Students' performance on a paper-mediated versus multimedia tutorial for learning networking concepts

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dc.contributor.authorBrown, Herbert Franklin IIIen
dc.contributor.committeechairSchmidt, B. Juneen
dc.contributor.committeechairStewart, Daisy L.en
dc.contributor.committeememberCamp, William G.en
dc.contributor.committeememberPrice, William T. Jr.en
dc.contributor.committeememberFournier, Randolph S.en
dc.contributor.departmentVocational and Technical Educationen
dc.date.accessioned2014-03-14T21:23:06Zen
dc.date.adate2005-11-10en
dc.date.available2014-03-14T21:23:06Zen
dc.date.issued1996-12-09en
dc.date.rdate2005-11-10en
dc.date.sdate2005-11-10en
dc.description.abstractThis study was designed to determine the degree to which learner affective and personal characteristics affect student achievement through multimedia and paper-mediated instruction. Two research questions were examined: (a) Is there a difference in gain between pretest and post test for the paper-mediated instruction group and the multimedia instruction group; (b) What is the effect of paper-mediated and multimedia instruction on achievement, when controlling for affective and personal characteristics? The statistical procedures used to examine the research questions were dependent t-tests and analysis of covariance. Participants were 61 students from four classes enrolled in introductory computer classes in a high school in the Roanoke region of Virginia. The classes were randomly assigned to either a paper-mediated or multimedia treatment. Procedures involved having the participants from both groups complete five stages, either on paper or on the computer, based on group assignment. First, they completed a personal characteristics form. Second, they completed an attitude toward computers Likert-type scale, consisting of four subscales (anxiety, confidence, liking, usefulness). Third, they completed a 20-question pretest on networking terminology. Fourth, they reviewed instructional material in either a paper or multimedia presentation form. Upon completion of the paper or multimedia computer tutorial, the participants completed a 20-item posttest on networking terminology. Based on the results of two dependent t-tests on the pretest and posttest for each treatment group, students did realize a gain in achievement from the pretest to posttest in both groups. In testing research question two, the analysis of covariance revealed a significant treatment effect and gender as a significant covariate. Students in the paper-mediated group performed better than those in the multimedia group. Females performed higher regardless of the treatment group.en
dc.description.degreePh. D.en
dc.format.extentvii, 123 leavesen
dc.format.mediumBTDen
dc.format.mimetypeapplication/pdfen
dc.identifier.otheretd-11102005-141130en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-11102005-141130/en
dc.identifier.urihttp://hdl.handle.net/10919/40324en
dc.language.isoenen
dc.publisherVirginia Techen
dc.relation.haspartLD5655.V856_1996.B769.pdfen
dc.relation.isformatofOCLC# 36391814en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectbusinessen
dc.subjecttutorialen
dc.subjectpaper-mediateden
dc.subjectmultimediaen
dc.subjectnetworkingen
dc.subject.lccLD5655.V856 1996.B769en
dc.titleStudents' performance on a paper-mediated versus multimedia tutorial for learning networking conceptsen
dc.typeDissertationen
dc.type.dcmitypeTexten
thesis.degree.disciplineVocational and Technical Educationen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.namePh. D.en

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