This study determined whether military instructors would be less prone to alter systematically designed instructional procedures that had been changed to compensate for their stated needs and concerns than instructional procedures that had not been so altered. The secondary purpose of the study determined the instructional effectiveness of systematically designed instruction that was altered to compensate for instructor needs and concerns. / The study was conducted at the US Army Military Police School, Ft. McClellan, Alabama. An existing instructional module was revised using the military instructional design procedures. The revised instruction was termed the standard instruction. A focus interview was conducted with seven instructors to identify instructor needs and concerns regarding the instructional procedures contained in the standard instruction. Using instructor input obtained during the focus interview, changes were made to the instructional procedures and materials of the standard instruction. The revised standard instruction was termed the instructor-altered instruction. / To measure the amount of alteration the instructors would make in the instructional procedures, two alteration questionnaires were administered to the instructors; one for each version of the instruction. Sixty-five instructors completed the standard instruction questionnaire and 61 completed the instructor-altered instruction questionnaire. / T-test results for instructor responses on the alteration questionnaires were statistically significant. The hypothesis was supported, i.e., instructors would alter the instructor-altered instruction less than the standard instruction. / The instructional effectiveness of the instructional procedures was measured by administering a criterion referenced posttest after the instruction had been presented. A total of nine groups of students (n = 657) were administered the posttest. Of these nine groups of students, five groups (n = 309) received the standard instruction and four groups (n = 348) received the instructor-altered instruction. / Results of a ANCOVA revealed no difference in student performance for the two versions of the instruction. / Source: Dissertation Abstracts International, Volume: 47-12, Section: A, page: 4278. / Thesis (Ph.D.)--The Florida State University, 1986.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75976 |
| Contributors | LIVINGSTON, LAURA LYNN., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 412 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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