Investigation of the effect of IVI with three modes of instruction on learning and attitude towards the instructional media
Dr. Antoinette B. Calderone, RN, PhD
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- Theta Phi
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Social Cognitive Theory proposes educational perspectives believed to facilitate the learning process. Social learning focuses on the interactive function of person, behavior, and environment. The mechanism for learning and attitude development is claimed to be influenced by modeling and reinforcement. Computer instruction is a technology that has the capability of incorporating both modeling and reinforcement. Interactive Video Instruction (IVI) is a branch of computer instruction comprised of video and computer components. A traditional mode for computer instruction is on an individual basis. An alternative mode of instruction through group presentation is sometimes employed in the educational arena, however, limited research supports its effectiveness, especially in nursing education. Thus, the following research question was posed: Are there differences in learning and attitude towards the instructional media when an IVI program is utilized by an individual nursing student, small group of nursing students, and a larger group of nursing students? A Pretest-Posttest Control-Group Design was employed. A non-probability, convenience sampling method was utilized and included students from baccalaureate nursing schools. The IVI program was presented in the respective schools to nursing students who were randomly assigned to one of three treatment groups. Mode of instruction for the program in each school was on an individual, small group, and larger group basis. A test of Intravenous (I.V.) Therapy content was administered before and after the program to measure cognitive learning. Similarly, an attitude survey was distributed before and after the program to assess attitude towards the instructional media. Extraneous variables were controlled statistically by comparing pretest scores through ANOVA. Posttest scores were grouped according to the specific mode of instruction and sample means for each mode were computed. One way ANOVA with post hoc Scheffe test was used to test the hypothesis. Findings revealed no significant difference in learning and attitude towards the instructional media when utilizing three modes of instruction. Therefore, group learning was at least as effective a mode as individualized learning, which has implications for issues of cost effectiveness. In addition, the majority of students indicated a generally positive reaction to IVI as an instructional strategy.
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 9300148; ProQuest document ID: 304015134. The author still retains copyright.
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