Effects of three presentation formats in a PSI college level bowling course

Abstract

The purpose of this study was to examine differences in psychomotor learning using three different presentation formats for providing information and facilitating feedback applied in Keller's Personalized System of Instruction (PST) in a college level bowing course. The course was taught as part of the Basic Instruction Program (BIP) at a large, Southeastern university.

Utilizing the principles of Russell’s (1980) Novice Spare Conversion System specific sources of data were analyzed to determine significant differences which existed among and within three forms of presentation formats used for providing information related to converting common spares during the spare conversion unit of a beginning level bowling course. Based on results attained from comparisons of specific formats’ unit skills tests and student perceptions, the study determined the effects of each presentation format as a means of presenting information as part of a PSI design in the psychomotor domain. The three presentation formats were: (a) text (T), (b) text and static graphics (TG), and (c) text, static graphics, and animation (TGA).

The findings from this investigation focused on the examination of the effects of three forms of presentation formats applied in a specific course in the psychomotor domain. The effects of each format were examined by analyzing data of significant differences among presentation groups in ten comparisons related to their use for providing skill-related information and the facilitation of feedback in a spare conversion unit as a part of a PSI designed bowling course. Based on information gained from the ten comparisons eight were shown to display no significant difference among presentation formats.