The numbers of students with disabilities enrolling in postsecondary institutions has increased since the passage of key disability rights legislation. As a result, the need for information about accommodating postsecondary students with disabilities has increased in the last two decades, especially since the passage of the Higher Education Amendments of 1998. This study used Dick and Carey's (1996) model of instructional design to conduct a formative evaluation of a Web-based performance support system (WPSS) designed for academic administrators, instructional employees, and auxiliary service administrators to enhance accommodations for postsecondary students with disabilities. Formative evaluation consisted of expert review, one-to-one, consumer analysis, and field trial phases. During the expert review phase, subject matter experts, instructional design and usability experts, and individuals with disabilities completed surveys to assess the degree to which the WPSS contained current content, included elements of effective design, and was accessible to individuals with disabilities. During the one-to-one, consumer analysis, and field trial phases, academic administrators, instructional personnel, and auxiliary service administrators on the University of Kentucky campus completed a questionnaire using the WPSS to assess the degree to which the WPSS was effective in providing information. In addition, users completed a survey to assess their perceptions of the WPSS. Finally, data were collected to assess difficulties encountered by users. Results from the expert review phase of the evaluation suggest that the WPSS contained current content, included elements of effective design, and was accessible to individuals with disabilities. Analysis of the questionnaire scores from all phases revealed that users obtained a mean accuracy rate of 74% or higher on the in-session questionnaire. In addition, all users required a mean of 3.9 minutes or less per question to locate responses for items on the questionnaire. The perceptions of all users about the WPSS were positive. Results also indicated that users reported a variety of technical difficulties; however, the majority were related to server errors. Revisions made to the WPSS after each phase of evaluation are described. Implications of the investigation for researchers and Web developers, limitations of the investigation, and areas for future research also are discussed.

The following report is a description of the design, development, and evaluation of an online statistics performance support system. The target audience for the support system is students of Instructional Psychology and Technology (IP&T), especially those who have taken the IP&T 550 "Empirical Inquiry and Statistics" course. The product is designed to be used as a supplemental reference tool. The main purpose of the online performance support system is to help IP&T students select appropriate statistical procedures for their research and learn how to perform the necessary calculations using a statistics analysis software package called SPSS. This report summarizes the needs analysis, target audience analysis, instructional design process and the formative evaluation of the product. The results of the evaluation indicated that the users found great value in the product, that it was useful and effective in helping them select an appropriate statistical procedure, and that it helped them conduct the procedure in SPSS.

The purpose of this study is to design, develop and evaluate an electronic performance support system (EPSS) for the crime scene investigation unit (CSI). For this purpose, a sequential explanatory strategy as a procedure of the mixed method design was used in analysis and evaluation of the EPSS. The research was composed of three main phases: analysis / design, development and implementation, and evaluation of the EPSS. In first phase composed of performance and cause analyses, the CSI Unit&rsquo / s existing information, and contributing causal performance factors based on Gilbert&rsquo / Behavior Engineering Model were explored. In performance analysis phase, official documentation of the CSI Unit was reviewed. As for cause analysis, the survey and focus group interviews were conducted to 1176 and 22 CSI officers, respectively. These data were analyzed using with both quantitative and qualitative methods to facilitate the selection of the most appropriate intervention and its components. Analyses results revealed that 14 basic influences grouped under the workplace and competency on human behavior impacted performance of the officers. Based on these results, an EPSS composed of intrinsic, extrinsic and external levels, and support components was designed and developed in the second phase. Having been implemented, the evaluation of the EPSS based on the Kirkpatrick&rsquo / Four Levels of Evaluation Model was conducted v to determine the overall impact, perceived benefits, and effectiveness of the intervention in third phase. In this phase, a survey, interviews, computer logs and a checklist were used so as to assess the accomplishment of the EPSS. While the survey and the checklist were administered to the 191 officers and 2 experts from the field, the interviews were conducted with 12 officers. Evaluation results admitted that the CSI officers&rsquo / reactions were very positive to the EPSS. While, an intrinsic support made a major contribution to their productivity, establishing standardization would be perceived as the major impact of the EPSS. Lastly, increasing identity and simplifying criminal justice system were the two main impact factors on the society that the system would influence positively.

This study outlines the strategies that were employed during the training of Grade 11 Physical Sciences teachers in the use and development of an Electronic Performance Support System (EPSS). The EPSS process involves extended individualised support for teachers through face-to-face training. A purposive sample was utilised and 22 Grade 11 Physical Sciences teachers participated in the study. Teachers’ skills and knowledge before and after the EPSS training process were measured on three measures of satisfaction (course material, the EPSS training process and the trainer’s competencies) and three measures regarding the EPSS (using an EPSS, creating a flowchart and designing an EPSS). A customer satisfaction index questionnaire and retrospective opinionnaire were used to collect data from the participants. Microsoft Excel was used to analyse data collected using the customer satisfaction index questionnaire. Furthermore a Statistical Package for the Social Sciences (SPSS) program was used to analyse data collected using a retrospective opinionnaire. Significant effects were found on all six measures when comparing the skills of teachers before and after attending the EPSS training programme. The results reveal that teachers who participated in the research are satisfied with the use, design and development of an EPSS in education. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Science, Mathematics and Technology Education / unrestricted