INTERRELATIONSHIPS OF ACHIEVEMENT, LEARNING STYLE, PERSONALITY, AND ATTITUDES OF NURSING MANAGEMENT STUDENTS USING COMPUTER ASSISTED INSTRUCTION.
Contributors: Delta State University.
Published: 1985
Number of pages: 200
Subjects: Health Sciences, Nursing.
Description: The purpose of this study was to determine whether there would be differences in achievement among senior-level nursing leadership-management students whose usual instruction was supplemented with computer assisted instruction (CAI) and those who received only usual instruction. Specifically, relationships among achievement and learning styles, personality dimensions, attitudes toward instructional strategies, age, sex, QPA, and student classification were studied. The study used a non-equivalent control group research design with a sample of 53 subjects drawn from two intact groups of students enrolled in baccalaureate nursing programs in two different Mississippi state universities.

Data relative to achievement were collected using the Leadership in Nursing (NLN) exam as a pre and posttest. Kolb's Learning Style Inventory was administered as a pre and posttest to measure learning styles. The Myers-Briggs Type Indicator was administered to determine personality dimensions. The Attitudes Toward Instructional Strategies tool was administered as a pre and posttest to determine attitudes toward CAI.

The treatment in the study involved the use of a leadership-management vocabulary drill program as a supplement to usual instruction. The treatment group used the CAI for one hour per week over an eight weeks' period. The control group received only usual instruction.

The hypotheses were stated in the null with the .05 level of significance. Data were analyzed by the Statistical Package for the Social Sciences using analysis of covariance and multiple linear regression. Conclusions were that the use of CAI as a supplement to usual instruction obtains achievement results no different from that of the usual instruction; that the use of CAI was found to be equally effective with subjects of either sex, diverse ages, learning styles, personality preferences, and classifications; and that the use of CAI offers different achievement results with subjects whose QPA is 3.00 and above and 2.99 and below.
Notes: Source: Dissertation Abstracts International, Volume: 46-09, Section: B, page: 3007.

Thesis (ED.D.)--DELTA STATE UNIVERSITY, 1985.

School code: 0877.