The effects on learning when using a lecture advance organizer on field dependent and field independent nursing students : an experimental study /
| Main Author: | |
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| Other Authors: | , , |
| Format: | Thesis Book |
| Language: | English |
| Published: |
1991.
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| Subjects: | |
| Online Access: | Link to OAKTrust copy |
| Abstract: | The aim of this research was to test the usefulness of an advance organizer in helping adult nursing students organize and retain knowledge and apply it to novel situations. A secondary aim was to identify the differential effects of an advance organizer on learning of subjects with field dependent (FD) and field independent (FI) cognitive styles. Beginning adult nursing students (N=37) were randomly assigned to treatment and control groups, then were divided into FD and FI cognitive styles based not their performance on the Group Embedded Figures Test (GEFT). Both groups received a physiology lecture and the treatment group received an advance organizer on the sympathetic nervous system. The lecture included some symptoms of pathophysiology for recall, while other symptoms were "novel" and had to be identified through application of the advance organizer. Recall and application were measured with a 24-item posttest. A factorial ANOVA supported the hypothesis that an advance organizer would improve scores on the application to novel situations subtest (p<.05). No FD/FI main effector interaction as observed. Hypotheses related to recall are interpreted with caution due to a lack of internal consistency of the recall subtest. However, all means are in hypothesized direction. A Pearson Product-Moment correlation revealed significant (p<.05) and near significant (p = .06) relationships between posttests and GEFT scores for the control group. These results suggest a positive correlation between GEFT scores and test achievement. Treatment group correlations suggest that a lecture advance organizer is beneficial for helping low to moderate FD individuals apply knowledge to novel situations. However, an unexpected curvilinear relationship was observed, giving the appearance that the advance organizer was detrimental to FI individuals. Possible causes of this curvilinear phenomenon are discussed. The strongest possibility based on the literature suggests that FI individuals rejected the advance organizer as an external referent for structuring learning stimuli. |
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| Item Description: | Typescript (photocopy). Vita. "Major subject: Adult and Extension Education." |
| Physical Description: | ix, 127 leaves ; 29 cm |
| Bibliography: | Includes bibliographical references. |