Learning when using an instructionally designed mediated lecture compared with traditional lecture.

Abstract

This study focused on the differences in the knowledge gained between instructionally designed mediated lecture instruction and traditional lecture instruction. The sample used in this study consisted of 107 new hospital employees required to attend an orientation. The experimental group consisted of 43 subjects and the control group consisted of 64 subjects. Each group was given a pre-, post- and post-delayed knowledge test and an attitude test. The following hypotheses were tested: (H₀1) There will be no differences in post-test scores between groups. (H₂) There will be no differences in post-delayed test scores between groups. (H₃) There will be no differences in attitudes between groups. An analysis of covariance was computed on the data to test hypothesis one and hypothesis two and a one-way analysis of variance to test hypothesis three. The results indicated no significant differences on post-test scores and Hypothesis One was retained. Hypothesis Two was rejected as a significant difference indicated an increase in knowledge retained over time by the experimental group. Hypothesis Three was rejected with the experimental group reacting much more favorably to the mediated lecture. The conclusions reached as a result of this study were that both groups were learning, regardless of the method of instruction. Also knowledge was retained over time much better by the experimental group when the information was presented in the instructionally designed mediated format. Finally, the favorable response by the experimental group to the mediated lecture indicated a preference for this teaching format. Recommendations for additional investigations were discussed.