A study of the impact of computer-assisted instruction on test scores of medical laboratory technician students
| dc.contributor.advisor | Ward, Susan | |
| dc.contributor.author | Brandon, Kelly | |
| dc.date.accessioned | 2018-06-04T20:47:24Z | |
| dc.date.available | 2018-06-04T20:47:24Z | |
| dc.date.issued | 12/30/1991 | |
| dc.identifier.uri | http://hdl.handle.net/11274/9847 | |
| dc.language.iso | en_US | en_US |
| dc.title | A study of the impact of computer-assisted instruction on test scores of medical laboratory technician students | en_US |
| dc.type | Thesis | en_US |
| dcterms.abstract | Computer-Assisted Instruction (CAI) may be employed within a health sciences program to provide a supplemental instructional strategy for educators. This study investigated the differences in test scores between those Medical Laboratory Technician (MLT) students who participated in computer-assisted instruction and those MLT students who did not participate in computer-assisted instruction. The study was designed to make comparisons in the test scores of MLT students in order to determine the effectiveness of CAI as a supplemental instructional strategy. MLT students at two community colleges participated in the study. The Medicomp test was administered to the two groups of students as a pretest and posttest. The two groups then followed a prescribed plan of intervention. Descriptive statistics and inferential statistics were then used to analyze the test scores of the two groups. Among this sample of students, there was no difference in the test scores between the two groups. In conclusion, computer-assisted instruction did not make a difference in the test scores of the MLT students. |