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The Effect of the Game Anatomania on Achievement of Nursing Students
No full text70 leaves. Advisor: Mary HansenThe problem. The purpose of this study was to
determine if learning through games can effect learning outcomes. A convenience sample of two groups of students was utilized. There were 35 nursing students in the experimental group and 25 nursing students in the control group.
Procedure. A game, ANATOMANIA, developed by the
researcher, was used in conjunction with classroom
lecture and laboratory experiences with the
experimental group. The control group utilized
classroom lecture and laboratory experiences with no use of the game ANATOMANIA. A pretest-posttest
examination, written by the investigator, was used as the data collection tool.
Findings. A "t" test was used to determine if there was any statistical differences in pretest score means between the experimental and control groups (t=6.3765; p=0.000). Data analysis demonstrated that the experimental group had significantly higher pretest scores than the control group. A "t" test was then done to compare the differences in posttest-pretest scores of the groups. This analysls demonstrated that the
experimental and control groups did not differ
significantly with respect to posttest-pretest scores (t=1.2151; p=0.2293).
Conclusions. This study suggests that the use of the game ANATOMANIA did not significantly effect learning achievement in an anatomy and physiology course for nurses.
Recommendations. Expansion and replicatlon of this
study in another setting is recommended. Another
recommendatlon would be to construct a tool to measure the results in the affective domain
Field Dependence and Independence and the Effect of Level of Guidance on Learning Performance for Associate Degree Nursing Students
Get PDFvii, 138 leaves. Advisor: Linda BradyBecause of the continued need for nurses skilled at calculating drug dosages and the assumed responsibility of nurse educators for student competency, this study was conducted to determine the effects of minimum and maximum guided drug calculation instruction in relation to the student's cognitive style: field dependent (FD)
or field independent (FI). The cognitive styles of 24 female nursing students, who were enrolled in the first year of an associate degree nursing program at a Midwestern community college, were tested using the Group Embedded Figures Test (GEFT). Students participated in pretest and posttest sessions to evaluate pharmacology calculation skills as well as in five intervention sessions. First, the pretest scores did not vary between the FD and FI groups. Second, the
achievement scores between the matched groups, FD
students with maximum guidance and FI students with minimum guidance were not significantly higher than the nonmatched groups, the FD students with minimum guidance and FI students with maximum guidance Third, the nonmatched groups were significantly more satisfied with the teaching method than were the matched groups (p<.05
Assay and Purification of Coxsackievirus B3
Get PDF[vi], 74 leaves. Advisor: James C. JohnsonThe problem. Which of the available methodologies for the purification for Coxsackie virus B3 (CB3), a Picornavirus provide the highest degree of purity with the greatest yield.
The procedure. Quantitative methods for the assay and purification of CB3 were developed. CB3 was propagated in buffalo green monkey (BGM) cells in tissue culture. The virus was released from the
infected BGM cells by various methods. Purification methods included precipitations, differential, isopycnic, and rate zonal centrifugation. Virus purity was assessed by SDS-polyacrylamide gel electrophoresis.
Findings: The plaque assay for CB3 was found to be reproducible and quantitative. The dose response curve of the assay was linear between 5 and 800 plaques on a 55 cm2 tissue culture dish. Maximum
yields of CB3 were obtained from infected cells by treatment with sodium dodecyl sulfate (SDS). The
overall yield of CB3 purified by isopycnic
banding in cesium chloride was approximately 40% of the virus in the initial cell lysate. As judged by polyacrylamide gel electrophoresis in
SDS, the purified virus, following rate zonal centrifugation in sucrose, was greater than 90% homogeneous.
Conclusiom. The virus yields and purity were suitable for the study of virus-cell adsorption interactions.
Recommendations: Further studies should be done using these techniques in an attempt to increase the amount of protein and virus applied to isopycnic and rate zonal gradients
The Congruence Between Adjunct Faculty Understanding of the Learning Characteristics and Preferred Teaching Methods of the Adult Learner and the Self-reported Learning Characteristics and Preferred Teaching Methods of Adults Enrolled in Post-secondary Institutions
Get PDFv, 60 leaves. Advisor: Thomas S. WestbrookThe problem, The problem which this study
investigated was the congruence between the adjunct faculty understanding of the learning characteristics and preferred teaching methods of the adult learner and the self-reported learning characteristics and preferred teaching methods of adults enrolled in postsecondary institutions.
Procedure. The design of the study was an
informative survey utilized to illicit responses from adjunct faculty and adult learners on the interests and needs of the adult learner. A 53-item survey was developed and sent to adjunct faculty who had taught a junior/senior level course or courses during the 1990-1991 academic year at the satellite campus of a private
four-year college. Also, a 53-item survey was
developed and given to adult learners at the same
satellite campus.
Findings. (a) There was not congruence between
the faculty understanding of why adults return to
college and the reasons provided by the adult learners.
(b) There was congruence between the faculty
understanding of physical and cognitive differences between the adult students and the traditional age students and those differences provided by the adult
learners. (c) There was not congruence between the
faculty understanding of the learning styles of adult learners and the learning style preferences provided by adult students.
Conclusion. Although a generalization should not
be made from the results of the study, the researcher feels the implications are not unique to the sample studied. With the increased numbers of adults entering college, awareness of motivational factors causing the adult student to return to college and sensitivity to the learning characteristics and the preferred teaching methods of the adult learner is an important issue for faculty development programs.
Understanding of the adult learner enhances one's
teaching ability as well as creates a successful
learning experience for the adult learner
The Direct Teaching of Thinking Skills for Improvement of Reading Test Results
Get PDFiv, 59 leaves. Advisor: William Poston.The problem: The purpose of this study was to
address the direct teaching of critical thinking and
problem solving skills, and to determine if the process
benefited fourth grade students by increasing scores on
a reading end-of-book test.
Procedures: Two similar, but not randomly
selected fourth grade classes, were chosen to take part
in this study. Both groups were given identical
criterion referenced end-of-book reading pretests. The
experimental group was then treated with the CoRT
program (Cognitive Research Trust). The CoRT program
emphasized the direct teaching of critical thinking
skills. The control group received regular reading
instruction during this period. After 12 weeks of
instruction in the CoRT Program, both groups were given
the post test to determine the gain which had occurred.
An ANCOVA was run on the data to make statistical
adjustments on the dependent variable or testing
device. Comparisons were made on the adjusted means.
Findings: A comparison of adjusted means
indicated that there were no statistically significance
differences between the experimental group and the
control group at the .05 level. The null hypothesis
was not rejected as a result of the findings. A delta
test was calculated to determine if there were
practical significance to the findings. The delta test
indicated that a practical significance did exist.
Conclusion: No statistically significant differences were found to exist between the
experimental and control groups. Consensus by leading
researchers support the findings of the statistical and
practical significance although only practical significance was supported by this study.
Recommendations: Testing and accurately measuring
the gain in critical thinking and problem solving skills is extremely hard to accomplish. The writer
suggests more research is needed to determine the
extent to which critical thinking skills can be taught.
Past research, coupled with encouraging results in this
study, indicated that the implementation of CoRT
critical thinking skills into the curriculum may
produce favorable results
State Mandated Affirmative Action Requirements on Independent Higher Education Institutions in Iowa and the Characteristics of the Affirmative Action Coordinators
Get PDFvi, 117 leaves. Advisor: Lawrence Fanning.The problem: The purpose of this study was twofold: to identify those states which had mandated affirmative for independent colleges and universities and to examine the salient characteristics of the affirmative action
coordinators in independent higher-education institutions in Iowa.
Procedure: Two questionnaires were used: one was sent to executives of state associations of independent schools requesting information on state affirmative action regulations; the other questionnaire was sent to the affirmative action coordinators of the schools which belonged to the Iowa Association of Independent Colleges and
Universities.
Findings: California, Connecticut and Rhode Island
reported state affirmative action requirements aEfecting independent higher education institutions.
There were more similarities than differences between the male and the female affirmative action coordinators. There was no significant difference between the twelve males and sixteen females in their commitment to affirmative action or their perception of the impact of affirmative action requirements on their institutions. The males,
however, perceived themselves as significantly more powerful to bring about change in their institutions than did the females. A positive correlation was found between perception of power to bring about change and commitment to affirmative action.
Conclusions: Most of the Iowa affirmative action
coordinators were experienced administrators or faculty members. A supportive president was viewed as very important to a successful affirmative action program.
Recommendations: Recommendations included development of strateqies to increase the visibilitv of affirmative action provision of technical assistance to independent institutions, research on the costs and results of affirmative action prorams, and development of competency
training for affirmative action coordinators
An Analysis of the Differences Between Learning Groups Using the Project DARE Program
Get PDFiv, 51 leaves. Advisor: William K. PostonThe Problem. The purpose of this study was to
address the Project DARE chemical substance prevention education program, and to determine if this instruction benefitted fifth grade students by increasing scores on a substance prevention posttest.
Procedures. Five similar, but not randomly
selected fifth grade classes, were chosen to take part in this study. Initially, the five groups of 135 students were given identical pretests. The 83 student experimental group was then treated with the DARE Program, which included the direct teaching of chemical substance education and resistance education by a specially trained police officer. The control group received no substance abuse instruction during this period. After 17 weeks of instruction in the DARE Program, both groups were then given a posttest to determine the amount of gain which had occurred. An ANCOVA was run on the data to allow for statistical adjustments on the dependent variable. Comparisons
were made on the adjusted means relating to gains by both groups of students over the 17-week period of instruction.
Findinqs. A comparison of adjusted means indicated that there was statistical significance between the experimental group and the control group at
the .05 level. The null hypothesis was rejected as a result of the findings. A delta test was run to
determine if there was practical significance of the findings. The delta test indicated that a practical significance did exist.
Conclusion. Statistical significance was found to
exist between the experimental and control groups.
Consensus by leading researchers support the findings of the statistical significance and practical significance suggested by this study.
Recommendation. Testing and accurately measuring
the gain in substance abuse education is extremely hard to accomplish. The writer suggests that more research is needed to determine the extent to which substance resistance skills can be taught, and the exact teaching strategies to be employed while teaching them
Critical Thinking and Preferred Cognitive Style of Nursing Students
Get PDF72 leaves. Advisor: Linda BradyThe problem. This study was to determine the difference in critical thinking ability between student nurses with differing preferred cognitive styles.
Procedure. Nursing students and psychology students from intact sampling groups participated in an exploratory descriptive study. Both groups were tested on the Watson-Glaser Critical Thinking Appraisal and the Human Information Processing Survey.
Findings. There was a difference between nursing students, and non-nursing students' critical thinking scores (t = 2.0513,p = .0429). A negative correlation was found between the interpretation subtest scores and the preferred cognitive style scores (coef = -0.3790, p = .0079). A positive correlation was found between the assumption subtest scores and the scores of those with no
preferred cognitive style among the non-nursing students (coef = 0.6466, p =.0231).
Conclusions. The results suggest a significant difference between the critical thinking ability of nursing students and non-nursing students. Two subtests on the Watson-Glaser Critical Thinking Appraisal were affected differently by the preferred cognitive style scores than the other three subtests.
Recommendations. Further research, including replication with a different sample and methodological investigation of critical thinking tools, is suggested
The Effects of Question-Generation Techniques on Reading Comprehension
Get PDFvi, 37 leaves. Advisor: Paul Joslin.The problem. Can the teaching of question-generation
training improve reading comprehension and is there evidence
of a successful student transference and a publication of
question-generation training in content area subjects?
Procedure. The subjects in this study were thirty-one
sixth through eighth grade students at Norwalk Middle School
who received instruction in the Developmental Reading Lab.
Sixteen of the thirty-one students were given thirty-four
lessons using question-generation comprehension techniques
during one semester. Data were collected for grade point
average and reading comprehension scores on the Iowa Test of
Basic Skills(ITBS). At the beginning and conclusion of the
semester, all students were given the reading comprehension
subtest of the Stanford Diagnostic Reading Test (SDRT).
Findings: A correlation of 0.580 was found between the
two reading subtests. The administration of t-tests found
the reading comprehension abilities of the students in the
treatment and control groups similar at the onset and
conclusion of this study. The correlation between the
students' grade point averages and performance on the SDRT
was 0.309.
Conclusions. The results of this study indicate that
the treatment made no difference in comprehension skill
improvement. The inclusion of the question-generation
technique in a program does not impede progress. However,
it is evident that other factors, in addition to question generation
techniques, are involved in the prediction of
reading comprehension ability.
Recommendations: Further studies are needed to
ascertain whether efforts which increase question-generation
usage could increase the level of an individual's reading
comprehension
