FOUR INSTRUCTIONAL MODALITIES FOR LEARNING INTERACTIONS WITH BLIND CLIENTS
This study investigated the effectiveness of four instructional modalities for bringing about cognitive and skill learning by human service professionals to facilitate their interactions with blind clients. The modalities were a film-discussion, a lecture-demonstration by a sighted presenter, a lecture-demonstration by a blind presenter, and a laboratory simulation of blindness. The four modalities were randomly assigned to four of six college campuses in the Philadelphia area with bachelor of social work program. The two schools which did not receive instruction served as control groups, one pretest/posttest, and the second as posttest only control group. Seven primary hypotheses were tested: (1) There is no significant difference in the level of cognitive learning achieved among subjects exposed to either film, lecture-demonstration, sighted presenter or lecture-demonstration, unsighted presenter. (2) There is a significant difference in the level of cognitive learning achieved among subjects exposed to the laboratory simulation as compared to subjects in the three other intervention. (3) The level of cognitive learning achieved by subjects exposed to any of the interventions is significantly higher than the level of cognitive learning found in subjects in either control group. (4) Subjects involved in the simulation modality score significantly higher on acquisition of skill learning when compared to subjects in the three other interventives. (5) There is no significant difference in the level of skill learning achieved among subjects exposed to either of the lecture-demonstrations. (6) There is no significant difference in the level of skill learning achieved by subjects in the film modality and those in either of the lecture demonstrations. (7) Subjects in all four interventions score significantly higher than those in the control groups. Six weeks after the presentation of the teaching modalities, and the administration of the pretest to one control group, cognitive and skill evaluations were made at all six campuses, by means of a short written test of cognitive learning and four short role play exercises for testing skill. Analysis of variance was used and the findings indicated that all four modalities proved equally effective for cognitive learning. The four experimental groups scored significantly higher on the written test than did either control group. . . . (Author's abstract exceeds stipulated maximum length. Discontinued here with permission of author.) UMI
CIMA, KATHLEEN ANN, "FOUR INSTRUCTIONAL MODALITIES FOR LEARNING INTERACTIONS WITH BLIND CLIENTS" (1983). Dissertations available from ProQuest. AAI8317147.