Instructional Methodologies for Increasing Explicit Grammar Knowledge in Speech-Language Pathology Students

Abstract

This study continues a multi-year, multi-site investigation of instructional format for e-learning,self-paced modules designed to increase explicit grammar knowledge in Speech-Language Pathology (SLP) students. It applies principles of cognitive theory of multimedia learning and investigates an instructional format using embedded sentence diagramming. Specifically, we asked:1)Are e-learning, self-paced instructional modules that include embedded sentence diagramming more effective in increasing explicit grammar knowledge in Speech-Language Pathology students than e-learning, self-paced instructional modules without sentence diagramming? 2) Does the response to instructional format (with or without embedded sentence diagramming) differ by educational level of the student, i.e., undergraduate versus graduate? 3) Does the response to instructional format differ by type of grammar form or function (nouns, verbs, phrases, clauses, etc)? Inferential and descriptive statistics were used to assess the impact of the independent variable (instructional format with sentence diagramming) on the dependent variable (performance on a quiz measuring explicit grammar knowledge) for two levels of students and across four grammar types. Results added to the current literature exploring instructional practices in preparing SLP students to serve individuals with communication difficulties.