Title page for ETD etd-16409449701231

Type of Document Dissertation
Author Henke, Mitchell E.
Author's Email Address mhenke@vax1.bemidji.msus.edu
URN etd-16409449701231
Title The Effects of Three methods of Computer-Based Instruction (CBI) On Psychomotor Performance of College Students
Degree PhD
Department Vocational and Technical Education
Advisory Committee
Advisor Name Title
Bame, E. Allen
Burton, John K.
Fortune, Jimmie C.
LaPorte, James E.
Buffer, James J. Jr. Committee Chair
  • technology
  • multimedia
  • psychomotor
  • instruction
  • gender
Date of Defense 1997-04-10
Availability unrestricted
The availability of computer

systems has resulted in an

increased use of computers for

teaching and learning in

education. Computers and

peripheral hardware enable

educators to incorporate video,

sound, and animation into

instruction. Authoring software

provides another level for

computer use by allowing

educators to develop and use

multimedia instruction and

programs designed for specific

learning outcomes. New

technologies, such as the micro

computer as an instructional tool,

are providing teachers and

learners the opportunity to

explore alternative ways to learn

(Hansen, 1995). If these new

technologies are to become an

effective component of the

teaching-learning environment,

educators and media developers

must have access to

research-based information that

will guide them in selecting and

developing appropriate media

and instructional applications.

Since most learning begins as a

cognitive process (Schwaller,

1995), research dealing with

instructional methods tends to

focus on the cognitive domain,

which would more likely yield

results that would pertain to a

large number of disciplines,

educators, and media

developers. Unfortunately

programs such as technology

education, which include

experiential activities as an

integral part of the learning

process (Korwin & Jones,

1990), should not rely on

cognitive performance alone as

the sole indicator of successful

completion of the learning

objectives. In the Technology

Education classroom, hands-on

experiential activities add value to

the instruction and require various

degrees of psychomotor

performance. While psychomotor

learning should not be considered

the sole purpose of technology

education, it is a most viable and

significant aspect of learning and

performance in technology

education. Effectively presenting

psychomotor content to the

learner could increase

performance of instructional

objectives, thus providing an

enriched learning environment.

This study was designed to

investigate the effect of

visual-only, verbal-only, and

visual/verbal instructional

methods utilizing

Computer-Based Instruction

(CBI) as the vehicle, on the

performance of psychomotor

skills and knowledge. An

investigation of the relationship

between presentation mode,

gender, and psychomotor

performance based on direct

product evaluation was

conducted. Analysis results

suggest that during instruction, the

level of performance of a

psychomotor task increases with

the use of visual/verbal CBI. In

addition, gender did not

significantly influence the level of

performance regardless of the

presentation mode. Secondary

analysis of the data suggest that

visual/verbal CBI has no

significant influence on the level of

performance after a time interval

of approximately 11 days.

Post-treatment survey results

indicate participants had a higher

level of satisfaction with the

visual/verbal CBI.

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