Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

The central purpose of this research was to investigate the relationship of locus of control and academic success in selected medical office assisting students. The instrument for locus of control assessment was the Adult Nowicki-Strickland Internal-External Scale (ANSIES). Structured interviews were used to elicit personal responses for the purpose of confirming the locus of control direction that was indicated by the instrument. The research questions addressed the relationship of locus of control to the degree of internality or externality associated with the grade point average (GPA) for the Fall term. The findings concluded that there was a relationship of locus of control to academic success as measured by GPA in two of the four subsets of the study population. The students in the study population that received the highest GPA had the most internal locus of control. The students in the study population that received the least academic success with a GPA below 2.00 had an external locus of control. The subset with a GPA range of 2.00-2.99 demonstrated a more internal locus of control. However, the subset with a GPA range of 3.00-3.99 scored the most external direction of all groups. The findings from the structured interviews illustrated the phenomenon of shifting locus of control in response to a single question. The analysis from the structured interviews indicated more internality than was indicated on the ANSIES. The findings indicated that there was a relationship to internal locus of control and highest academic success (4.00 GPA) as measured by grade achievement. A more external locus of control was demonstrated in those individuals with the lowest academic success. The findings for the two middle subsets did not illustrate a relationship between internality and academic success or externally associated with a lower level of academic achievement. The principal implication of this research for education with regard to this study population is that locus of control is not a reliable predictor of academic success. The principal research recommendation entails further inquiry into selfefficacy, the phenomena of shifting internality, the measurement of this study population, characteristics of medical office assisting students, and locus of control as a predictors of academic success. / Graduation date: 1995

The purpose of this study was to assess nurse and medical assistant perceived needs prior to implementing an expended web-based training (WBT) program in physician clinics. This case study was conducted with a mixed-data approach using quantitative and descriptive survey data collection. A total of 239 nurses and medical assistants within the Trinity Mother Frances Hospitals and Clinics dispersed throughout east, north east and north central Texas participated. The participants shared knowledge and behaviors common to the culture of the organization. When new and existing clinical staff traveled to the distant primary campus for training, the operations of the clinic practice was disrupted. Employees are not hired in groups comprising convenient training class sizes, and mandatory training often cannot wait until a class is of a cost effective size. The data were collected using a 50-item survey evaluating computer access, computer usage, computer knowledge (satisfaction, frustration, and motivation to transfer learning), and WBT preference (employee's support and employee's perception of supervisor's support). Quantitative data were collected in the form of a dichotomous yes or no and ordinal data from two Likert type scales. Descriptive survey data was collected using open-ended questions emphasizing perceived strengths, weaknesses, opportunities and threats (SWOT) of WBT. Demographic data were collected to facilitate comparison of perspectives based on demographic information gathered. To support reliability and validity of the Clinic WBT Needs Assessment (CWBTNA), exploratory factor analysis, Cronbach's coefficient alpha, and correlations were utilized to validate the survey instrument. Chi-squares, ANOVAs, and t-tests were conducted. Following the Bonferroni control for Type I error rate (a), four t-test, two chi-squares, and three ANOVAs demonstrated significance. Descriptive responses generated from descriptive survey items were transcribed into an Excel spreadsheet which allowed coding and sorting. Themes consistent with order sets of the quantitative survey emerged. Among additional findings, statistical data demonstrated that staff perceived they transferred learning into the work place best when they perceived greater supervisor support. All findings are detailed in the document.