Dissertations and Theses @ UNI
Availability
Open Access Thesis
Keywords
Education--Data processing--Study and teaching (Higher); Speech therapists--Attitudes; Speech therapists--Training of; Academic theses;
Abstract
The study examined the effects of instruction type on speech language pathology graduate students' (n = 10) interest, speed, and accuracy in being trained to create PowerPoint phonological awareness click-lessons. Half of the subjects (n = 5) received instruction during an in-service proceeding; while the remaining subjects (n = 5) received training via a tutorial manual written by the researcher. The clinicians involved in the study completed written questionnaires before and after reviewing click-lessons and recreating portions of a Rhyme Time program and recorded the time needed to complete ten tutorial slides in this program. Statistical analyses were completed to evaluate the effect of in-service versus written manual training (p = .05). A statistical difference was noted in the two groups' ratings of the usefulness of click-lessons in the treatment setting with the in-service group rating the lessons as having a higher level of usefulness. No difference was evident in the number of errors produced, perceived difficulty, time needed to replicate slides, perceived ease to complete the task, and desire to utilize the training they received.
Year of Submission
2003
Degree Name
Master of Arts
Department
Department of Communicative Disorders
First Advisor
Lauren Nelson
Second Advisor
Clifford Highnam
Third Advisor
Theresa Kouri
Date Original
2003
Object Description
1 PDF file (145 leaves)
Copyright
©2003 Lisa Ann Berna
Language
en
File Format
application/pdf
Recommended Citation
Berna, Lisa Ann, "Instructional Influence on Clinicians’ Performance and Attitudes in Authoring Clinical Software Using Microsoft PowerPoint" (2003). Dissertations and Theses @ UNI. 2068.
https://scholarworks.uni.edu/etd/2068
Comments
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