Document Type

Thesis - Open Access

Award Date

1983

Degree Name

Master of Science (MS)

Department

Graduate Nursing

First Advisor

Evelyn T. Peterson

Abstract

The purpose of this study was to assess the effectiveness of learning assistance on the success of provisionally admitted students in an associate degree nursing program as evaluated by nursing course grades and State Board Test Pool Examination results. Knowles'• Theory of Aridxagogy and a construct, of • Bloom's Mastery Learning served as the conceptual framework for the study.
The sample was 20 students provisionally admitted to an associate degree program in a state supported college in the Pacific Northwest. A quasi-experimental research design, using both non-equivalent control groups and a matched group, was utilized.
The study posed 15 null hypotheses regarding the use of the variables: learning assistance, informal learning assistance and formal learning assistance. Statistical computations utilized were percentage calculation, t test for non-independent samples and chi square. The study indicated no significant difference on State Board scores and mixed results on course grades. A serendipitous finding was the retention of 23 percent more provisionally admitted students when they received learning assistance.

Library of Congress Subject Headings

Nursing -- Study and teaching
Nursing students

Number of Pages

85

Publisher

South Dakota State University

Included in

Nursing Commons

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