Effect of Text Methods, Visual Representation, and Learning Combination on the Learners Ability to Retain Information

This study explored differences of the learner’s ability to retain information across three learning preferences: text-only, visual, and combined. Forty-five undergraduate students aged 18–24 from various departments were randomly assigned to these groups. PowerPoint slides with text, images, and assessment sheets were used to measure responses in a true experimental design with a between-subjects approach. Statistical analysis, including mean, standard deviation, Shapiro-Wilk test for normality, and Kruskal-Wallis analysis, found no significant differences in the ability to retain information among the groups (χ² (1) = 3.02, p = 0.221, η² = 0.0686). These findings suggest that the mode of content delivery—whether text-only, visual, or combined—does not significantly affect the learner’s ability to retain information, with learning preferences accounting for only a small variance. This study underscores the need for flexible teaching methods to address diverse learning needs. The limited sample size and the potential influence of uncontrolled factors may restrict the generalizability of its findings. Future research should implement stricter controls to enhance the reliability and validity of the conclusions.