dc.contributor.author	Brantley, Monica R.	en_US
dc.coverage.spatial	Georgia	en_US
dc.coverage.temporal	2000-2002	en_US
dc.date.accessioned	2009-09-11T15:51:07Z	en_US
dc.date.accessioned	2009-09-30T15:58:17Z	en_US
dc.date.accessioned	2011-03-02T17:29:18Z
dc.date.available	2009-09-11T15:51:07Z	en_US
dc.date.available	2009-09-30T15:58:17Z	en_US
dc.date.available	2011-03-02T17:29:18Z
dc.date.issued	2002-05	en_US
dc.identifier.uri	http://hdl.handle.net/10428/71	en_US
dc.description.abstract	This research was conducted in two geometry classrooms to determine whether the use of a multimedia instructional strategy could increase learning. The multimedia group used PowerPoint to make their presentations, while the traditional group used the marker board, paper and pencil to make their presentations. Observation, a presentation rubric, and a focus group were used to collect data for this study. A total of 39 students from two geometry classes participated in the study. Results indicated that both groups of students increased geometry concept learning when they used both a visual and verbal explanation, rather than a verbal explanation alone. The multimedia group scored higher than the traditional group when they were given ample time to learn how to use PowerPoint.	en_US
dc.language.iso	en_US	en_US
dc.subject	Multimedia instructional strategy	en_US
dc.subject	PowerPoint	en_US
dc.subject	Geometry	en_US
dc.title	The Use of Student-Created Computer Presentations to Demonstrate Geometry Concept Learning	en_US
dc.type	Thesis	en_US
dc.contributor.department	Curriculum and Instructional Technology	en_US
dc.description.advisor	Zahner, Jane	en_US
dc.description.committee	Brovey, Andrew J.	en_US
dc.description.committee	Leader, Lars F.	en_US
dc.description.degree	Ed. S.	en_US
dc.description.major	Instructional Technology	en_US