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dc.contributor.advisorJohnson, Glenn R.
dc.creatorHamby, Carolynn Su
dc.date.accessioned2020-08-21T21:44:41Z
dc.date.available2020-08-21T21:44:41Z
dc.date.issued1985
dc.identifier.urihttps://hdl.handle.net/1969.1/DISSERTATIONS-451372
dc.descriptionTypescript (photocopy).en
dc.description.abstractThe purpose of this investigation was to determine if computer-assisted instruction (CAI) would affect student achievement and student attitudes of vocational nursing students in a pharmacology math course where ratio and proportion was the topic of study. The subjects were 64 students enrolled in the vocational nursing program at Temple Junior College in Temple, Texas, during the fall 1984 and spring 1985 semesters. The subjects were randomly assigned to two experimental groups. One group (treatment) experienced lecture and CAI modules on ratio and proportion. The other group (active control) experienced lecture and worksheets. Research questions, aligned with the purpose of the study, were as follows: (a) Is there a significant difference in the achievement of vocational nursing students taught pharmacology math by lecture and worksheets as compared to a comparable group taught by lecture augmented with CAI? (b) Is there a significant difference in the attitude of vocational nursing students toward pharmacology math when taught by lecture and worksheets as compared to a comparable group taught by lecture augmented with CAI? (c) Is there a significant difference in the attitude of vocational nursing students toward computer-assisted instruction when taught by lecture and worksheets as compared to a comparable group taught by lecture augmented with CAI? The research design was a randomized control group, pretest-posttest. Three instruments were used to collect data: cognitive achievement test, attitude questionnaire toward pharmacology math, and attitude questionnaire toward CAI. Research hypotheses were studied using a 2 x 2 groups by trials analysis of variance. Findings revealed no significant difference in the achievement of vocational nursing students taught pharmacology math by lecture/worksheets as compared to those taught by lecture augmented with CAI. Further, it was found that there was no significant difference between the two groups in attitude toward pharmacology math. However, there was a significant difference in attitude toward CAI between the two groups at posttest. It was concluded that the significant difference was seemingly attributed to a significant decrease in attitude toward CAI by the lecture/worksheet group.en
dc.format.extentix, 90 leavesen
dc.format.mediumelectronicen
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.rightsThis thesis was part of a retrospective digitization project authorized by the Texas A&M University Libraries. Copyright remains vested with the author(s). It is the user's responsibility to secure permission from the copyright holder(s) for re-use of the work beyond the provision of Fair Use.en
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectCurriculum and Instructionen
dc.subject.classification1985 Dissertation H199
dc.subject.lcshPrediction of scholastic successen
dc.subject.lcshAttitude (Psychology)en
dc.subject.lcshComputer-assisted instructionen
dc.subject.lcshNursing studentsen
dc.subject.lcshPsychologyen
dc.titleA study of the effects of computer-assisted instruction on the attitude and achievement of vocational nursing studentsen
dc.typeThesisen
thesis.degree.disciplinePhilosophyen
thesis.degree.grantorTexas A&M Universityen
thesis.degree.nameDoctor of Philosophyen
thesis.degree.namePh. D. in Philosophyen
thesis.degree.levelDoctorialen
dc.contributor.committeeMemberCampbell, Jack K.
dc.contributor.committeeMemberDuffy, Michael
dc.contributor.committeeMemberStenning, Walter F.
dc.type.genredissertationsen
dc.type.materialtexten
dc.format.digitalOriginreformatted digitalen
dc.publisher.digitalTexas A&M University. Libraries
dc.identifier.oclc15729498


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