The purpose of this study was to compare both the effectiveness and efficiency of utilizing live demonstrations (with a fully adequate and precise display of the movement) and videotaped demonstrations (with and without a fully adequate and precise display of the movement) in teaching a motor skill, cordiopulmonary resuscitation (CPR). / After observing one of the three demonstrations, 97 tenth and eleventh grade students completed a written test which assessed their knowledge of information critical to satisfactorily performing cardiopulmonary resuscitation. Next, the students practiced and received feedback from CPR instructors who utilized predetermined guidelines. The instructors also recorded the time required for each student to demonstrate mastery of the skill. After the practice and feedback session, other CPR instructors utilizing a performance checklist evaluated each student's ability to satisfactorily perform CPR on a manikin. Prior to the experiment, a questionnaire was administered to students to determine which students to exclude from the study based on previous exposure to cardiopulmonary resuscitation and/or physical handicaps. / A one-way analysis of variance test revealed no significant differences in the time required for practice and feedback between demonstration groups. Females did require a significantly longer period of time for practice and feedback than did males. There were also no significant differences in test scores for the three demonstration groups. The Pearson product-moment correlation between the written test scores and time required for practice and feedback was negative (r = -.23). A post hoc hypothesis that students from the three demonstration groups would exhibit an equal ability to demonstrate mastery of cardiopulmonary resuscitation was developed and tested by a 3 x 2 chi square test. The results of the chi square test were significant. Utilizing a technique known as partitioning of chi square, it was concluded that a significantly smaller proportion of students who observed the fully adequate and precise display of the movement on videotape demonstrated mastery of the motor skill than did students in the other two demonstration groups. This finding was attributed to an artifact (failure of equipment). Students who demonstrated mastery scored significantly higher on the written test and required a significantly shorter period of time for practice and feedback than did students who failed to demonstrate mastery. / Source: Dissertation Abstracts International, Volume: 46-01, Section: A, page: 0065. / Thesis (Ph.D.)--The Florida State University, 1984.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75486 |
| Contributors | NORMAN, RUENA WILLIAMS., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 152 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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