Comparison of computer -based instruction with face -to -face lecture during an in-service training program for Cooperative Extension Service educators

David LaDon Swann, Purdue University

Abstract

The purpose of this study was to determine if the Purdue University Cooperative Extension Service (CES) could effectively use computer-based instruction (CBI) to deliver in-service training. The guiding research questions of this study were: (1) Does achievement increase through the use of CBI compared with face-to-face lecture instruction? (2) Does CBI decrease the time required for Agriculture and Natural Resources (ANR) CES educators to learn new content? (3) Is CBI delivery cost effective compared to face-to-face lecture instruction? (4) What beliefs do ANR CES educators have concerning the use of CBI for in-service training? Data on achievement were collected from 34 CES educators using a randomized pretest-posttest-delayed posttest control group design. ANOVAs with a follow-up Tukey post-hoc comparison of tests scores provided evidence that CBI and lecture were effective methods of increasing scores (post > delayed > pretest). An ANOVA with repeated measures provided no evidence that the pretest, posttest, or delayed posttest scores between the two groups averaged over three time periods were different (F = 0.17, p = 0.685). There was a. significant difference in test scores over time for both groups (F = 136.28, p < 0.001). There was no significant difference between groups and any interaction over time (F = 0.93, p = 0.401). Mean instructional time used by the CBI group was 91.17 minutes of the total 120 minutes allocated per participant. Delivery cost data were collected and used to develop a budget for each method. The total cost to deliver the CBI was $68 versus $1,597.44 for the lecture program. This was 4.26% of the cost of delivering the lecture session, or $4.00 per CBI participant versus $93.96 per lecture participant. The CBI participants felt that CBI could effectively be implemented into current CES in-service training programs. Beliefs of participants indicated CBI allowed more efficient time management, decreased costs, provided flexibility in scheduling, and allowed post instruction review of content. Educators also believed student and instructor interactions through face-to-face sessions or the Internet were vital to successful CBI implementation. Based on achievement, time savings, delivery cost, and educator beliefs, CBI was more effective than face-to-face instruction.

Degree

Ph.D.

Advisors

Talbert, Purdue University.

Subject Area

Adult education|Continuing education|Agricultural education|Aquaculture|Fish production

COinS