A COMPARISON BETWEEN THE EFFECTIVENESS OF COMPUTER ASSISTED AND TRADITIONAL INSTRUCTION IN TEACHING BOWLING (PSYCHOMOTOR)
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| Publicado en: | ProQuest Dissertations and Theses (1985) |
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| Acceso en línea: | Citation/Abstract Full Text - PDF |
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| 001 | 303386125 | ||
| 003 | UK-CbPIL | ||
| 020 | |a 979-8-205-49993-4 | ||
| 035 | |a 303386125 | ||
| 045 | 0 | |b d19850101 | |
| 084 | |a 66569 |2 nlm | ||
| 100 | 1 | |a STEFFEN, JEFFREY PAUL | |
| 245 | 1 | |a A COMPARISON BETWEEN THE EFFECTIVENESS OF COMPUTER ASSISTED AND TRADITIONAL INSTRUCTION IN TEACHING BOWLING (PSYCHOMOTOR) | |
| 260 | |b ProQuest Dissertations & Theses |c 1985 | ||
| 513 | |a Dissertation/Thesis | ||
| 520 | 3 | |a The purposes of this study were to compare: (1) the traditional method of instruction with a computer-assisted method of instruction in improving psychomotor skills in bowling, (2) the scores achieved by the above two groups on a bowling knowledge test administered at the completion of the instructional unit, and (3) the perceptions of students toward traditional instruction and computer-assisted instruction. Fifty-one male and 39 female college students served as subjects for this study. The subjects were enrolled in four elementary bowling classes scheduled during the fall semester of the 1984-85 academic year. The computer-assisted instruction group and traditional instruction group were each composed of two classes. The subjects in the computer-assisted instruction group received, outside of their regularly-scheduled bowling classes, lectures and demonstrations by means of a computer-assisted instruction program. During bowling class periods five minutes were devoted to questions and answers about the computer-assisted instruction; the remaining class time was devoted to the practice of bowling. The traditional instruction group was instructed by means of a traditional method of teaching bowling, which included lectures and demonstrations; the remaining class time was allocated to the practice of bowling. Prior to instruction subjects were administered a two-game pretest for bowling skill. At the end of the unit, subjects were administered a three-game posttest for bowling skill, a 54-item multiple choice knowledge test and an instrument for rating the student's perception of teaching effectiveness. The computer-assisted instruction group was given additional questions directed specifically at computer-assisted instruction. After eight weeks of bowling instruction: (1) The computer-assisted instruction group had significantly higher average and first-ball bowling scores than the traditional instruction group. (2) No significant differences were found between computer-assisted instruction and traditional instruction groups for scores on a bowling knowledge test. (3) The computer-assisted instruction group had a significantly more positive attitude toward the organization of lessons than the traditional instruction group. (4) The computer-assisted instruction group showed a favorable response toward computer-assisted instruction in bowling. The findings in this study favor computer-assisted instruction over traditional instruction in improving bowling skills at the college level. | |
| 653 | |a Physical education | ||
| 773 | 0 | |t ProQuest Dissertations and Theses |g (1985) | |
| 786 | 0 | |d ProQuest |t ProQuest Dissertations & Theses Global | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/303386125/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/303386125/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |