An analysis of the comparative effectiveness of programmed multimedia teaching and traditional teaching of drug information to junior high school students Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/w6634644b

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  • The central purpose of this comparison was to determine the congruence or difference between two teaching techniques, the programmed multimedia approach and the traditional teaching method as used in presenting drug information to eighth grade students in the Mankato, Minnesota school district. The population sample consisted of 391 students enrolled in four junior high schools. Intact sections of students from each of the junior high schools were used. In each of the participating schools, an equal number of sections were assigned to both the programmed multimedia method as designed by the Lockheed Educational Systems of the Lockheed Aircraft Corporation and the traditional method of teaching. The following data collected on each student consisted of 1. Pretest score of drug knowledge 2. Intelligent quotient test score 3. Reading comprehension test score 4. Final drug knowledge test score 5. Retention test score Upon completion of a 15 day instructional program, a drug test constructed by the investigator was administered to determine the drug knowledge obtained by the students of the experimental groups and the students of the control groups. After an interval of five weeks, the drug knowledge test was again administered to determine the amount of drug knowledge retained. Using the test scores and adjusting them to control statistically the variables of pre-drug knowledge, academic potential or intelligence and reading comprehension ability; an analysis of covariance was computed, and the adjusted means were tested with the 'F' test. The Biomedical computer program "BMO4V Analysis of Covariance with Multiple Covariates", was used to analyze the data. Six null-hypotheses were tested.. Not only was the effectiveness of the programmed multimedia method compared on the basis of drug knowledge obtained and the drug knowledge retained for the entire population of students, but also the effectiveness for: groups of students with varying mental abilities and varying reading ,cornpreherision lerels was determined. The following conclusions seem warranted on the basis of the data presented in this study. 1. Although the programmed multimedia approach did produce a slightly greater amount of drug knowledge, as observed in the adjusted mean scores, the evidence indicates there is no significant difference in the effectiveness of the two methods for this population of eighth grade students. 2. The evidence indicates that there is no significant difference in the drug knowledge retained by students taught by these two methods. 3. The evidence indicates that there is no significant difference in the drug knowledge obtained by students who have average or above average mental ability but for students who are below average the programmed multimedia approach was the more effective method. 4. The evidence indicates that for students of varying mental abilities there is no significant difference in the drug knowledge retained through the use of these two instructional methods. 5. The evidence indicates for students who have a reading comprehension level at or above the eighth grade there is no significant difference in the drug knowledge obtained through the use of these two methods of instruction, but for the students who have reading comprehension levels below the eighth grade the programmed multimedia approach was significantly more effective. 6. The evidence indicates that for students who have a reading comprehension level at or above the eighth grade there is no significant difference in the drug knowledge retained through the use of these two method of instruction, but for the students of the public school with reading comprehension levels below the eighth grade the programmed multimedia approach was significantly more effective. Recommendations were presented on the basis of the findings. Major recommendation related to: (a) conducting similar studies on the elementary and high school levels; (b) developing a study on a long term basis to determine behavioral patterns; (c) providing materials of the programmed multimedia variety for use by the students of below average mental ability; (d) providing materials of a programmed multimedia type for students who have reading deficiencies.
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