This study examined the comparative effectiveness of learning of cognitive skills when instruction is presented through computer-based instruction using student-to-computer ratios of one-to-one and two-to-one. Effectiveness was gauged through scores on posttests administered subsequent to completion of each of nine computer-based lessons and on a single composite test score.
The purpose of this study was to determine the effectiveness of the Preparation for Adult Living skills training program by measuring the learning gains and learning outcomes of students participating in the training. The quasi-experimental posttest control group design was used. A treatment sample of twelve students received the Preparation for Adult Living training. A nontreatment sample was selected by matching the characteristics of educational and reading level and the gender of twelve students with no previous independent living skills training with those of the treatment sample. Students in the treatment sample were tested for learning gains using the Preparation for Adult Living Test. Both the treatment and nontreatment sample were tested using the post-training Preparation for Adult Living Scale to determine the level of their learning outcomes. The Preparation for Adult Living Test results were analyzed using the t-test for correlated samples of pretests and posttests. The t-test for independent samples was used to analyze the Preparation for Adult Living Scale results to determine the students' learning outcomes. A Pearson r correlation coefficient was calculated for Preparation for Adult Living Scale scores to determine if a relationship existed between employment and the life coping skills of the treatment sample. The findings indicated that no learning gains were made during the training, but that the training had an impact on the students' post-training life-coping skills. A strong relationship was found between the specific life-coping and employment skills of the treatment sample. Investigation of the reliability and validity of the Preparation for Adult Living Test and Scale instruments was recommended.
This study was designed to compare perceptions of an alternative model for the vocational education program at secondary comprehensive schools in Trinidad and Tobago. The groups compared were vocational education teachers, academic teachers of related subjects, secondary comprehensive principals and vice principals, and vocational education curriculum supervisors. A survey instrument was developed and was tested to ensure its validity and reliability. The instrument utilized a seven-point Likert-type scale to measure the intensity of agreement or disagreement. The items related to the proposed model were subdivided into administration and planning, curriculum and instruction, and evaluation components.
The purpose of this study was to investigate the role ambiguity, role conflict, and job satisfaction perceptions among selected Human Resource Development (HRD) practitioners. The study's target population was the American Society for Training and Development (ASTD)—Dallas Chapter. The independent variables used in this study consisted of HRD practitioners' gender, age, length of HRD experience, educational level, and HRD role category.
The purpose of this study was to evaluate the relationship between anxiety reducing teaching methods and computer anxiety levels and learning gain of students in a college level introductory computer course. Areas examined were the computer anxiety levels of students categorized by selected demographic variables, the learning gain of students categorized by selected demographic variables, and anxiety levels and learning gain of students after completion of the course. Data for the investigation were collected via the Standardized Test of Computer Literacy (STCL) and the Computer Opinion Survey (CAIN), developed by Michael Simonson et al. at Iowa State University. The nonequivalent pretest/posttest control group design was used. The statistical procedure was the t test for independent groups, with the level of significance set at the .05 level. The data analysis was accomplished using the StatPac Gold statistical analysis package for the microcomputer. Based upon the analysis of the data, both hypotheses of the study were rejected. Research hypothesis number one was that students in a class using computer anxiety reducing teaching methods would show a greater reduction in computer anxiety levels than students in a traditional class. Hypothesis number two was that students in a class using computer anxiety reducing methods would show a greater learning gain than students in a traditional class. This research revealed that there was no statistically significant difference in the computer anxiety levels or the learning gain of students between the control group and the experimental group.
This study concerns the contributions of Kelley Ezell to Air Force Education Services Programs and examines the impact of his educational leadership in developing the Education Services Program at Sheppard Air Force Base, Texas, into its current position as an officially recognized Air Force leader in program excellence. It determines the effects of his leadership on subsequent leaders in the Sheppard Education Services Center and identifies the systems and procedures which contribute most significantly to the Center's success.
The purpose of this study was to assess the effectiveness of computer-assisted instruction (CAI) as a method of delivery. Student attitude toward method of instruction was examined. Additionally, the amount of study time required by the students was observed.
The purpose of this study was to focus on the Omnibus Budget Reconciliation Act of 1987 and the amendments of 1989 and 1990. Nursing assistants were placed in cluster groups of 300-hours, 120-hours, and 0-hours. Each subject's job performance of nursing care was observed using the Francis's Task Performance Rating Scale. The purpose of the analysis was to determine (1) if there was a significant difference in job performance of patient care between program completers and the challengers, (2) if there was a significant difference in the job performance of patient care between 300-hour and 120-hour, and (3) if there was a significant difference between the content required in OBRA mandated nursing assistant programs and actual job performance skills needed in patient care. It was determined that program completers' job performance of patient care was significantly different from the challengers.
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