The effects of community college laboratory instruction and video-taped presentations involving the skeletal system on cognitive achievement and retention Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/gx41mm34j

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  • The purpose of this study was to determine if a significant difference in cognitive achievement and retention occurred when skeletal system anatomy and terminology were presented utilizing either videotaped presentations or a traditional laboratory procedure. Fifty-three first semester nursing students enrolled in biology (Bio. 160 anatomy and physiology) at Lethbridge Community College, Lethbridge, Alberta, Canada participated in the study. The subjects were enrolled in biology during one of the three semesters of 1977-78. The subjects were randomly assigned to either a control group, a videotape group or a traditional laboratory group. A pretest for previous knowledge of the skeletal system was administered to all groups during the first scheduled meeting of the class. Three cognitive achievement post-tests were administered at the termination of the first, second and third weeks of the experiment. A cumulative post-test was then administered to measure total gain scores and 53 days later it was readministered to determine retention of skeletal terminology and anatomy. The analysis of variance design used for this study was a one-way randomized block design having as levels of treatment video-tape, traditional and control groups. A paired t-test and the F statistic were used to assess means (X) for the presence of significant differences between groups. Within the limitations of this study, the following major conclusions were drawn: 1 The cognitive achievement of prenurse students at L.C.C. who are taught skeletal anatomy and terminology by video-taped presentations is not significantly different from that of similar students who are taught by a traditional laboratory approach; 2. Retention of cognitive material by prenurse students at L.C.C. who are taught skeletal anatomy and terminology by video-taped presentations is not significantly different from that of similar students who are taught by a traditional laboratory approach; and 3. The cognitive achievement and retention of prenurse students at L.C.C. who are taught skeletal anatomy and terminology by videotaped presentations or by a traditional laboratory approach are significantly different from that of similar students who do not receive formal skeletal instruction.
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