Computer-assisted instruction

This study was designed to determine the effects of curriculum specific computer aided instruction on student achievement in a College Algebra course. Curriculum specific software is microcomputer software which provides both computerized instruction and practice for each topic in the accompanying textbook and is now available for many college mathematics texts. Using methods outlined by Diem (1982) in a previous study, College Algebra students were randomly assigned to one of four groups. Six hypotheses were formulated and tested by comparing both post-test scores and growth quotients for various appropriate groups. At the.05 level of significance the following hypotheses were rejected: There is no significant difference in achievement in learning mathematics between College Algebra students who study linear inequalities using curriculum specific microcomputer drill and practice with traditional lecture and College Algebra students who study linear inequalities using a traditional lecture-homework approach. There is no significant difference in achievement among those receiving curriculum specific microcomputer aided instruction as a result of students' score on the pretest, whether placed in the upper, middle, or lower third of the pretest scores. Implications of the study included the following: (1) The use of curriculum specific computerized drill and practice can significantly increase the mathematics achievement of those students receiving a traditional lecture. (2) There is a significant relationship between a student's pretest score and their level of success when using curriculum specific microcomputer aided instruction. Recommendations for further study included the following: (1) Replication of this experiment investigating different factors such as: (a) Differences related to age, (b) attitude toward computer aided instruction, (c) type of text and software, and (d) differences related to previous computing experience. (2) Research which compares various forms of curriculum specific drill and practice. (3) Development of computerized tutorials which significantly increase student achievement.

The present study evaluates the effectiveness of three
instructional methods, labeled Examples, Graph, and Discovery,
for improving students' estimates of mixture problems.
The problems involved mixing various quantities of
acid and water solutions. The student's task was to estimate
the percentage of acid in the resultant mixture.
Although none of the three methods caused a significant
change in estimation accuracy, the results were in the predicted
direction, suggesting that the methods may become
more effective with improvements. The results also revealed
a significant difference between males' and females'
overall performances. Further analysis suggested that this
difference may reflect differential understanding of the
underlying concepts on which the problems were based.
Suggestions for improving the present instructional methods
are made, as well as alternative approaches for improving
students' estimates.

Computers are increasingly a part of college and university instruction. Interactive hypermedia applications are being introduced throughout much of the curriculum as a possible solution to both improving educational outcomes and expanding educational horizons. The purpose of the present study was to investigate the effects of an interactive hypermedia application and a section of text on a measure of learning and understanding called concept mapping. The inter-rater reliability of concept map scores has not been reported previously in the literature. Results in this study concerning the reliability of concept map scoring procedures indicated that the continued improvement of inter-rater reliability is desirable if concept mapping is to actualize its potential as a practical, useful, and unique learning tool. Results suggest that concept mapping appears capable of assessing: (a) baseline knowledge, (b) meaningful learning, (c) the construction of new knowledge, and (d) knowledge change. Its usefulness in these areas and as an alternative or addition to standardized assessment is contingent, however, upon demonstrations of validity and reliability. Suggestions for further concept map research included: (a) replicating the present study with other measures of cognitive style across a wide variety of interactive hypermedia software applications, (b) doing longitudinal studies of concept mapping, (c) improving the reliablity of concept map scoring and evaluation, (d) looking at other aspects of cognition and information processing related to concept mapping, (e) using computer-based concept mapping tools, and (f) using concept maps as templates for the organization and integration of hypermedia elements.

Computers are becoming an integral part of our high school curriculum. Students use computers for computer-assisted instruction (CAI), word processing, spreadsheet and database applications, and computer programming. It is important to know the cognitive effects of each mode of computer use. The purpose of this study was to investigate transfer effects of a high school BASIC programming course on students' skills in mathematical modeling, procedural comprehension, and verbal problem solution. The sample consisted of 44 BASIC I students, 44 computer literacy students, and 44 students who had no computer training. Groups were matched on years of mathematics and on the grade received in the last mathematics course taken. Pretests and posttests were administered. Results indicated no significant differences in scores among groups for mathematical modeling or procedural comprehension; however, a significant difference was found among groups for verbal problem solution. The BASIC group scored significantly higher than the computer literacy group and the group with no exposure (p < .01). Auxiliary hypotheses examined possible interactions of group with gender, student level, prior grade received in mathematics, and years of high school mathematics. Significant main effects were found for both prior grade (p < .05) and years of mathematics (p < .05) with achievement directly related to excellence of grades and magnitude of coursework. Neither gender x treatment interaction, nor gender alone was found to be a significant source of score variance. Although the variance caused by student grade level was not significant, a significant interaction was found between group membership and grade level with respect to verbal problems. Sophomores in the literacy group scored higher than did sophomores in the nonexposure group; juniors in the nonexposure group scored higher than juniors in the computer literacy group. Suggestions for future research include studying effects (a) over an entire district, (b) on lower level mathematics students, and (c) on lower socioeconomic groups. Recommendations for computer education include teaching algebraic problem solving by computer and exposure of programming coursework to a wider population.

The identification of effective practices is of significant interest to school administrators, faculty, and staff planning and implementing professional development initiatives in technology. This study identified recommended practices for professional development in technology in elementary schools and determined if current practices reflected those recommendations. Studies by Wenglinsky (1998) for the Educational Testing Service reported the effective use of technology by classroom teachers has a positive impact on student performance. More recent studies frequently indicate teachers are not being trained to use technology effectively; and consequently, limited integration of technology in the classroom is taking place (Catchings, 2000; Howery, 2001; Johnson, 2002). Ham's assertion in 1999 that very few studies make the process of professional development the object of research remains true today. A literature review of current research revealed commonly recommended professional and governmental guidelines, standards, and principles. Published recommended practices of professional development in technology indicated similar practices in the areas of planning, implementation, and follow up/support. The Staff Development in Technology Survey was sent via the Internet to 200 participants including 56 providers of professional development and 144 receivers. Actual practices as described by providers and receivers were compared with recommended practices from the literature review. An analysis of variances (ANOVA) indicated a significant difference between the responses of the providers and receivers in the areas of planning (p < .02), implementation (p < .01), and follow up/support (p < .01). The providers' mean ratings of perception of the effectiveness of planning (p < .01) and effectiveness of follow up/support (p < .05), was significantly different from the receivers' perceptions. There was no significance between responses regarding the effectiveness of implementation. A Model of Effective Professional Development in Technology, developed from the analysis of the literature reviewed and responses from providers and receivers, provides a foundation for school administrators, faculty, and staff in planning, implementing, and providing follow up/support for professional development in technology. Professional development should take place in a collaborative environment with extensive support and resources available. Administrators, faculty, and staff working together using the model ought to be able to implement effective professional development in technology.

The purpose of this study was to compare the achievement and completion rates of students in traditional face-to face classrooms to that of students in the same courses, taught by the same instructors, via the Internet using WebCT as the learning management system. The possibility of a mediating effect of subject matter area, student age, race, gender and previous college experience was also examined. Subjects for the study were 796 students enrolled in general education courses that were offered in the traditional classroom setting and in the distance learning format. The three general education courses chosen were American History, English Composition and Mathematics for Liberal Arts. Approximately half of the students participated in each format; 50.5% were in distance learning courses and 49.5% were in the traditional face-to-face courses. Student achievement was determined by final course grade and tested using an independent two-sample t-test. Completion rates were calculated for both groups and the difference between groups was tested using a two-sample z-test. To study the impact of subject matter, age, race, gender and previous college experience on student achievement and completion rates in both methods of instruction, a series of two-way ANOVAs were conducted for each group and each variable. A post-hoc analysis using the Tukey HSD procedure was conducted on any variables that tested to have a statistically significant effect on the academic achievement or completion rate in either delivery method. The findings of this study indicate that there was no difference in student achievement as measured by final course grade between distance learning and traditional classroom delivery methods. The main effect for age, race, gender and previous college experience was statistically significant on student achievement. The interaction effect was statistically significant for subject matter and previous college experience on student achievement. There was a statistically significant difference between completion rates of students enrolled in traditional face-to-face courses compared to those in distance learning courses. The traditional courses have a higher completion rate than the distance learning courses. The variable with the greatest mediating effect on academic achievement and completion rates between delivery methods was subject matter area.

The purpose of this quasi-experimental longitudinal study was to investigate the relationship of full-time laptop computer access to student achievement and student attitudes in middle school from the academic years of 1998--1999 through 2000--2001. Two sets of variables were identified in the study. The independent variable was the instructional method having full-time access to laptops or not. The dependent variables were student achievement, and student attitudes. ANOVAs were employed to test the difference between the experimental group and the comparison group. Measures of reading comprehension and math application were determined through scores on the Stanford Achievement Test (SAT) for sixth-grade students and the Florida Comprehensive Assessment Test (FCAT) for eighth-grade students. A teacher-made pretest/posttest writing assessment score for sixth grade was assessed with the criteria determined in the Florida Writes Program rubric. In addition, students and parents in the experimental group at the end of sixth-grade responded to a survey. As a result of the analysis, the following major findings were identified: (1) Although students in the sixth-grade were provided with full-time laptop computer access during the school year, it did not create a significant impact on student achievement in subject areas of reading comprehension, math application, and writing. (2) Data from the survey suggested that students with full-time laptop computer access during the school year had several advantages regarding student attitudes, motivation, applications of technology for school work, and improved organizational skills. Two conclusions were revealed from this study. First, laptop access did not prove to be the better learning technique over not having laptop access in improving student achievement. There was no significant difference as explained in analysis which found the power was low. Second, the study concludes that laptop access may improve student attitudes. When surveying students regarding the use of laptops, overall, students indicated that when compared to not having laptop access they felt more successful in school, more motivated to learn, their organizational skills were better, and their perceptions toward their test scores had improved. The study recommended that future research be conducted to: (1) Examine principals' participation in professional development activities related to educational technology. (2) Provide teachers with instructional design, delivery, staff development, on-going technical support, and opportunities in the classroom to integrate technology resources daily into the curriculum. (3) Study the effect of instructional uses of laptops and student achievement.

The pedagogical effectiveness of the integration of computer-assisted instruction (CAI) into the community college general biology laboratory was compared with that of traditional "hands on" biology laboratory instruction. Two evaluative instruments were used as a measure of student achievement: a multiple choice test (pretest/posttest format) and a laboratory report form. The multiple choice posttest was readministered at a later date as an indicator of learning retention. Both evaluative instruments were referenced as to higher and lower cognitive learning skills according to Bloom's Taxonomy and subscores for each category were obtained. Student pre- and post-attitude toward CAI was addressed through the administration of a CAI attitude inventory. Enzyme Investigations, a program developed for HRM Software by James Chandler (1985) was used in this study. Statistical comparisons consisted of either ANOVA or multifactor ANOVA with the level of rejection at 0.05. CAI students did not differ at either cognitive level of learning achievement from traditionally instructed lab students when measured with a multiple choice test. A significant difference was noted favoring CAI students for higher cognitive level learning as measured by a laboratory report. Gender differences favoring male CAI students approached significance (p = 0.0759) using the multiple choice test but comparable differences were not noted with lab report scores. When test scores of students at varying levels of academic achievement (as measured by grade point average) were compared, the CAI and traditional groups' performances were similar for both evaluative instruments. No significant difference was noted between the CAI and traditional groups when learning retention was measured. Student participation in the CAI produced no significant change in attitude toward this instructional strategy. It was concluded that when the two forms of instruction were compared in the general biology laboratory, integrated CAI was at least as effective as traditional methods at the community college level. Additionally, CAI appears to be more effective than traditional lab methods for teaching higher level cognitive skills.

This study was designed to determine the extent to which micro-computer instruction affects the learning of mathematics in College Algebra when used as a substitute for traditional methods of instruction. The computer programs involved in the study were designed to teach the student how to find and graph the solution set of linear inequalities with two variables. The lessons were programmed on an Apple II microcomputer and were designed using relatively simple linear branching techniques. The subjects involved in the study were enrolled in two sections of College Algebra in an upper division university. The students were randomly assigned to four groups and each group was taught using varying methods of instruction. One group received traditional classroom lecture followed by textbook homework. A second group was exposed to a computer tutorial program followed by textbook homework. A third group received classroom lecture followed by a computer drill and practice program. A fourth group completed both the computer tutorial and the computer drill and practice programs. Prior to exposure to different teaching methods, each group was administered a pre-test to determine the extent of their knowledge of the subject matter, establish the randomness assertion, and to determine whether or not the groups were equivalent at the outset. After each group received instruction, a post-test was administered to determine relative levels of achievement. One way between subjects analysis of variance was used with the pre-test scores to determine initial differences between the groups. The same statistical procedure was used with the post-test scores. The results of analysis of variance, at the .05 level, indicated that no significant differences in learning took place between the four groups in the study. However, observation of the data seemed to suggest differences which favored the more conventional lecture, homework group. Recommendations for future study included replication of the experiment using the same or modified populations. Additional variables could also be identified such as student attitude, academic background, sex, and age.

Purpose of the Study. The purpose of this study was to determine if the microcomputer is a facilitator of indirect learning for the kindergarten child. Procedures. To evaluate the ability of the microcomputer to act as a facilitator of learning for the kindergarten child, a research study was conducted at Pine Crest School in Fort Lauderdale, Florida. Seventy children in the kindergarten program participated in some way in the program. The pilot group aided in testing the programs and verifying the product. The other children were divided by the Table of Random Numbers into the control group, which followed a traditional program for learning to count shapes and pattern shapes, and the experimental group, which used the microcomputer talking program for learning to count shapes and patterning shapes. For research purposes, the same teacher directed both programs. All the children were pre-tested in the areas of shapes counting and shapes patterning using the observational method. At this point the students became a part of either the control or experimental groups. When the lessons were complete in the experimental and control groups, the kindergarteners were post-tested by the observational method. At the end of the research period, an analysis of covariance was used to determine if there was a significant difference between the control and experimental groups. Findings of the Study. There was no significant difference between the scores of those students in the control and experimental groups. It should be noted that there was a "ceiling effect" on the shapes counting test. The pre-test indicated that this group of kindergarteners had a good prior knowledge of counting for their developmental age. Conclusions. It can be concluded that the microcomputer was as beneficial a learning tool as small group instruction in this study. According to the Review of Literature, emerging properties of the microcomputer show interesting prospects for computer programming. Young children can benefit from the patterns of logical thinking which computer programming fosters. Recommendations. In future research, concentration should be emphasized in appropriate computer programming language for young children and the most beneficial combination of computer assisted learning and computer programming.