The effects of interactive video on cognitive achievement and attitude toward learning.

The purpose of this experimentally designed study was to determine the effects of an interactive videodisc program, entitled "Diabetic Health Assessment," versus traditional lecture on cognitive learning and affective behaviors of baccalaureate nursing students. It was hypothesized that: 1) there would be no significant difference in the cognitive achievement scores between those students taught by an interactive videodisc program (experimental group) compared to those students taught by a traditional lecture method (control group), and 2) there would be a statistically significant difference in student attitude toward learning between those students taught by an interactive videodisc program compared to students taught by a traditional lecture method. Eighty-three third-year baccalaureate nursing students at a major urban university served as subjects and were randomly assigned to either a control (n = 41) or an experimental group (n = 42). The multivariate analysis of covariance with two criteria and the pretest as the covariate was significant (p = .000, df = 4, 140) indicating that the adjusted posttest scores on the two measures were significantly different for the experimental group compared to the control group. The univariate F for the cognitive measure was nonsignificant (p = .283, df = 2, 72) indicating that students' achievement under interactive video is not significantly different than under traditional lecture. The univariate F for the affective measure was significant (p = .000, df = 2, 72) indicating that the students learning by interactive video possessed a more positive attitude toward learning than those learning by traditional lecture method of instruction.

Relationship of age and sex-role conflict for professional women in human services.

This study provides external validation of the Sex-role Conflict Scale. The relationship between age and sex-role conflict among women with educational interests was investigated. 128 female students in education were assessed on the conflict they experienced in various settings. The mean sex-role conflict scores, although hypothesized to be significantly different, were not among women ages 25 yr. and below, ages 26 to 39 yr., and ages 40 yr. and over. Also investigated was the relationship between age and sex-role conflict in dual-career respondents. Of the 29 respondents who met the criterion for classification, mean sex-role conflict scores were not significantly different for the three age groups. The nonlinear relationship between sex-role conflict and age does not have support for professional women who work in fields other than business.