Multimedia instruction sets define new instructions to perform a common operation on several subwords in parallel.
These additional carry-out lines are needed because most multimedia instruction sets provide a form of saturating arithmetic which, upon overflow of two 16-bit values, sets the result to the maximum 16-bit value, namely 0xFFFF.
After the instructions issue, they execute in the same fashion as packed instructions do in the multimedia instruction sets.
One week later, all students among the six different groups received multimedia instruction through a Web-based self-instruction program.
Therefore, the results indicate that students in all groups earned higher scores in general, indicating that their degree of belief probabilities increased when they received multimedia instruction as shown in Figure 4.
These results lead to the conclusion that there was a significant difference in students' admissible probability scores between the groups when students received multimedia instruction as shown in Figure 5.
The ANOVA showed that there was no significant difference among students who were taught under the six methods of multimedia instruction conditions either in the time required to complete the instruction ([F.
Hypothesis 1:There are no differences in original learning among students who are taught under the six methods of multimedia instruction conditions as measured by raw score, mean degree of certainty estimate, and the Shuford Admissible Probability Scoring Procedure.
The mixed factorial design (the split-plot analysis of variance) on data obtained from the scores of students who were taught under the six methods of multimedia instruction conditions as measured by the student's raw scores and the Shuford Admissible Probability Scores on the posttest and retention test showed differences between the six methods of multimedia instruction at the .
However, the results show that, in general, students earned a higher score which indicates that they increased their degrees of belief probabilities when they received multimedia instruction.
Hypothesis 2: There are no differences in time to complete instruction among students who are taught under the six methods of multimedia instruction conditions.