The effect of instructional design, mathematics anxiety, and attitude toward computer-assisted instruction on mathematics scores of nursing students.

摘要

The major purpose of this study was to compare the effect of two instructional-design methods on posttest mathematics scores of volunteers from a junior-level nursing class at a university setting. The effect of time, change in math anxiety, and change in attitude toward computer-assisted instruction (CAI) when predicting posttest math scores were also investigated. In addition, the correlation between the instructional-design method and change in attitude toward CAI was analyzed.;Multiple linear regression and correlations were performed to analyze the data. Although time on tutorial, instructional-design method, and change in attitude toward CAI were not significant when predicting posttest math scores and covarying calculation pretest scores of the nursing students, there were positive findings for the effect of change in math anxiety. Change in math anxiety and the interaction between change in math anxiety and expository method were found to be significant. Treatment was not found to be correlated with attitude toward CAI, although there was some relationship between treatment and the subscale relating to comfort within the attitude toward CAI instrument. The results of this study have implications for future development and use of instructional-design strategies, CAI programs, and methods of math instruction for nursing.;The instructional-design methods were designed by the investigator and presented via the computer medium. One of the programs was designed utilizing a problem-solving strategy while the other was developed using an expository strategy. The content of the programs involved the calculation of kilocalories and fluid needs for newborns. A calculation pretest and math posttest were developed by the researcher and tested for validity and reliability on a pilot group. Measures for math anxiety, attitude toward CAI, and calculation ability were obtained before the students received the treatment, either the problem-solving method or expository method of instruction. Math anxiety and attitude toward CAI were again measured upon completion of the tutorial in addition to administering a math posttest. Time on tutorial was recorded by the computer system.