A Comparative Analysis of Computer-Assisted Instruction and Traditional Lecture Instruction for Administration and Management Topics in Physical Therapy Education

• Published in: Journal of college teaching and learning 2010-07, Vol.7 (7), p.1
• Main Authors: Hyland, Matthew R, Pinto-Zipp, Genevieve, Olson, Valerie, Lichtman, Steven W
• Format: Article
• Language: English
• Subjects: Academic achievement; Administration; Age Differences; CAI; Classrooms; Comparative Analysis; Computer Assisted Instruction; Computer Literacy; Conventional Instruction; Critical thinking; Digital literacy; Distance learning; Education; Educational Environment; Educational Strategies; Educational Technology; Efficiency; Elementary school students; Gender Differences; Grade Point Average; Graduate Students; Health care; Higher education; Individualized Instruction; Instructional Effectiveness; Learning environment; Lecture Method; New York; Olson, Valerie; Physical Education; Physical Therapy; Population; Pretests Posttests; Professional Education; Retention; School environment; Statistical significance; Student recruitment; Students; Studies; Teaching; Teaching Methods; Therapy; Thinking Skills
• ISSN: 1544-0389; 2157-894X
• DOI: 10.19030/tlc.v7i7.133

Technological advancements and competition in student recruitment have challenged educational institutions to expand upon traditional teaching methods in order to attract, engage and retain students. One strategy to meet this shift from educator-directed teaching to student-centered learning is greater computer utilization as an integral aspect of the learning environment. The purpose of the present study was to assess the effectiveness of utilizing Computer-Assisted Instruction (CAI) to teach administration and management content in Physical Therapy (PT) education. It was hypothesized that CAI is equally effective for assimilation of information when compared to traditional lecture instruction (TLI). The sample consisted of third-year entry-level PT students enrolled in an Administration and Management course. Thirty-three of forty students who met the inclusion criteria consented to participate. Both the Mercy College and Seton Hall University IRB boards approved the project and all students signed informed consents. Participants were randomly assigned to the control (TLI, n = 16) or experimental (CAI, n = 17) group. Each participant completed a pretest on the material to be covered and a demographic survey to assess grade point average (GPA), gender, age and computer literacy. Students then attended the course in the designated medium and took a post-test at the end of the semester. There were no significant differences between the two groups for GPA, age or gender. Both groups showed significant improvement from pretest to post-test (51.5 plus or minus 12.7 to 80.6 plus or minus 7.8; p less than 0.001), and (52.0 plus or minus 9.5 to 85.1 plus or minus 6.1; p less than 0.001), respectively. No significant difference was found between the groups for baseline knowledge (52.0 plus or minus 9.5 vs. 51.5 plus or minus 12.7; p = 0.905), final exam scores (80.6 plus or minus 7.8 vs. 85.1 plus or minus 6.1; p = 0.073) or final course grades (90.2 plus or minus 3.0 vs. 90.5 plus or minus 3.1; p = 0.763). The hypotheses that CAI is equally effective for assimilation and retention of information presented in a professional management and administration PT class, when compared to TLI, was supported. Areas for further analysis include examining student satisfaction levels, work efficiency and long-term retention of material. With both teaching methods found to be equally effective, educators can utilize CAI to promote a student-centered experience for the high tech