Cognitive, affective, and transfer of learning consequences of computer-assisted instruction

The effect of computer-assisted instruction (CAI) versus lecture-discussion (LD) on cognitive learning, transfer of learning, and affective behaviors of nurse practitioner students was tested by the following hypotheses: The experimental (E) group will learn, transfer, and demonstrate affective behaviors significantly more than the control (C1 group. Subjects were 31 nurse practioner students at the graduate level. Content taught was the nursing and medical management of hypertensive patients. The 14 E group subjects were taught by means of CAI. The 17 C group subjects were taught by means of LD. Pre- and posttests were done to obtain meassures on cognitive learning and transfer of learning. Demographic data and affective measures were obtained only at the posttest. The hypotheses were tested by means of t test. Pearson's r and MCNemar's Test for Symmetry were done to test the relationship between the variables. Results showed no significant differences between the groups in congitive learning, transfer of learning, or affective behaviors. There were, however, significant differences between the groups in three posttest scores on cognitive learning and transfer of learning, with the E group scoring better. Both groups learned significantly, but only the E group transferred significantly. Implications were made for education of nurse practitioners and staff.