Abstract
A multimedia course, including videotapes and an accompanying student manual, provided the instructional content for an introductory college nutrition course for majors and nonmajors. Students were randomly assigned either to the multimedia presentation or to the traditional lecture-discussion instruction. The same faculty member served as the televised instructor and the lecturer. The achievement of the two groups on nutrition knowledge pre- and posttests was compared as well as their pre- and postscores on two attitude scales, one dealing with concern about nutrition and one with televised instruction. Knowledge gain of students receiving multimedia instruction was at least as good as that of students receiving the same information in conventional lecture format. The two instructional approaches did not affect differentially the scores of the students on attitude scales. The course was rated good or excellent by 88% of multimedia students and 82% of conventional lecture students.
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