Abstract
Quiz results demonstrate that one-time exposure to learning graphical material from electronic slides produces no statistically significant advantage over exposure to the same material presented with “chalk and talk”. Previous electronic slide experience is not a significant explanatory variable for students who were exposed to the material via chalk. However, prior exposure to slides is the only significant variable influencing quiz grades for those students who were tested on material presented with electronic slides. The instructional benefits of using electronic slides in any course are not confined to that course but extend to other classrooms that likewise utilize this technology.
Recommended Citation
Kroncke, Charles and Smyth, Lynnette
(2003)
"The Effectiveness of Using Electronic Slides to Teach Graphical Economic Concepts,"
Journal of Economics and Finance Education: Vol. 2:
Iss.
2, Article 6.
Available at:
https://scholarship.rollins.edu/jefe/vol2/iss2/6
