This research compared the effectiveness of an interactive video training program
with an instructor-led program for teaching working adults the personal computer (PC)
application WordPerfect. The objectives of the study were to develop a research
methodology and instrumentation in order to determine whether instructor-led training
resulted in significantly different reaction, performance, and post-training use than
interactive video instruction and to utilize the findings to suggest strategies for teaching
working adults PC applications.
The study was based on the need to comparatively evaluate various instructional
approaches for teaching PC applications to working adults. There is also an underlying
need in computer training is for easily administered, yet comprehensive evaluation
methodologies. There were 111 individuals in the original sample. Half were randomly
assigned to a interactive video group and half to an instructor-led group. After initial
dropouts there were 53 individuals in the instructor-led group and 47 in the interactive
video group. Instructional objectives, content and topic sequence were the same for both
groups. A pilot study was conducted to confirm the reliability and validity of the
instruments and methodology.
A demographic questionnaire was completed at the beginning of an initial
training session. At the end of the first training session a performance test and a reaction
questionnaire were completed. After two to three weeks a use survey, a knowledge test,
and a performance test were completed. Descriptive and analytic statistics were prepared
for the dependent variables (reaction, performance, and post-training use) and covariates
(age, gender, occupation, organization, education, and prior use). Null hypotheses of no
difference were rejected when the significance was less than .05.
Results indicated no significant differences in performance between the groups
after either the first training session or after two to three weeks. However, results
indicated significant differences (p = .0004) in reaction with the instructor-led group
rating the training better overall. The instructor-led group also indicated that the clarity
and usefulness of the course materials was better (p = .035). Significant differences were
also found in post-training use (p = .036). / Graduation date: 1991
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/37383 |
| Date | 15 May 1991 |
| Creators | Carter, William D. (William David), 1950- |
| Contributors | Sredl, Henry J. |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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