Computer Assisted Fluid Power Instruction: A Comparison of Hands-On and Computer-Simulated Laboratory Experiences for Post-Secondary Students

The primary purpose of this study was to examine the effectiveness of utilizing a combination of lecture and computer resources to train personnel to assume roles as hydraulic system technicians and specialists in the fluid power industry. This study compared computer simulated laboratory instruction to traditional hands-on laboratory instruction, in terms of effectiveness. This study used a within-subjects repeated measures design to determine the relationship between two methods of teaching fluid power laboratory experiences and student achievement on a cognitive written instrument, as well as a performance (psychomotor) instrument. The findings of the study include: (1) There was not a statistically significant difference between the performance of the two treatment groups on the psychomotor instrument after the completion of the first two laboratory assignments; (2) The subjects classified as field-independent learners scored statistically significantly higher on the mid-lab psychomotor performance test than did the field-dependent learners; (3) There was not a statistically significant difference in student performance on the post-lab psychomotor performance evaluation as a result of the sequencing of the treatment types between the two groups; (4) The subjects classified as field-independent learners scored statistically significantly higher on the end-of-lab psychomotor performance test than did the field-dependent learners; and (5) The difference between the mid- and post- psychomotor test scores within each group as a result of the two different methods of treatment sequencing was not statistically significant. (Contains 1 table.)