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The Effect of a Multimedia Learning Environment on the Knowledge, Attitude, Confidence, and Skill of Dental Hygiene Students
DISSERTATION

, University of Cincinnati, United States

University of Cincinnati . Awarded

Abstract

The purpose of this study was to compare the effects of a student-centered, interactive, case-based, multimedia learning environment to a traditional tutorial-based, multimedia learning environment on second-year dental hygiene students (n = 29). Surveys were administered at four points to measure attainment and retention of knowledge, attitude, and confidence. There was not a significant difference in attainment of these variables between the groups. As indicated by the outcomes of the repeated-measures two-way ANOVA tests, time had a significant effect on the mean overall variables for knowledge (p < .01) and attitude (p < .001), as well as three of the knowledge variables (p < .05) and three of the attitude variables (p < .01) for both groups. One attitude variable (p < .01) showed a positive significant difference between the case-based group and tutorial-based group. A practical examination skill test measured retention of skill. The analysis indicated that the case-based group (100% passed) did significantly better compared to the tutorial-based group (60% passed). Although the findings demonstrated that only one attitude variable was found to be significantly better for the case-based group, the greater increase in the retention of skill has notable implication for dental hygiene education. Future research should examine multimedia learning environments with larger samples and longitudinal data.

Citation

Stegeman, C.A. The Effect of a Multimedia Learning Environment on the Knowledge, Attitude, Confidence, and Skill of Dental Hygiene Students. Ph.D. thesis, University of Cincinnati. Retrieved May 6, 2021 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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