Award Date

1-1-2006

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Psychology

First Committee Member

Kendall Hartley

Number of Pages

98

Abstract

This paper focuses on improving older adults' recall of important health information. The study's objective is to test which of three presentation modalities (text, audio or text plus audio) leads to improved performance of older adults' learning health information. The total number of participants consisted of 16 males and 18 females, or a total of 34 participants. The mean age of the group was 72.5. The participants were divided into three groups and each group was presented with one of three modalities (i.e. text, text plus audio, and audio), selected randomly, on an "auto start" CD, using PowerPoint as a guide. The outcome measures were a 10 question, Likert scale Ease of Comprehension Questionnaire, and a 10 Question Multiple-Choice Test. There was no main effect for the Ease of Comprehension variables or the Multiple-Choice Test recall variables due to treatment effects. The effect size for the Ease of Comprehension variable equaled .530 as measured by Eta squared. Given more power, the outcome would likely demonstrate significant results.

Keywords

Adult; Adult Learning; Effects; Health Information; Learning; Modality

Controlled Subject

Educational psychology; Curriculum planning; Gerontology

File Format

pdf

File Size

2191.36 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Permissions

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Identifier

https://doi.org/10.25669/u58b-xxbc


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