EFFECT OF GROUP SIZE ON LEARNING VIA INTERACTIVE VIDEO INSTRUCTION IN NURSING EDUCATION.
Contributors: Texas A & M University.
Published: 1993
Number of pages: 183
Subjects: Health Sciences, Nursing.; Education, Higher.
Description: This pre-post comparison study was conducted at a two-year institution with a sample of 93 first year nursing students. Different group sizes were used with interactive video instruction (IVI) in a curriculum unit on nursing care of the cardiac patient. The groups used cooperative learning principles in a context-based application of the concepts learned in the classroom.

The analysis of covariance (ANCOVA) was used to examine data. In the ANCOVAs the pre-test was the covariate. Cell means on pre-tests, post-tests, gains, percent gains, time to complete the program, student preference of computers, group functioning, and student perceptions of group functioning were studied. The students in two day-sections were randomly assigned to three treatment groups since the random selection of students was not possible. Analyses of ethnicity, gender, and age were included. A significant interaction between age and treatment was identified at the.035 significance level.

Results indicated when the pre-test was used as the covariate, group size did not affect the post-test. The effects of ethnicity, gender, and age did not produce significant differences with group size. Since no significant differences were found, the large group treatment is warranted in terms of achievement. In terms of satisfaction, however, students stated a preference for small groups.

Group functioning when combined with cooperative learning principles for IVI provided more interactions in small groups and promoted positive student interactions in small and large groups. Students verbalized positive responses to flexible lab scheduling, presence and clarity of objectives, and knowledge concerning the amount of time it would take to complete the IVI.

Recommendations for the institution, designers, and further research are provided.
Notes: Source: Dissertation Abstracts International, Volume: 54-11, Section: B, page: 5602.

Thesis (PH.D.)--TEXAS A&M UNIVERSITY, 1993.

School code: 0803.