The article The Effects of Class Size and Learning Style on Student Performance in a Multimedia-Based Marketing Course, published in volume 23 number 2 August 2001 issue of Journal of Marketing Research, has one main objective: to explore conclusions for two pre research hypothesis discussed in the article. These two hypotheses are stated to determine if the effects of multimedia-based learning differ in results of class size or learning style. The article begins with a multitude of previous research and analyzing of articles to illustrate to the reader why the present research was conducted. They list studies that show people understand and comprehend ideas they see visually more efficiently than just reading or hearing the terms. They list the benefits of multimedia in the classroom: it accomplishes teaching more material than just lecturing to students, students retain more information, it forces the instructor to stay on track throughout the class, it illustrates points, and provides meaningful examples. The researchers refer to six previous studies describing the benefits of multimedia in the classroom. These studies prove instruction to be more effective when it requires students to be active learners instead of passive learners and when two or more channels to transmit the information are used. As to be expected, previous research also proves an inverse relationship between class size and student learning. As research was reviewed the researchers found no empirical research dealing with the relationship between class size and learning styles when instructors incorporated multimedia-based presentations into the classroom. This relationship is what the researchers try to determine.The article examines the effects of multimedia-based lecture presentations on student learning in a large basic marketing course and a small basic marketing course. The first hypothesis concludes no significant difference in performance between t...
