The effects of learning styles and instructional sequencing of program controlled and learner controlled interactive video programs on student achievement and task completion rates

The purpose of this study was to determine if achievement test scores and task completion rates were affected by learning styles and instructional program sequencing, and to determine if there was an interaction of these two variables. The following research questions were addressed:

1. Is there a significant difference in achievement test scores between subjects using the program controlled interactive video program and subjects using the learner controlled interactive video program?

2. Is there a significant difference in achievement test scores between sensing type learners and intuitive type learners?

3. Is there a significant interaction of learning styles and interactive video programs on achievement test scores?

4. Is there a significant difference in task completion rates between subjects in the program controlled interactive video program and subjects in the learner controlled interactive video program?

5. Is there a significant difference in task completion rates between sensing type learners and intuitive type learners?

6. Is there a significant interaction of learning styles and interactive video programs on task completion rates?

The treatment consisted of viewing a preassigned interactive video program, (program controlled-Program 1 or learner controlled-Program 2), followed by an achievement test (final examination) covering the material presented in the interactive programs. The subjects recorded the elapsed time for the interactive video programs (task completion rate).

Two analyses of variance were used to test for significant differences in the means of the achievement test scores and task completion rates between the interactive video programs and the learning styles. (p<.10). Frequencies and percentages were computed to determine identifiable trends in the lesson unit selection sequence and the student learning paths through the lesson units.

The results of the study indicated that in all but one measurement there were no significant differences between the dependent variables of this study (achievement test scores and task completion rates). There was a significant difference in task completion rates between the two interactive video programs.

Based upon the overall purpose and nature of the instruction in this study, to whom the instruction was directed, and the results of the analysis of variance on achievement test scores and task completion rates, it is concluded that the program controlled interactive video program should be considered the more appropriate design strategy for this particular type of training.