A study of nursing and medical technology students in baccalaureate programs in eight universities and medical centers was conducted to attempt to explain the difference in field mode between students and practitioners of allied health. An earlier pilot study reveals that the majority of nursing and medical technology students are field dependent while the majority of practitioners in these areas are field independent. With alpha set at .05, chi-square analysis of the pilot study results reveals the field mode difference to be significant at a p less than .001. / The work of previous investigators indicates that stress producing situations debilitate the recall of learned material for field dependent subjects. Subsequent research was conducted to determine the interactions of field mode according to Witkin's model, general mental ability, and test construction in the evaluation of learning of allied health students. Students were assessed by the Group Embedded Figures Test to determine if they are perceptually field dependent or independent and then classified into high and low mental ability groups based on the total of their Scholastic Aptitude Test scores. Students in each of the resulting four groups were then randomly assigned a general biology examination in either a complex multiple choice format or a short answer free response format. Students also responded to a survey form which assessed their preference for various modes of evaluation and instruction. / With an alpha set at .05, analysis of variance of the subsequent research data reveals a significantly higher performance of high mental ability students than low mental ability students on the general biology examination at a p less than .001. Interactions between field mode, mental ability, and test construction are not significant. Individualized testing formats for allied health students on the basis of field mode or mental ability does not appear to be justified by the subsequent research results. The field mode difference between students and practitioners of allied health may possibly be explained by the fact that students change their field mode from dependent to independent due to exposure to complex testing formats or that through self selection processes, field dependent practitioners may tend to go into less stressful, nontechnical positions. Further research should investigate such possible explanations. / Source: Dissertation Abstracts International, Volume: 41-03, Section: B, page: 0882. / Thesis (Ph.D.)--The Florida State University, 1980.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_74154 |
| Contributors | BAMBERG, WILLIAM RICHARD., The Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 103 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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