunking and the Retrieval Strategy of Post-Questions upon Learning and Recall Performance of a Complex Task. The Pennsylvania State University.

McCrae, Melisande (2004). Effects of Three Visualized Strategies and College Students’ Self-Reporting of Metacognitive Self-Regulation on Physiology Learning Outcomes. The Pennsylvania State University.

McNeal, George (1986). The Effect of Agreement or Disagreement of Student Learning Style and Method of Instruction. (University of Washington).

McNeal, Joann M. (1994). Effect of Rehearsal Strategies and Testing Format on Students’ Achievement of Different Educational Objectives. The Pennsylvania State University.

Munyofu, Mine. (2008). Effects of Varied Enhancement Strategies (Chunking, Feedback, Gaming) in Complementing Animated Instruction in Facilitating Higher Order Learning Objectives. The Pennsylvania State University.

 

Nesbit, Larry L. (1979). Exploratory Investigation of the Relationship between Eye Movement Indices and Cognitive Information Acquisition Utilizing an Unobtrusive Eye Movement Monitoring Device. The Pennsylvania State University.

Noonen, Ann M. (1993). Varied Instructional Presentation Sequences as They Affect Student Achievement of Different Educational objectives. The Pennsylvania State University.

Nouri, Vida (1997). Effect of Varied Structural Knowledge Learning Strategies in Complementing Verbal Instruction. The Pennsylvania State University

 

Ogle, Todd (2002). The Effects of Three dimensional Images on Recall in Participants of Different Levels of Field Dependence. Virginia Tech. Blacksburg, Va.

Olsen, Janet S. (1985). A Study of the Relative Effectiveness of Verbal and Visual Augmentation of Rate Modified Speech in the Presentation of Technical material. University of Pittsburgh.

Owens, Russell (2002). An Investigation to Explore the Effects of Cueing Strategies that Complement Animated Visual Imagery in Facilitating Student Achievement of Different Educational Objectives. The Pennsylvania State University.

 

Parkhurst, Perrin (1974). Assessing the Effectiveness of Self-Paced Visualized Instruction: A Multifactor Analysis on Five Different Educational Tasks. The Pennsylvania State University.

Partee, Glenda (1984). The Instructional Effect of Varied Layout and Design Formats in Facilitating Student Achievement of Different Educational Objectives. The Pennsylvania State University

Pastore, Ray (2009). The Instructional Effects of Diagrams and Time-Compressed Instruction on Student Achievement and Learners' Perception of Cognitive Load. The Pennsylvania State University.

Poindexter, Maria (2003). The Effect of Cognitive Processing Strategies and Level of Prior Knowledge on Student Achievement of Different Educational Objectives. The Pennsylvania State University

Pollock, Leonard (1987). The Use of Interactive Video to Examine the Interactive Effects of Cognitive Style and Structural Organizers on Learning. The Pennsylvania State University.

back to top

Richards, David R. (1987). An Experimental Assessment of the Relative Effectiveness of Varied Types of Computer-Generated Feedback Strategies in Facilitating Achievement of Different Educational Objectives as Measures by Verbal and Visual Tests. The Pennsylvania State University.

Roshan, Vida (1997). The Effect of Varied Structural Knowledge Learning Strategies in Complementing Verbal Instruction. The Pennsylvania State University.

Ruthkosky, Kathleen O. (1993). The Effect of Adding Visualization and Rehearsal Strategies to Advance Organizers on Facilitating Long-Term Retention. The Pennsylvania State University.

 

Schroeder, Eileen F. (1993). The Effect of Different Methods of Portraying Structural Knowledge in A Hypertext Environment on Developing a Learner’s Structural Knowledge, Comprehension, and Recall. The Pennsylvania State University.

Sickler, Nancy (1987). The Effects of Different Modes of Instruction and Feedback on the Achievement of Students with Differing Levels of Locus of Control. The Pennsylvania State University.

Slater, Roberta A. (1996). The Effect of Varied Interactive Questioning Strategies with Feedback in Complementing Visualized Instruction. The Pennsylvania State University.

Smith, Kenneth (1994). The Effect of Concept Mapping Strategies in Facilitating Student Achievement. M.S. The Pennsylvania State University.

Spaulding, Karen (1996). The Effect of Paper-Based Job Aids in Facilitating Student Cognitive Development. The Pennsylvania State University.

Spotts, John D. (1995). The Effects of Computer Generated Animation on Student Achievement of Different Types of Educational Objectives. M.S. The Pennsylvania State University.

Stephens, JoAnn H. (1995). The Instructional Effects of Varied Mnemonic Strategies in Facilitating Student Achievement of Different Learning Outcomes. The Pennsylvania State University.

Sulaiman, Jelani (2000). The Effect of Varied Text Design Strategies on the Achievement of Different Educational Objectives. The Pennsylvania State University.

 

Taricani, Ellen (2002). Effect of level of Generativity in Concept Mapping with Feedback on Learning. The Pennsylvania State University.

Torres, Jimmy (1990). The Effect of Three Visual Enhancement Strategies on Learners Who Possess High and Low Prior Knowledge on Specific Learning Objectives When Time on Instruction is Held Constant. The Pennsylvania State University.

back to top

Vance, Leslie E. (1986). The Effect of Locus of Control and Response Mode on Student Achievement of Different Objectives in a Self-Paced Instructional Situation. The Pennsylvania State University.

 

Walko, Joan J. (1989). The Effect of Varied Note-Taking Strategies on Students’ Ability to Profit from Visualized Instruction as Measured by Tests Assessing Different Educational Objectives. The Pennsylvania State University.

Wang, Charles (2003). The Instructional Effects of varied Mapping Strategies in
Facilitating Achievement of Different Educational Objectives. The Pennsylvania State University

Whisonant, Robert D. (1998). The effects of Humor on Cognitive Learning in a Computer-based environment. Virginia Tech. Blacksburg, Va.

Williams, Barry O. (1995). The Instructional Effects of a Mixed-Chunk, Elaborative Feedback Strategy on Comprehension Tasks in CAI. The Pennsylvania State University.

Williams, J. A. (1997). The relative effectiveness of varied visual testing formats in retrieving information related to different educational objectives. Unpublished dissertation, Pennsylvania State University, University Park, PA.

Williams, Vickie S. (1997). The Effects of Metaphoric (Visual/Verbal). Strategies in Facilitating Student Achievement of Different Educational Objectives. The Pennsylvania State University.

Wilshire, Daniel (1989). The Effect of Varied Levels of Elaboration on Achievement of Different Educational Objectives Using computer-Assisted Instruction. The Pennsylvania State University.

Wilson, Frank S. (1998). The Effect of Time and Level of Visual Enhancement in Facilitating Student Achievement of Different Educational Objectives. The Pennsylvania State University.

Wise, Richard (1980). The Differential Employment of Cognitive Skills as a Function of Increasing Iconic Stimulus Complexity. The Pennsylvania State University.

Wood, Genny W. (1986). The Additive Effect of Visualization and Overt Rehearsal/Visual Reinforcement in Facilitating Student Achievement of Different Educational Objectives. M.S. The Pennsylvania State University.

Worley, Gary. (1999). The Effect of Highlight Color on Immediate recall in Subjects of Different Cognitive Styles. Virginia Tech. Blacksburg, Va

Wu,Ming der. (1984). Assessing the Relative Effectiveness of Varied Presentation Methods in Facilitating College Student Achievement of Different Educational Objectives. The Pennsylvania State University.

 

Yamashiro, Kelly Ann (2002). The Effect of Semantic Maps and Different Adjunct Processing Strategies on Student Achievement of Different Learning Outcomes. The Pennsylvania State University.

Yung, Hsin-I Cindy. (2008). Effects of Animated Agent with Instructional Strategies in Facilitating Student Achievement of Different Educational Objectives in Multimedia Learning. The Pennsylvania State University.

 

Zhu,Li. (2006). Question and Feedback: Effects of Direct Manipulation and Animation in Facilitating Student Achievement on Tests Measuring Different Educational Objectives. The Pennsylvania State University.

back to top