Abstract
Abstract : Media adjunct programming (MAP) techniques for presenting individualized, self-paced instruction were compared to traditional instructor-classroom (TIC) techniques in an undergraduate pilot Weather course. The MAP group completed the course in significantly less time than the TIC group, representing a 29% time savings. In addition, MAP students performed equally as well on the posttest and retention test, had significantly lower state anxiety scores while learning the materials and reported significantly higher attitude scores toward the instructional method than TIC students. Predictions on the inverse relationship between state curiosity and state anxiety were partially supported, in that significant interactions were found between treatment conditions and flight groups. Possible factors contributing to flight group differences were discussed. (Author)
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