| Author:
Janis Waite |
Degree:
Ed.D. |
Date Graduated: May
1998 |
Title: THE EFFECTS
OF LINEAR AND HYPERTEXT COMPUTER-ASSISTED INSTRUCTION ON
THE LEARNING AND
ATTITUDE OF ASSOCIATE DEGREE NURSING STUDENTS
(LINEAR EFFECTS, HYPERTEXT
EFFECTS, KNOWLEDGE RETENTION)
Abstract
The purpose of this study was to compare the effects of two alternative
teaching strategies, hypertext CAI and linear CAI, on cognitive learning,
knowledge retention, and attitude toward CAI of associate degree nursing
students. Two computer programs, one using hypertext and another without
hypertext, were designed by the investigator to teach injection concepts.
Components of elaboration theory of instruction, developed by Reigeluth
and Stein (1983), were used as the conceptual framework for both CAI
versions. The sample consisted of 31 first year associate degree nursing
students.
A quasi-experimental nonequivalent control group design was used
to study the six null hypotheses. Four intact clinical sections
were randomly assigned to either the control/linear $(n=17)$ or
the experimental/hypertext $(n=14)$ groups. The treatment was administered
during class time. Groups received a pretest, an immediate posttest,
and a 2-week injection concepts posttest. Demographic data about
the subjects was obtained using a questionnaire. A 22-item multiple-choice
test was administered as the pretest, immediate posttest, and 2-week
posttest. Allen's (1986) Attitude Toward CAI Semantic Differential
tool was administered both before and after the treatment. Qualitative
data about the CAI design were collected by use of survey and individual
interviews.
Descriptive and inferential statistics, with an alpha level of.05,
were used. Content analysis was conducted on the qualitative data.
Analyses of data showed: (a) no statistically significant differences
between groups for either the immediate or delayed posttest; (b)
a statistically significant increase in Comfort and Total attitude
scores for the hypertext group; and (c) no statistically significant
difference in amount of time spent in-program between groups. Qualitative
data provided support for both versions of the CAI, but greater
support tended to be shown for the hypertext CAI based on numbers
of positive comments received.
The investigator concluded that neither the hypertext nor the linear
CAI increased cognitive learning or knowledge retention to any greater
degree than the other, that students tend to have a more favorable
attitude toward CAI when given the opportunity to sequence their
own instruction, as provided in the hypertext version, that neither
version of the CAI treatment was any more efficient in time-saving
than the other version, and that elaboration theory of instruction
provided a sound instructional design framework for both the linear
and hypertext CAI tutorials. Additional research is needed using
hypertext to its fullest potential to better determine its impact
on cognitive learning and knowledge retention.
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