EFFECTS OF COMPUTER ASSISTED INSTRUCTION ON BACCALAUREATE NURSING EDUCATORS' USE OF CLASSROOM QUESTIONS.
Contributors: Temple University.
Published: 1988
Number of pages: 297
Subjects: Education, Curriculum and Instruction.; Health Sciences, Nursing.; Education, Health.
Description: This pretest/posttest experimental study explored the effect of The Computer Assisted Instruction Module on the Cognitive Level of Questions (Module) on baccalaureate nursing educators' use of classroom questions. Students' perception of professors' questions were also examined. A sample of thirty baccalaureate nursing professors and the students in their classrooms participated in the study. Professors were randomly assigned to the control and experimental treatment groups. All subjects completed the Intended Use of Questions Form, audiotaped a forty-five minutes class, and had students complete the Student Perception of Questions Form. Experimental subjects then completed the Module. All subjects completed a posttest using the pretest procedure. Professors' questions were categorized according to the five level scheme developed for this study. The questions categories, based on the Hughes and Miller scheme, included: managerial, recall/retrieval, compare/contrast, evaluate, and generalize/create. Demographic data revealed that the subjects of both groups were comparable in terms of highest academic degree, completion of teaching methodology courses, years of teaching, and class level of courses taught. Results indicated that completion of the Module did not significantly alter subjects' plans to use high level questions. There was a strong trend toward a higher total number of questions in the experimental group. The experimental group asked significantly more high level questions than the control group (p $<$.001). Students of experimental subjects showed a significant increase in their perception of high level questions (p =.043). The use of The Computer Assisted Instruction Module on the Cognitive Levels of Questions can be effective in increasing the cognitive levels of questions used by baccalaureate nursing professors in the classroom.
Notes: Source: Dissertation Abstracts International, Volume: 49-07, Section: A, page: 1684.

Thesis (ED.D.)--TEMPLE UNIVERSITY, 1988.

School code: 0225.