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This study examined the impact of a hypermedia instructional module, a multi-unit HyperCard stack program entitled The Battle of Philippi , on student test performance in West Virginia History. Three instructional methods were implemented: traditional teacher presentation, student self-paced engagement with the computer-based module, and a hybrid instructional method using traditional instruction supplemented with the computer-based program. Students in the hybrid treatment showed the greatest increase in test performance. The self-paced students showed the next greatest increase. Students in the traditional group showed the least increase. Computer anxiety was not a significant predictor of student test performance in West Virginia History. The hypermedia module did not seem to have any significant effect on student computer anxiety. More research is recommended.