COMPARISON OF LEARNING OUTCOMES OF LECTURE DISCUSSION AND COMPUTER ASSISTED INSTRUCTION IN A BACCALAUREATE NURSING PROGRAM.
Contributors: University of Kansas.
Published: 1984
Number of pages: 105
Subjects: Health Sciences, Nursing.; Education, Health.
Description: Computer assisted instruction can be used as a teaching strategy to enhance, supplement or replace the traditional teaching strategies. The purpose of this study was to determine if computer assisted instruction was as effective and efficient as a lecture discussion method of teaching.

This study compared learning outcomes of two different student groups following instruction by the traditional lecture discussion or by a computer assisted tutorial simulation. The time spent receiving instruction was investigated. Student reactions to computer learning were obtained.

Thirty-five students enrolled in a junior nursing course participated in the study. The students were divided into two groups by random sampling. A unit of instruction, "Nursing Care of the Pediatric Client With a Head Injury," was selected at the unit of instruction. Both groups received the instruction at different times the same day. Paper and pencil testing was administered on the third day following the instruction. An unannounced test was administered four weeks later. Time spent receiving instruction was documented for both groups.

Analysis of test scores revealed that there were no significant differences in student performance on the initial post test. The delayed post test scores revealed the computer learner scores were significantly better (at the .05 level) than the lecture learner scores. The computer learners spent eighteen percent less time receiving instruction. There were no significant differences in the age or grade point averages of the two groups.

The findings of this study indicate computer assisted instruction is as effective and more efficient as the traditional lecture discussion method of instruction. The study also demonstrated that computer assisted instruction was more effective for retention of learning than the traditional lecture discussion method for this group of students.
Notes: Source: Dissertation Abstracts International, Volume: 46-05, Section: B, page: 1514.

Thesis (ED.D.)--UNIVERSITY OF KANSAS, 1984.

School code: 0099.