The effect of the 4MAT system of instruction on achievement in students completing computer certification courses through distance education
Jamie Ann Morley, Capella University, United States
Capella University . Awarded
The primary purpose of this study was to determine whether students enrolled in the Computer Repair Technician course at Trinity Learning Solutions and taught through distance education using the 4MAT System of Instruction would have higher test scores than students taught using Trinity's original distance learning curriculum. The dependent variable in this study was the student test scores. The independent variables were learning style and curriculum design version. Other topics investigated in this study were which learning type, if any, performed higher in Trinity's mentored distance learning methodology and whether or not being taught by an instructor with a matching learning type had an effect on the students' mean test scores. The instruments used in this study were McCarthy's (1987) Learning Type Measure and Trinity's assessment exams, which were written by Course Technology, Inc. Tests scores obtained from students taught using the original curriculum were compared with test scores from students taught using the 4MAT instructional design method. Descriptive and inferential statistics including ANOVA, chi-square, and the student t test were used to analyze the data. Study findings indicate that the first null hypothesis was not rejected at the p > .05 significance level but that it was rejected at a p > .09 level. These findings suggest that there were mean test score increases among some of the learning types but not enough to reject the null at the p > .05 level. The second and third hypotheses were both rejected at the p > .05 level. Analysis of the findings revealed that type 3 learners performed significantly better than learners from the other three quadrants. The findings also suggested that students taught by an instructor with a matching learning profile perform significantly better than students taught by an instructor with a mismatching profile. These findings support other similar research.
Morley, J.A. The effect of the 4MAT system of instruction on achievement in students completing computer certification courses through distance education. Ph.D. thesis, Capella University.
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