EFFECTS OF INSERTED POSTQUESTIONS AND FEEDBACK ON STUDENT RECALL OF MATERIAL IN AN INFORMATION MAPPED NUTRITION TEXT DEVELOPED FOR ASSOCIATE DEGREE NURSING STUDENTS.
Contributors: University of Georgia.
Published: 1988
Number of pages: 180
Subjects: Education, Curriculum and Instruction.
Description: This study investigated the effects of: (a) variations in instructional features (no postquestions or feedback, postquestions, and postquestions and feedback) on information-mapped text and (b) the differences in student reading levels (high and low) on three dependent variables: immediate recall scores, work time spent on the modules, and text evaluation instrument scores. The sample consisted of 65 associate degree nursing students entering their first quarter of the nursing curriculum. The participants were classified into high and low reading groups according to the Nelson-Denny Reading Test, then randomly assigned to one of three treatment groups containing identical information-mapped nutrition content; however, one treatment contained the addition of postquestions and another treatment contained the addition of postquestions and feedback.

Four research questions were examined by analysis of covariance, analysis of variance, and Pearson product-moment correlation coefficients. A significant treatment effect was obtained after adjusting the recall scores for the influence of verbal aptitude. Information-mapped text with either postquestions or postquestions and feedback were found to yield higher recall scores than information-mapped text alone; however, no significant differences were found between the treatment containing postquestions and the treatment containing postquestions and feedback. No significant interactive or level effects were found.

The treatment had a significant effect on the work time spent on the modules. Subjects whose modules contained postquestions or postquestions and feedback spent significantly more work time than subjects whose modules did not contain those features. A post hoc analysis showed that there were no significant differences among treatment groups when the recall scores were adjusted for the influence of work time spent on the modules. No significant interactive or level effects were found.

This study supported the conclusions that information-mapped text with the addition of postquestions increased work time spent on modules as well as immediate recall scores. Specifically, the two treatments with the added instructional features (postquestions and postquestions with feedback) spent twice as much time as the other treatments for an approximate 12% increase in the mean recall scores. This gain represented a moderate increase in accuracy from 69% to approximately 81%.
Notes: Source: Dissertation Abstracts International, Volume: 49-11, Section: A, page: 3258.

Thesis (ED.D.)--UNIVERSITY OF GEORGIA, 1988.

School code: 0077.