A study assessed the usefulness and effectiveness of a self-instructional print module on multicultural behavior change (i.e., knowledge and ideology) in apprentices in the province of Manitoba. The review of literature reported the results of individual experimentation studies on the effectiveness of instructional media (technology) in relation to Information (Knowledge) and Attitude Change, and Persuasiveness with various ethnocultural subjects.
The Multicultural Ideology Scale, Instructional Materials Motivation Survey, Background Information Questionnaire, researcher-constructed Canadian Multiculturalism Knowledge Inventory and self-study module, underwent a one-to-one evaluation and a field trial (test) run. The Kuder-Richardson 20 measure and Cronbach’s Alpha defined the reliability of the instruments. Measurement and content review experts gave feedback and suggestions for revision before field-testing. This phase of the study provided the necessary “pretest” data for (1) clarifying procedures, test directions and materials, and (2) estimating the effectiveness and usefulness of the final prototype. T-tests determined that the pre- to posttest gains were significant.
The main experimental research study followed a “Pretest-Posttest Control Group Design” with randomization. Descriptive and inferential statistics provided answers to the hypotheses posed. All data were analyzed at the .05 level of significance using the SAS System at the University of Manitoba in Winnipeg.
The findings of the study revealed:
1: no significant entry knowledge or attitudinal differences between majority and minority apprentices regarding Canadian multiculturalism or their acceptance of a multicultural ideology.
2: a large and significant posttest difference between the experimental group and the nontreatment control group regarding apprentices’ knowledge of multiculturalism after adjusting for initial baseline differences.
3: a moderate but nonsignificant posttest difference between the experimental group and the nontreatment control group regarding apprentices’ acceptance of a multicultural ideology after adjusting for initial baseline differences.
4: no significant posttest interaction effects between ancestry and type of group regarding knowledge of multiculturalism or acceptance of a multicultural ideology after adjusting for initial baseline differences.
5: no significant motivational module appeal difference between majority and minority.
The conclusion was drawn that the same or similarly designed instruction provides one avenue to fostering multicultural behavior change in learners in trade apprenticeships.
References
Cap, Ihor. (1995). A study of the usefulness and effectiveness of a self-instructional print module on multicultural behaviour change in apprentices in Manitoba. A dissertation submitted to the Department of Educational Leadership in partial fulfillment of the requirements for the degree of Doctor of Philosophy. The Florida State University, College of Education, Tallahassee, Florida.
About the Author: Ihor Cap is Training Standards Coordinator with Apprenticeship Manitoba. He holds an Education Specialist degree and Ph.D. in Comprehensive Vocational Education from the Florida State University and a Masters of Education in Instructional Technology from the University of Manitoba. Ihor is also a member of the Ukrainian Academy of Arts and Sciences in Canada.
This article first appeared on March 13, 2009 in http://articlesandblogs.ezreklama.com.
