Dissertation Abstract

Radiography Student Learning Style Preferences and Computer Readiness.

This research described learning style preferences (LSP) and computer readiness of first-year associate degree radiography students. Radiography educators should consider these characteristics when selecting or adapting computer-assisted instruction (CAI). All fifteen associate degree programs in North Carolina participated in the mail survey with a 95% usable return rate (N = 185). The research instrument included Kolb's Learning Style Inventory and a devised instrument for documenting computer readiness. Statistical analysis by a nonparametric analogue to the one-way analysis of variance (Kruskal-Wallis test, $/alpha/le.05)$ revealed that the devised instrument was reliable and a panel of experts confirmed its face validity. Factor analysis of the responses indicated that the survey loaded on three primary factors for computer readiness: computer ability, attitudes about benefits of learning with computers, and attitudes about barriers to learning with computers. Cronbach's alpha $(/alpha/le.05)$ revealed that the three factors had high internal correlation (.92 for computer ability,.89 for benefits, and.79 for barriers). The data demonstrated that radiography students had an almost even distribution of Kolb's four LSP and a wide range of computer readiness. Most of the respondents had previous computer experiences with additional educational experiences beyond their radiography programs. There appeared to be no statistically significant difference between LSP for any of the three factors of computer readiness when analyzed with the Kruskal-Wallis test $(/alpha/le.05).$ Because the students showed no clearly predominant LSP or patterns of computer readiness, educators need to be effective facilitators and adapt CAI to accommodate various learning preferences and levels of computer readiness.

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