Effects of a diagrammatic display of coordinate concept definitions on concept classification performance

This study investigated the effect of an innovative method for presenting coordinate definitions on learning defined concepts. A text that arranged definitions and examples of seven coordinate concepts in a tree-like diagram was contrasted with a text that arranged these same definitions and examples in a standard textbook format. In addition, this study examined a method of creating concept examples that required different levels of discrimination and generalization, called a rational set generator. Forty-six junior and senior high school physics students participated. Results confirmed the predicted interaction between text method and reading ability, with the lower ability students benefiting more from the diagram method than their counterparts exposed to the textbook format.