The Effectiveness of Interactive Multimedia in the Teaching of Hydrostatic Weighing

Abstract

This experimental study involved the development and testing of an interactive multimedia computer program on hydrostatic weighing. The purpose of the study was to test the effectiveness of interactive multimedia in teaching the technique of hydrostatic weighing. The study examined the interactive multimedia program\u27s effect on undergraduate exercise physiology students\u27 written understanding of hydrostatic weighing. It was hypothesized that at the completion of the laboratory period there would be no difference in lab quiz scores between a traditional lab format versus an interactive multimedia on the techniques of hydrostatic weighing. In the study, the 24 members of an undergraduate exercise physiology class were randomly assigned to two equal groups: one experimental and one control. Both groups were required to listen to a 30-minute introductory discussion on the topic of body composition. Once the introductory discussion was finished the two groups were placed in separate areas to conduct the hydrostatic weighing lab. The control group conducted the lab by weighing an individual in a hydrostatic weighing tank. The experimental group conducted the lab by working through an interactive multimedia program on hydrostatic weighing designed by the researcher. After all subjects had gone through lab, a I 0-question quiz was administered to evaluate the subjects\u27 comprehension of the information given during the introduction· and lab period. The first three questions on the quiz were over the information on the introduction and the last seven questions were over the information given during the hydrostatic weighing demonstration. An independentsample t-test was\u27run to compare the mean scores for each group on the performance of the quiz The independent t-test performed using the total score on the IO question quiz showed no statistical significance! �22) = -1.93, :Q = .05. Due to the findings that there was not a statistical difference between the two group, the researcher failed to reject the null hypothesis. Interactive multimedia was shown to be as effective as traditional means in teaching the techniques of hydrostatic weighing. Educators could benefit from this research because it demonstrates that different methods could be used to teach hydrostatic weighing. An educator could use interactive multimedia to aid them in their teaching especially if they do not have facilities or equipment to effectively teach the topic. However, based on the amount of time needed to created quality interactive multimedia programs, it is recommend that instructors carefully choose which areas of instruction can better be taught by using interactive multimedia