Abstract
This study examined the differential effects of three color treatments incorporated into microcomputer software on the learning of geometric concepts by students with differential aptitudes. The color treatments were: monochrome, functional (the use of color for cueing), and nonfunctional (the indiscriminate use of color). The experimental software provided teachers with a detailed lesson outline to be used with one large-screen monitor for whole-class instruction using the discussion or recitation method of teaching. Ninth-grade students (N = 109) were randomly assigned to the treatment groups. All students answered two aptitude tests, two geometric pretests, two geometric immediate posttests, the same posttests administered one month later, and an attitude questionnaire. All three experimental forty-minute lessons were delivered by the same teacher using the same software varying only the color treatment. Results revealed significantly better immediate and delayed learning of the functional group over both other groups with the low-aptitude students benefitting the most from the cueing provided by the functional-color software. Although high-aptitude students did not benefit more from the functional treatment than from the other two treatments, they showed the most positive attitudes toward this treatment whereas low aptitude students did not show any preference for the color system involved.
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