The purposes of this study were to (a) to explore whether the use of a computer-based interactive multimedia program to teach students the Lachman's test would result in a higher level of psychomotor performance than students taught using traditional laboratory instruction (TLI), and (b) to investigate whether the effectiveness differed by learning style.;Sixty undergraduate students with no prior knowledge of the Lachman's test were the participants for this study. The participants were assigned to either the Computer Based Instruction group (n = 30) or the TLI group (n = 30) based on their learning style, as defined by the Marshall and Merritt Learning Style Questionnaire. An alpha level of .10 was used for all statistical analyses.;A paired samples t-test revealed a significant difference between the two groups on mean levels of psychomotor performance. The TLI group performed significantly better than the CBI group. To determine whether students with active-experimenter learning and reflective-observer learning style differed on psychomotor performance based on mode of instruction, a repeated measures one between/one within factor ANOVA was conducted. The multivariate test for differences was not statistically significant (Wilks Lambda = .996; F (1, 28) = .114; p = .738) indicating that there was not a significant effect of learning style on psychomotor performance. The findings of this study suggest that TLI was more effective than CBI in teaching the Lachman's test. In addition, learning style does not have an effect on psychomotor performance.
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