Thesis (MA)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: Map reading forms an integral part of every soldier's training. Although all troops
are exposed to map reading during basic training, they thereafter do not
frequently work with maps on a daily basis, but are still required to apply this
knowledge during field exercises or combat situations. Various forms of training
are available. Computer Based Training (CBT) is a technique that may
contribute to the improved acquisition and retention of knowledge when the
subject matter requires of students to visualise concepts, as CBT engages
multiple senses. CBT incorporates principles from the Component Display
Theory and Constructivism, which suggest that CBT might result in superior map
reading competencies when used as an alternative to conventional, classroom
based, map reading instruction.
.The objective of this study was firstly to determine whether CBT, compared to
conventional classroom instruction, enhances the acquisition of knowledge when
teaching users how to read a two-dimensional (2D) map. In addition, the study
had as its objective to determine whether CBT leads to improved retention of 2D
map reading knowledge over a one month period when compared to
conventional instruction. Finally the study aimed to determine the factors that
influence learning when using CBT as the training medium.
A basic randomised, between subjects research design, was used to test the
hypotheses that eBT would result in the improved acquisition and retention of 2D
map reading competencies. The control group consisted of 30 students and the
experimental CBT group of 29 students. All subjects were personnel from the
School of Armour of the South African National Defence Force. With regards to
map training, the majority of the students had exposure to Geography up to
grade 12 or further training. A new training programmewas designed. The programmewas developed in two
equivalent formats, one appropriate for conventional classroom instruction
(control group), and a eBT format for the experimental group. Each student
received two manuals. One was a self-study manual that had to be completed
before commencing with the course, and the other was received on the first day
of the course. Both the trainers also received a manual that contained all the
correct answers to the map reading problems forming part of the programme.
The eBT programme was designed on paper with the help of a template for the
storyboard. A lesson was designed for each day of the course, but students
could review any lesson previously studied. Before the students started with
lesson 1, they had to complete a test on the computer to determine the extent to
which they have acquired the information in the self-study manual. After passing
the test the students could select lesson 1. A mind-map was designed for each
lesson to help students orientate themselves.
For both groups the information studied was placed in the context of "Operation
Night Owl", an interactive practical mission. The eBT group had the computer as
a guide, providing textured maps and possible answers.
Three tests were used to evaluate the students and to gather data regarding their
performance. The students were not informed about these tests as the
researcher wanted to measure natural acquisition and retention, and not the
amount of time that they had studied.
Analysis of variance (ANOVA) indicated that the two groups did not differ
statistically significantly (p>,05) in their initial degree of map reading knowledge.
The average test percentage increased from the pre-test to the first post-test
(knowledge acquisition), indicating that the class group increased by 15,2 % and
the eBT group by 19 %. Hypothesis 1 states that eBT in comparison to
traditional instruction enhances the acquisition of map reading knowledge when teaching users how to read a 2D map. The difference between the class and
eBT means for post-test 1 (knowledge acquisition) was, however, statistically
insignificant (p>,05).
A comparison of the means of the post-test 2 (retention) results of the class and
eBT groups clearly indicates that the performance levels retained one month
after training, also do not differ statistically significantly (p>,05). The study
therefore also fails to corroborate the hypothesis that eBT would result in the
greater retention of map reading knowledge when compared to conventional
classroom instruction.
Based on the results found when eBT results were compared with the traditional
classroom technique, it may be advisable to combine classroom teaching with
eBT. During the completion of the mission segment of the course, students
tended to form natural groups to complete the questions. As working together
may result in better understanding of new information (peers learn from each
other), it is therefore recommended that the eBT map-reading course be
combined with more discussion groups.
In conclusion, the results do not suggest that eBT is a superior training technique
for the teaching of map reading competencies. Numerous literature sources
however do indicate that eBT can contribute significantly to the learning
experience, making it still plausible that eBT could indeed, upon further
refinement of the programme, contribute to teaching of map reading
competencies. / AFRIKAANSE OPSOMMING: Kaartlees vorm 'n integrale deel van elke soldaat se opleiding. Alhoewel elke
soldaat blootgestel word aan kaartlees tydens basiese opleiding, word daar nie
op 'n daaglikse basis daarmee gewerk nie. Dit blyegter nodig om kaartlees
tydens veld-oefeninge en aanvalsituasies toe te pas.
Verskillende vorme van opleiding is beskikbaar t.o.v. die aanleer van
kaartleestegnieke. Rekenaargebaseerde Dnderrig (RGD) is 'n tegniek wat
veelvoudige gewaarwordinge insluit, en dus 'n bydrae tot beter leer en retensie
van kennis kan lewer, wanneer dit van die student verwag word om konsepte te
visualiseer. RGD sluit eienskappe van Komponent-tentoonstellingsteorie en
Konstruktiwiteitsteorie in wat tot verbeterde kaartlees bevoegdheid mag lei indien
dit as 'n alternatief tot die konvensionele klaskamer-gebaseerde kaartlees
gebruik word.
Die doel van die studie was eerstens om vas te stelof RGD, in vergelyking met
die konvensionele klaskamermetode, 'n groter bydra lewer in die leer en retensie
van kennis wanneer studente geleer word om 'n 2-dimensionele (2D)-kaart te
lees. Tweedens stel die studie dit ten doelom vas te stelof RGD, in vergelyking
met die konvensionele metode, tot verbeterde retensie van 2D-kaartlees kennis
oor 'n een-maand tydperk lei. Laastens beoog hierdie studie om vas te stel
watter faktore leer beïnvloed wanneer RGD as 'n opleidingsmedium gebruik
word.
'n Basiese, ewekansige, tussen-groep navorsingsontwerp is gebruik om die
hipotese dat RGD sal lei tot die verbeterde leer en retensie van 2D-kaartleesbevoegdhede,
te toets. Die kontrolegroep het bestaan uit 30 studente en die
eksperimentele RGD-groep uit 29 studente. Die steekproef was troepe van die
Pantserskool van die Suid Afrikaanse Weermag. Die meerderheid van die
steekproef het blootstelling aan Aardrykskunde tot graad 12 of verder gehad. 'n Nuwe opleidingsprogram is ontwerp. Die handleidings is ontwerp in 'n formaat
geskik vir konvensionele klaskamer instruksie (kontrole groep) so wel as 'n
formaat geskik vir RGO (eksperimentele groep). Elke student het twee
handleidings ontvang. Die een was 'n self-studiehandleiding wat voor die
aanvang van die kursus voltooi moes word, en die ander een is op die eerste dag
van die kursus ontvang. Albei die instrukteurs het ook 'n handleiding ontvang
wat die korrekte antwoorde rakende die kaartleesprobleme bespreek in die
program bevat het.
Die RGO program is op papier ontwerp met die hulp van 'n skermplaat. 'n Les is
uitgewerk vir elke dag van die kursus, maar studente kon enige van die vorige
behandelde lesse hersien. Voordat die studente met les 1 kon begin moes
elkeen eers 'n toets op die rekenaar voltooi om te bepaal hoeveel inligting in die
self-studie handleiding bemeester is. Sodra die toets geslaag is kon die student
les 1 selekteer 'n Skematiese voorstelling is vir elke les ontwerp om die studente
te help om hulleself te oriënteer.
Die inligting wat deur beide groepe bestudeer is, is in die konteks van "Operasie
Naguil", 'n interaktiewe praktiese opdrag, geplaas. Die RGO groep het 'n
rekenaar as 'n riglyn gehad wat getekstureerde kaarte en moontlike antwoorde
verskaf het.
Drie toetse is gebruik om die studente mee te evalueer en data aangaande hulle
vordering te verky. Die studente is nie ingelig oor die toetse nie aangesien die
navorser hulle natuurlike leer en retensie van kennis wou toets en nie kennis
verkry a.g.v. tyd spandeer aan studie nie.
Die variansie-ontleding (ANOVA) het aangedui dat die twee groepe se
kaartleeskennis aanvanklik nie statisties beduidend (p>,05) verskil het nie. Die
gemiddelde toetspersentasie vanaf die vooraf-toets tot die eerste na-toets (leer)
het getoon dat die klasgroep met 15,2% en die RGO groep met 19 % verbeter het. Die eerste hipotese het getoets of RGD tot In vebetering in leer en retensie
sal lei teenoor traditionele klasrnetodes. Die verskil tussen die klas en RGD
gemiddeld vir na-toets 1 (leer) was statisties onbeduidend (p>,05).
'n Vergelyking van die gemiddelds van die tweede na-toets (retensie) het ook nie
'n statisties beduidende verskil getoon nie (p>,05). Die studie slaag dus nie
daarin om te bewys dat RGO tot beter retensie van kaartleeskennis in
teenstelling met konvensionele klasonderrig lei nie.
Die resultate suggereer dat dit raadsaam mag wees om klasonderrig te
kombineer met RGO. Tydens die voltooiing van die missies het die studente 'n
neiging getoon om vanself groepe te vorm om die vrae te voltooi. As nuwe
inligting beter verstaan word deur in groepe saam te werk (groeplede leer by
mekaar), kan dit dus aanbeveel word dat die RGD kaartleeskursus gekombineer
word met meer besprekingsgroepe.
Ten slotte word daar nie bevind dat RGO In beter opleidingstegniek vir die
onderrig van kaartleestegniek is nie. Verskeie bronne dui wel daarop dat RGO 'n
betekenisvolle bydrae tot die leerondervinding kan lewer. Dus, met verdere
verbetering van die program, sou RGD wel moontlik kon bydra tot die onderrig
van kaartlees-bevoegdhede.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/53114 |
| Date | 03 1900 |
| Creators | Conradie, Anje |
| Contributors | Cilliers-Hartslief, M., Theron, C. C., Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Psychology. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | English |
| Type | Thesis |
| Format | 88 p. |
| Rights | Stellenbosch University |
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