HyperStudio in TPS Instruction

To evaluate and measure the introduction and usage of HyperStudio was the focus of this study. It made use of this HyperStudio multimedia software instruction program to drive the lessons and skills to military soldiers and civilian personnel learners’. The instructional software lesson presentation is akin to a stack of index cards placed one on top of the next using Macintosh computers and HyperStudio standard program. It centered on: content, sequence, pace, and learners’ attitude towards instruction as tutoring unit assisting instruction.

This was the Tactical Personnel System instruction the learners’ were allowed a hand in a classroom setting. To uphold a doable study, the Tactical Personnel Instructor of the military installation in Fort Hood, Texas was selected to participate as the co-tutor. In the test run, the military soldiers and civilian personnel were chosen at random as learners. Subsequently, six military soldiers and an instructor in a 1:1 ratio formed the first group of evaluators. Fourteen civilian learners and an instructor in a 7:1 ratio of formative evaluators composed the second set of evaluators.

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The results came in the form of qualitative and quantitative data. This was from: 1. ) Job aid checklist, 2. ) a journal documentation sheet, 3. ) a rubric measurement evaluation program survey sheet, 4. ) an instructors observation notes, and 5. ) A survey questionnaire. The gathered data were tabulated, consolidated, analyzed, and correlated using statistical treatments such as mean and percentile ranking. It revealed that the program achieved the instructional goal. The civilians and soldiers were also found to be sensitive on the things that they can see baring the fact that they can learn by visualization.

It was also noted that civilians and soldiers appreciated the whole presentation of the program. Additionally, using HyperStudio, lessons were clearly explained, the program was easy to understand, and the lesson plans contain enough information for the learners’ to complete the program. The researcher also found out that the program has a minimal mistake on typo and had moderate speed of instruction. The program was conclusively found to have met the needs of the Department of Defense specifically in terms of efficiency, effectiveness, speed of delivery, and precision in a lesson driven instruction.

This implies that the program was highly recommended for its total introduction and usage as instructional material in the Department of Defense, Tactical Personnel System. These findings formed the basis for recommendation. The introduction and usage of HyperStudio as a multimedia software program system to support instructors’ for a better teaching-learning opportunity is an appropriate option. It is based on non-technical application for an open-line communication (Robert Wagner, 1978). It is a lesson content centered learning experience (Robert Wagner, 1978).

It is an interactive communication mode of instruction. Its accuracy which is critical and primary in an interactive instructional tool needs to be validated. The material however must be empirically tested for its capability of presenting lessons using pictures, sounds, and text blending in a hypertext. This was done by the Tactical Personnel instructors’ instructions which connote counter intelligence strategies. This included mapping, speed and precision in deliberation. Subsequently, the decision to introduce and use the instrument was made based on the findings.

Purpose of Evaluation In a country like the United States of America, the need for up to date instructional material in its Tactical Personnel System training in the Department of Defense at Fort Hood, Texas, is urgent; hence, it becomes imperative to extend present day knowledge on introduction and usage of HyperStudio. Likewise, the researcher believed that the findings of this study will help instructors drive the required lessons and trainings in a strategy which is efficient and apt with much ease, efficiency and precision.

Furthermore, the baseline data gathered from the result of this study shall serve as guide of other researchers in their quest for additional knowledge specially those interested in the fields of instruction and education. Problem Background Tactical Personnel System of instruction is synonymous to counter intelligence strategies. It consists of mapping, speed, precision in deliberation and etc. (US Dept. of Defense Dictionary, 2005). Because of this confidentiality, sacredness, and secrecy must be abided. This brought about its passive nature (US Dept.

of Defense Dictionary, 2005). This is however considered to be contemporary and traditional as a method soldiers must learn (US Dept. of Defense Dictionary, 2005). The on-field training where policies are defined is lacking (US Dept. of Defense Dictionary, 2005). This is supposedly the primary directive by which military forces or elements steer their actions to shore up objectives (US Dept. of Defense Dictionary, 2005). There is also no emphasis on a standardized training (US Dept. of Defense Dictionary, 2005).

As an alternative, instructions of a skill in the military are merely handed down from one man to another (US Dept. of Defense Dictionary, 2005). It is based on the individual mission with no formal and organized dogma of instruction (US Dept. of Defense Dictionary, 2005). Bottom line, the military developed a dependency on inactive technology as a substitute to proper field training. Looking through the various theories of learning and learning process as proposed by experts in the field of education, the military soldiers and civilian personnel are not equipped and apt for a field task.

Ideally, whether the individual is a military soldier or civilian personnel, differences should be viewed because of individualities in learning at the outset (Sternberg, 1986). As learners, they have different strategies, approaches and capabilities to study (Sternberg, 1986). These are supposedly functions of prior experiences and heredity because individuals develop their own capabilities and talents as they grow (Sternberg, 1986). It is through learning and social acculturation that they have acquired their own preferences for the way they like to learn as well as its phase (Sternberg, 1986).