Effects of Computer-Assisted Instruction and Teacher-Assisted Instruction on Arithmetic Task Achievement Scores of Kindergarten Children

1986 ◽  
Vol 80 (2) ◽  
pp. 121-125 ◽  
Author(s):  
Tonni S. McCollister ◽  
Diane C. Burts ◽  
Vernon L. Wright ◽  
Gladys J. Hildreth
Keyword(s):  
Kindergarten Children ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Achievement Scores ◽  
Arithmetic Task ◽  
Assisted Instruction

Individual and Dyad-Assisted Instruction

1988 ◽  
Vol 62 (2) ◽  
pp. 407-413E
Author(s):  
David Perkins ◽  
Steward Donaldson ◽  
Judy Zimmerman
Keyword(s):  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Achievement Scores ◽  
Mathematical Operation ◽  
Computer Instruction ◽  
Critical Elements ◽  
Preliminary Information ◽  
Positive Attitudes ◽  
Mathematical Word Problems ◽  
Assisted Instruction

A study was designed to gather preliminary information concerning the effectiveness of small-group (dyad) computer-assisted instruction. Children in Grades 3 to 6 completed 10 lessons designed to teach students the critical elements involved in solving mathematical word problems, i.e., identifying key words, writing equations, and selecting the appropriate mathematical operation. Four instructional conditions were evaluated: (1) one child using a microcomputer, (2) two children (dyad) using one microcomputer, (3) one child using one workbook, and (4) two children (dyad) using one workbook. Children in the microcomputer-dyad condition developed more positive attitudes towards computer-instruction than students working individually. No significant differences in achievement scores were found between children given computer-assisted instruction and those given workbooks.

Computer-Assisted Instruction in Concept Development of Six-Year-Old Children

2009 ◽  
Vol 104 (3) ◽  
pp. 853-860 ◽  
Author(s):  
Aynur Bütün Ayhan ◽  
Neriman Aral
Keyword(s):  
Basic Concept ◽  
General Information ◽  
Concept Development ◽  
Kindergarten Children ◽  
Computer Assisted Instruction ◽  
Control Group ◽  
Computer Assisted ◽  
Regular Instruction ◽  
Assisted Instruction ◽  
Experimental Group

Effects of a 15-wk. computer-assisted course or regular instruction on concept development by 6-yr.-old kindergarten children in Ankara ( M age of sample = 66.0 mo., SD = 4.6; M age of girls = 65.0 mo., SD = 4.4; M age of boys = 66.0 mo., SD = 4.5). Children were assigned to two groups of 40 (Experimental group: 18 girls and 22 boys; M girls' age = 65.3 mo., SD = 3.7, M boys' age = 67.1 mo., SD = 4.1; Control group: 21 girls, 19 boys, M girls' age = 64.9 mo., SD = 5.01, M boys' age = 66.7 mo., SD = 5.1). All were given the Bracken Basic Concept Scale–Revised and a general information form. Mean posttest scores in concept development for the group given computer-assisted training were statistically significantly higher.

Computer-Assisted Instruction for Learning Developmental Sentence Scoring

1994 ◽  
Vol 3 (3) ◽  
pp. 89-95 ◽  
Author(s):  
Diana L. Hughes ◽  
Marc E. Fey ◽  
Marilyn K. Kertoy ◽  
Nickola Wolf Nelson
Keyword(s):  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Assisted Instruction

Computer assisted instruction effectiveness in maintenance troubleshooting training

1983 ◽  
Author(s):  
Grace P. Waldrop ◽  
V. Tedi White ◽  
Richard E. Reynolds ◽  
Dennis R. Weller
Keyword(s):  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Assisted Instruction

An Intelligent Computer-Assisted Instruction System Designed for Rural Health Workers in Developing Countries

1992 ◽  
Vol 31 (03) ◽  
pp. 193-203 ◽  
Author(s):  
B. Auvert ◽  
V. Gilbos ◽  
F. Andrianiriana ◽  
W. E. Bertrand ◽  
X. Emmanuelli ◽  
...  
Keyword(s):  
Developing Countries ◽  
Decision Support ◽  
Rural Health ◽  
Health Workers ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Instruction System ◽  
Knowledge Based ◽  
Assisted Instruction ◽  
Intelligent Computer

Abstract:This paper describes an intelligent computer-assisted instruction system that was designed for rural health workers in developing countries. This system, called Consult-EAO, includes an expert module and a coaching module. The expert module, which is derived from the knowledge-based decision support system Tropicaid, covers most of medical practice in developing countries. It allows for the creation of outpatient simulations without the help of a teacher. The student may practice his knowledge by solving problems with these simulations. The system gives some initial facts and controls the simulation during the session by guiding the student toward the most efficient decisions. All student answers are analyzed and, if necessary, criticized. The messages are adapted to the situation due to the pedagogical rules of the coaching module. This system runs on PC-compatible computer.

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