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A Comparison of the Effects of Two Learning Media on Learning, Knowledge Retention and Attitude
Get PDFvii, 79 leaves. Advisor: Barbara HaagThe Problem. The purpose of this study was
twofold: one, to determine if there was a difference in learning and knowledge retention of healthcare terminology between beginning nursing students in a diploma school of nursing who used computer assisted instruction (CAI) and those who used videotape; and two, to determine if there was a significant positive correlation between student attitude toward CAI or videotape and scores on the posttest.
Procedure. Beginning nursing students were
randomly assigned to either a group receiving CAI or to a group receiving videotape to learn healthcare terminology. Three weeks later, they took a posttest covering this content and completed an attitudinal survey about the learning medium which they used. Two months later, they responded to 20 questions on healthcare terminology found in a final examination.
Findinqs. There were no significant differences
found between the students receiving CAI or videotape in learning and knowledge retention. There was no significant correlation found between student attitude toward the learning medium used and scores received on the posttest in either group. Significant correlations between individual items on the attitudinal survey and scores on the final examination were found.
Conclusions. CAI and videotape are both appropriate adjuncts for nursing faculty to use since students in both the CAI and the videotape groups adequately learned the content on healthcare terminology and retained the content at a two month time period.
Recommendations. Recommendations for future research include replication of the study using
different content or a larger sample and an
investiqation measuring knowledge retention after an extended period of time
The Effect of Mode of Instruction on Composition I Students at Des Moines Area Community College
No full textviii, 140, 137 leaves. Advisor: David Foster.The focus of this project was to relate reading and writing in a way that addresses the needs of open enrollment community college students. The paradigm shifts in both reading and writing theory point to the social nature of language and indicate the need for linking these activities in useful ways. This project is a way of determining if a socially situated writing pedagogy is a fuller way of representing language than a process pedagogy in a Composition One class.
The experimental class was adapted from the seminar outlined in Bartholomae and Petrosky's Facts, Artifacts and Countefacts. The course was modified to fit the realities of community college instruction without violating the integrity, philosophy and goals of the course. It was, for example, cut from a six semester hour course to a three semester hour course. Similarly, the number of readings and writings were reduced and only one instructor taught the course instead of the team teaching documented in Facts.
The control class used an approach George Hillocks called "natural process" in Research on Written Composition. The dominant features include: writing for an audience of peers, generally positive feedback from peers, opportunities for revising and reworking writing, and discrete writing assignments.
Seven hypotheses were tested concerning writing quality, writing fluency, revision quality, class absences, class attrition, and writing apprehension. Additionally, a Stanford Diagnostic Reading Test (3rd Edition) for reading comprehension and reading speed was administered to the students in the study and seventeen other DMACC Comp I classes, for a total of 500 students. The project sample consisted of 100 experimental students and 50 control students.
The results of the study were mixed. There was no statistical difference between the means of the holistic scores representing each group. However, five of the remaining six measures favored the experimental group. Only attrition favored the control group. While the impact of the holistic scores made any definitive answer impossible, the study appeared to favor the experimental group and the Facts based course
Parental Selection of Public Elementary Schools in an Open Enrollment System
Get PDF207 leavesThe problem. The purposes of this study were to determine the demographic characteristics of parents requesting transfers for their elementary school students, school selection factors which influenced parent school choice decisions, and how long parents considered a transfer before actually requesting one.
Procedure. The population included all elementary school parents in one Midwest school district who requested a school transfer during a seven-month period. Telephone interviews were used to collect the study data.
Findings. Frequencies and percentages were used to summarize, organize, and interpret the data. Findings are reported with parents grouped according to whether child care was a reason for the transfer request and according to whether the transfer was from one district school to another, from a district school to a school in another city, or from a school outside of the district to a district school.
Conclusions. The data suggest parent choices are somewhat segregated by socioeconomic status. The data also suggest that students who have historically been most successful in schools have characteristics similar to those in this study who are leaving the district through open enrollment. Non-district resident parents seeking transfers to a district school reported convenience of the school as the most important reason for requesting a transfer. District resident parents were more likely to report the most important reason was the school's instructional program.
Recommendations. Additional studies are recommended to investigate the long-term effects of open enrollment or school choice on students and schools. More in-depth research is warranted to more precisely determine why a parent selects one public school over another in a school choice, market-driven school environment
The Effects of Entry Level Education and Length of Employment on Staff Nurse Need Satisfaction
Get PDFii, 84 leaves. Advisor: Mary HansenThe purpose of this study was to examine the
differences in employment need satisfaction between hospital staff nurses prepared at the
baccalaureate and those prepared at the associate level. In addition, study examined the influence of length of employment on need satisfaction.
The random sample consisted of 400 registered
nurses working in five counties of Iowa. The modified Porter Need Satisfaction Index and Demographic Questionnaire were mailed to these subjects. Forty-four baccalaureate prepared and 29 associate prepared nurses met the criteria for
inclusion in the study.
Statistical analysis of the research hypotheses
failed to determine statistically significant
differences in all need satisfaction categories based solely on educational preparation. Baccalaureate prepared nurses working 6 or more years were found to be significantly less satisfied with the need for self actualization than those working 0-5 years. No significant differences were found in need satisfaction
based on the interaction of education and length of employment. Both individual and organizational
differences may have contributed to the lack of
significance found. Also, a small sample size may have contributed to these findings. Descriptive
analysis was performed for need satisfaction and need importance of associate and baccalaureate
prepared nurses.
Because similarities were found in the ranking of
needs for the associate and baccalaureate prepared
nurses, nurse educators need to evaluate these findings to determine the need to include need
satisfaction in their curriculum. Implications for
nursing management include promoting strategies that may improve the esteem, autonomy, and actualization of practicing nurses. Because
satisfaction has been closely linked to
productivity, these changes may improve the
quality of nursing care and ultimately benefit the consumer
Serum Cholesterol in Ambulatory Individuals With Chronic Obstructive Pulmonary Disease
Get PDF[vii], 70 leaves. Advisor: Barbara HaagThe problem:
Current accepted therapeutic modality in dietary management for individuals with chronic obstructiv e pulmonary disease(COPD)includes 40-50% of the caloric intake to come from fat sources. According to current literature, diets high in fat lead to elevated total serum cholesterol levels and
increased risk for the development of coronary heart disease. Little research has addressed the incidence and associated risk of elevated total serum cholesterol levels because of diet therapy in ambulatory individuals with COPD.
Procedure:
Records of 46 persons with COPD who participated in a pulmonary rehabilitation program at a midwestern medical center between the years of 1986-1989 were reviewed for total serum cholesterol level, severity of disease, age,
gender, and smoking history.
Findings:
Although mean total serum cholesterol levels evaluated were elevated >200 mg/dl,the level set by the American Heart Association, there was no significant difference in total serum cholesterol level when the sample was categorized by
severity of disease, age, and gender. Additional findings indicated 83% of the sample had smoked. Female subjects smoked more packs per day for a slightly longer period of time than did the males.
Conclusions:
While hypotheses of the study were not supported, increased total serum cholesterol levels in 76% of the subjects was a finding that has implications for the practice of nurses who work with ambulatory individuals with COPD.
Recommendations:
Replication of the study with a larger sample size and inclusion of a larger number of variables were suggested. Additional recommendations were given
Behavioral Contrast and Alternative Response Key Availability
Get PDFx, 112 leaves. Advisor: LaVerne Worthy RogersThe Problem. This study investigated the interaction of schedules of reinforcement on
behavior, replicating and extending Keller's (1 974) research. Expanded methodology included two control manipulations designed to clarify Keller's previously ambiguous findings. The influence of stimulus properties and the location of discriminative stimuli on the production of behavioral contrast was examined.
Procedure. Pigeons in Group 1 were exposed to a two-key procedure in which one key served as the operandum and the other key signaled scheduled consequences (see Keller,1974). The pigeons in Group 2 were exposed to the same two-key procedure; however, the positions of the keys alternated locations. In Group 3, pigeons were exposed to a two-key procedure in which the key that signaled scheduled consequences was the
operandurn and the other key was irrelevant with no signal properties or scheduled
consequences. All subjects were exposed to a baseline of a multiple variable-interval 1-
minute variable-interval 1-minute schedule (mult VI 1-min VI 1-min), an experimental phase of a multiple variable-interval 1-minute extinction (mult VI 1-min EXT) and a return to baseline phase.
Findings. Overall, pigeons in Group 1 and Group 2 exhibited negative induction while pigeons in Group 3 exhibited positive behavioral contrast. Pigeons in Group 2 also showed marked responding to the green key which signaled variable-interval 1-minute schedule of reinforcement in the experimental phase. which persisted in the reversal phase. Pigeons in Group 1 showed virtually no signal key pecking. In Group 3, pigeons showed no alternative key pecking.
Conclusions. The results support Hearst and Gormley's (1 976) findings that positive
behavioral contrast occurs only when discriminative stimuli signaling scheduled
consequences are located on the operandum. These findings are also incompatible with
additivity theory and Keller's (1974) findings. The results suggest that attentional factors
and stimuli salience may serve as crucial variables in the production of the positive
behavioral contrast phenomenon.
Recommendations. Subsequent research should attempt to determine whether responses by pigeons in Group 2 to the green signal key associated with reinforcement were the byproduct of generalization or constituted adventitious reinforcement. Future research efforts should also show empirical evidence of discrimination and stimulus control
Integrated Marketing Communications : The Public Relations Perspective
No full text103 leaves. Advisor: Lou WolterSeveral studies have examined integrated marketing communications from an advertising and marketing perspective, but little has been done from the public relations perspective. This research sought to determine the opinions public relations practitioners have about integrated marketing communications, and to find out if they integrate
their public relations. In June, 1992, 533 surveys were mailed to public relations agency practitioners, corporate practitioners. and
educators. There were 175 responses. Public relations agency practitioners were most familiar with, and most supportive of, integrated marketing communications. They were also most likely to say it was cost effective, was beneficial, was driven by client needs. and was the "way of the future." Nearly all said they helped clients integrate their public relations. Public relations educators were almost as familiar with the concept as agency practitioners, but they showed the least enthusiasm and support for it. Only half said their public relations curriculum was integrated with other communications disciplines, and they were less likely to feel integration was driven by client needs. Less than half felt integration was the way of the future. Corporate public relations practitioners were least familiar with the concept; they supported integrated marketing communications less than agency practitioners, but more than the educators. The percentage who said they integrated was almost the same as Northwestern University researchers found when they asked corporate marketing and advertising practitioners if they integrated. Corporate
practitioners were most likely to say public relations was an equal partner with other communications disciplines in integrated marketing
communications programs. The terminology -- calling the concept integrated "marketing"
communications, versus referring to it as just integrated communications -- did not seem to be an issue. There was considerable disagreement between agency practitioners and educators on the roles of marketing and public relations. Most agency practitioners indicated public relations was a part of the marketing function; educators strongly disagreed. Smaller organizations (both client and agency) were more likely to integrate their public relations than were larger organizations.
Likewise, smaller schools were more likely to teach public relations as part of an integrated program. Public relations agencies that were
affiliated with advertising agencies were no more likely to integrate than those that were not; clients who used public relations agencies were no more likely to integrate than those that didn't. Finally, practitioners who practiced "marketing" public relations (product publicity, trade show support, etc.) were more likely to integrate than those who practiced "corporate" public relations (media relations, public affairs, etc.)
The Effects of "Mathematics Their Way" and Chicago Math Project on Mathematical Applications and Story Problem Strategies of Second Graders
Get PDFvi, 175 leaves. Advisor: Jack GerlovichThe problem. The purpose of this study was to address two d1fferent manipulative approaches in the second grade mathematics curriculum by comparing them to a traditional delivery using a textbook. Story problem/application achievement scores were compared to see if one of the new
manipulative approaches would better meet the needs of students in compliance with the "Curriculum and Evaluation Standards for School Mathematics" written by the National Council of Teachers of Mathematics (1989).
Procedures. A sample of 250 second graders were taught one of three mathematics treatments. The three treatments included Treatment T, using the traditional paper-and-pencil computation method; Treatment M, "Mathematics Their Way" and
teacher-designed worksheets for specific outcomes; and Treatment C, University of Chicago Mathematics Project. Before and after 27 weeks of instruction students were given a test on problem solving and application. An ANCOVA was applied in order to adjust any differences in groups. The students' pretest score, I.Q., and age were used as covariates in order to find any statistically significant differences in anyone of the three mathematical treatments. A Delta formula was applied for any differences in effect size.
Findings. There was no statistically significant
difference in anyone of the three mathematical treatments when pretest and age were controlled, when pretest and I.Q. were controlled, or when pretest, age, and I.Q. were controlled. A Delta formula indicated a 16% gain made by treatment M students over Treatment T students. The researcher would caution the reader, however, that the pretest, age, and I.Q. were not controlled in the Delta results.
Conclusions. The methodology for instruction seemed unimportant when all teachers taught to the same outcomes, supporting the philosophy of Outcome Based Education. Teaching to specific outcomes is probably as effective, if not more effective, than teaching with a "set" textbook
curriculum in the second grade. The researcher found that the teacher has more to do with achievement than specific curricula. Increased structure and direction had a positive effect on all treatments.
Recommendations. Due to the support of Outcome Based Education, the study has implications for a K-4 curriculum. Teachers need to facilitate learning mathematics by using a variety of instructional resources including manipulatives.
The researcher would recommend staff development training in using manipulatives and teaching to outcomes in lieu of expensive textbooks/workbooks for primary grade levels. Further research is recommended in intermediate grade levels with a mixture of experienced and non-experienced teachers.
Further research is also needed using a dependent variable
other than a standardized test
Characterization of 5-Hydroxytryptamine-Evoked Isometric Contractile Responses in Aortic Vascular Smooth Muscle in Thyropathological Rats
Get PDFviii, 48 leaves. Advisor: Donald B. StrattonThe problem, in the past, research on these sequellae of thyropathology has utilized a variety of animal models. Recently, vascular smooth muscle has increasingly been used as an effective bioassay to assess physiological function of
hormones and ligands. While general effects of thyroid status are well documented, specific thyropathologic-induced changes in 5-hydroxytryptamine (serotonergic; 5-HT) receptor function mediating contraction/dilation in rat aorta have not been completely characterized.
Procedure. Aortic rings from hyperthyroid (TRX),hypothyroid (PTU), and euthyroid control (CON) rats were mounted in climate controlled tissue baths and subjected to isometric contraction experiments. The endothelium was removed from some rings (denuded) while others were left intact. All rings were initially contracted with a single dose of 55 mM KCl and then relaxed to normal potassium while
concomitantly measuring the time course of this relaxation. All rings were subsequently subjected to dose/response experiments with 5-HT, either in the presence or absence of ketanserin (5-HT2 antagonist) and ICS 205-930(5-UT3 antagonist).
Flndings. 5-HT generated a nonsignificant trend toward increased contractile tension in TRX rats, but a significant reduction in contractile tension in rings from PTU rats. These differences were eliminated in the denuded preparations with PTU and control tensions increasing back to TRX levels. There were no differences in sensitivity to 5-HT in the intact preparations in the three thyroid groups, but an increased sensitivity was observed in the TRX denuded preparation. Ketanserin was found to completely antagonize the 5-HT2 receptor-mediated contraction. High concentrations of 5-HT in the presence of high concentrations of ICS 205-930, generated significantly attenuated contractile tension in rings from TRX rats.
Conclusions. The elimination of a significant difference in the PTU and CON treatment groups in the denuded tissue as compared to the intact tissue, suggests an enhanced 5-HT-mediated release of endothelial derived relaxing factor (EDRP) in PTU rats and reduced release in TRX rats. An incre ase in sensitivity in the denuded tissues, but not in the intact tissues, suggests an enhanced responsiveness of a 5-HT receptor subtype subserving contraction. The significant effect of micromolar concentrations of ICS 205-930 suggests that an increased contractile response in the
TRX group, in light of the apparent lack of 5-HT3 sites in this tissue, may be mediated, in part, by a novel serotonergic receptor mediating contraction. Alternatively, this effect may reflect activity of the ligand at 5-HT1 or 5-HT2
receptors differentially sensitized by thyropathology. These data suggest that
thyropathological alterations in 5-HT1 or 5-HT2 receptor subtype-mediated responses occur in rat thoracic aorta
History of the National Association for Research in Science Teaching
Get PDF2 v.(489 leaves) Advisor: Paul H. JoslinThe purpose of this study was to collect and organize historical information about the National Association for Research in Science Teaching (NARST) and then to construct a written history of the organization. The history began with events preceding NARST's founding in 1928 and continued through many portions of its first 64 years. The three main foci were the membership and the two NARST activities the membership deemed most important--the annual meetings and the journal publications. From 1930 to 1961, Science Education was the Association's official journal. In 1963, NARST launched the Journal of Research in Science Teaching (JRST). Often throughout NARST' s history, activities within the organization were influenced by what was happening within the nation and the world.
The search for relevant information sources included personal libraries and files of NARST members; the card catalogs of Drake University in Des Moines, Iowa, and Teachers College, Columbia University in New York City: several indexes and abstracts; computer searches; interlibrary loans: bibliographic references appearing in pertinent articles; recommendations of knowledgeable individuals, several interviews, and specially designed questionnaires.
The historical method was employed in this research study. Historical sources were evaluated using both external and internal criticism