The Effectiveness of Computer-Assisted Instruction in Teaching Tennis Rules and Strategies

1989 ◽  
Vol 8 (2) ◽  
pp. 170-176 ◽  
Author(s):  
Mary-Margaret Kerns
Keyword(s):  
Repeated Measures ◽  
Interaction Analysis ◽  
Group Analysis ◽  
Computer Assisted Instruction ◽  
Learning Performance ◽  
Control Group ◽  
Computer Assisted ◽  
Significant Difference ◽  
Written Test ◽  
Assisted Instruction

This study assessed the effectiveness of computer-assisted instruction in teaching tennis rules and strategies. The subjects were enrolled in two beginning tennis classes at The Pennsylvania State University. The control group (n=24) received instruction by traditional means. The experimental group (n=19) received no instruction on tennis rules and strategies during regular class periods but did interact with computer-assisted tutorials during two scheduled classes. A written test was used to measure learning and was administered during pretest, posttest, and retest. A two-factor analysis of variance with repeated measures on one factor (ANOVR) was employed to determine significant differences between mean performances. The between-groups analysis and the interaction analysis were not significant, but the within-group analysis revealed an F ratio of 99.72 (p<.001). It was concluded that both groups learned tennis rules and strategies significantly from the pretest to the posttest, their learning performance on the retest differed significantly from pretest administration but not from posttest to the retest, and there was no significant difference between the performance of either group on all three testing occasions.

The Need for Sequential Formative and Summative Evaluations Made Evident from Practice

1983 ◽  
Vol 12 (1) ◽  
pp. 67-74 ◽  
Author(s):  
Barbara Signer
Keyword(s):  
Mathematics Achievement ◽  
Evaluation Studies ◽  
Computer Assisted Instruction ◽  
Control Group ◽  
Computer Assisted ◽  
Integrated Instruction ◽  
Significant Difference ◽  
Equivalent Control ◽  
Group A ◽  
Assisted Instruction

The purpose of this study was to conduct formative and summative evaluation for Computer Integrated Instruction (CII), an alternative use of CAI. The Non-Equivalent Control Group, Pretest-Posttest Design was implemented with the class as the unit of analysis. Several of the instruments were adopted from existing computer-assisted instruction (CAI) evaluation studies, while some had to be developed specifically for this study. The findings were 1) that the teachers were reluctant users of the CII materials and 2) that there was a significant difference for mathematics achievement favoring the control group. A recommended model of separate, sequential formative and summative evaluations resulted from this study.

COMPARATIVE STUDY OF COMPUTER ASSISTED INSTRUCTION TECHNIQUE (CAI) AND CONVENTIONAL TEACHING (CT) ON THE ACHIEVEMENT OF PUPIL TEACHERS IN METHODS OF TEACHING ENGLISH LANGUAGE

2016 ◽  
pp. 107-118
Author(s):  
Suman Chhabra ◽  
Neelam Dhamija
Keyword(s):  
English Language ◽  
Instructional Material ◽  
Computer Assisted Instruction ◽  
Control Group ◽  
Computer Assisted ◽  
Teaching Methodology ◽  
Teaching English ◽  
Conventional Teaching ◽  
Significant Difference ◽  
Assisted Instruction

Educational Technology has made a significant contribution to education by taking into consideration the individual differences of learners and catering to their needs. The emerging trend the world over is towards more individualized and flexible forms of learning with an emphasis on individualized methods of instruction. This paper is based on an experiment to study the effect of a new teaching methodology i.e. Computer Assisted Instruction Technique (CAI) in comparison to Conventional Teaching (CT) on the achievement of pupil teachers in methods of teaching English language. In this study, instructional material was developed for both methods of instructions i.e. CAI as well as for Conventional Teaching (CT). The instructional material for both the methods was developed and validated by the researcher. The experiment was carried out on the pupil teachers of B.Ed. class of a College of Education. Pretest- Posttest Control Group design was used. Results of the experiment showed that CAI was found effective in terms of the achievement of pupil teachers in methods of teaching English language at post-test stage. However, no significant difference was found to exist between the experimental group and control group at the pretest stage.

scholarly journals The Effective of Computer-Assisted Instruction Based on Top-Level Structure Method in English Reading and Writing Abilities of Thai EFL Students

2015 ◽  
Vol 8 (11) ◽  
pp. 231 ◽  
Author(s):  
Nattapong Jinajai ◽  
Saowalak Rattanavich
Keyword(s):  
Repeated Measures ◽  
Level Structure ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Reading And Writing ◽  
English Reading ◽  
Efl Students ◽  
Ninth Grade Students ◽  
Assisted Instruction ◽  
Experimental Group

<p>This research aims to study the development of ninth grade students’ reading and writing abilities and interests in learning English taught through computer-assisted instruction (CAI) based on the top-level structure (TLS) method. An experimental group time series design was used, and the data was analyzed by multivariate analysis of variance (MANOVA) with repeated measures as well as basic statistical and line graphs. The results demonstrate that the experimental group attained significantly higher development in English reading and writing at the .001 level and registered significantly higher interests at the .01 level.</p>

Coordination of Instruction and Reinforcement as Enhancers of the Effectiveness of Computer-Assisted Instruction

1987 ◽  
Vol 3 (2) ◽  
pp. 219-230 ◽  
Author(s):  
Annette F. Gourgey
Keyword(s):  
Conceptual Understanding ◽  
Classroom Instruction ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Reinforcement Condition ◽  
Remedial Students ◽  
Formal Instruction ◽  
Significant Difference ◽  
Assisted Instruction ◽  
Drill And Practice

Three conditions of administration of drill-and-practice computer-assisted instruction were studied: CAI lessons coordinated with formal classroom instruction, CAI with reinforcement for good performance, and CAI alone. Seventy-seven grade 4 to 8 remedial students studied reading; 124 studied math. All three groups gained in achievement. In reading, the reinforcement condition was most effective, with no significant difference between CAI with coordinated instruction and CAI alone. In math, CAI with coordinated instruction was most effective, with no significant difference between CAI with reinforcement and CAI alone. It was concluded that type of administration affects CAI effectiveness, that motivation may strongly affect achievement in reading, and that formal instruction combined with CAI is essential for conceptual understanding in mathematics.

Computer-Assisted versus Teacher-Directed Teaching of Community Living Skills in People with a Mild Learning Disability

1997 ◽  
Vol 60 (11) ◽  
pp. 498-502
Author(s):  
M M Nicol ◽  
A Anderson
Keyword(s):  
Learning Disability ◽  
Computer Assisted Instruction ◽  
Community Living ◽  
Control Group ◽  
Computer Assisted ◽  
Living Skills ◽  
Assisted Instruction ◽  
Intermediate Amount ◽  
Community Living Skills

An experiment was carried out in which adults with a learning disability of the mild type undertook either computer-assisted or teacher-implemented instruction in community living skills, with a third group acting as a control group. All groups were pre-tested on a standardised psychometric measure of community living skills (the HANC 2 subscale of the Hampshire Assessment for Living with Others test), after which the experimental groups received one half-day per week training in such skills as money handling and budgeting for 3 months, when all groups were reassessed. It was found that both the teacher-led and computer-assisted instruction groups appeared to gain more than the control group, but only the teacher-led group differed significantly from the control group. The computer-assisted group improved in their scores by an intermediate amount, with their gains being non-significantly different from either the control or the teacher-led groups. The strengths and weaknesses of the software used in the study are discussed.

Uses of Feedback in Computer-Assisted Instruction in Developing Psychomotor Skills Related to Heavy Machinery Operation

1978 ◽  
Vol 20 (4) ◽  
pp. 415-423 ◽  
Author(s):  
Jeffrey R. Phillips ◽  
Jan Berkhout
Keyword(s):  
Relative Effectiveness ◽  
Computer Assisted Instruction ◽  
Control Group ◽  
Computer Assisted ◽  
Psychomotor Skills ◽  
Learning Abilities ◽  
Male And Female ◽  
Road Speed ◽  
Performance Patterns ◽  
Assisted Instruction

A study was performed to determine the relative effectiveness of different formats of computer assisted instruction (CAI) in teaching a psychomotor performance task. A control group combining male and female subjects received instruction based on the study of written materials and unstructured practice sessions on a heavy transmission gear-shifting task. No significant differences were found between male and female performance patterns and learning abilities under control conditions. Two experimental groups, both restricted to males, were trained under similar practice conditions with the addition of computer monitoring of performance and feedback of supplemental information to the students. One group received terminal feedback of numerical performance quality scores following each trial. The other group received continuous feedback of an analytic display (a display of nominal road speed against elapsed time in the form of an X-Y plot) concurrent with each trial. Both experimental groups were tested for retention of skills after transitioning to a non-feedback performance environment. Both forms of computer assisted instruction proved to be significantly superior to the control teaching procedure.

An Evaluation of Computer-Assisted Instruction in Phonological Awareness with below Average Readers

1995 ◽  
Vol 13 (1) ◽  
pp. 89-103 ◽  
Author(s):  
Theodore Allen Barker ◽  
Joseph K. Torgesen
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Training Programs ◽  
Computer Assisted Instruction ◽  
Control Group ◽  
Computer Assisted ◽  
Awareness Training ◽  
Experimental Conditions ◽  
Assisted Instruction ◽  
Phonological Awareness Training

The use of computer-assisted instruction (CAI) to train phonological awareness skills in at-risk first graders was evaluated. Fifty-four children ranging in age from six years two months to seven years eight months participated in an eight-week training study. There were three experimental conditions. The first group received approximately twenty-five minutes a day, four days a week with two phonological awareness training programs. The second group received the same amount of training with a program designed to train alphabetic decoding skills. The third group served as an attentional control group and spent equal time on the computer with several programs designed to provide practice on basic math skills. The children exposed to the phonological awareness training programs made significantly greater improvements on several measures of phonological awareness and on a measure of word recognition, when compared to children in the other two groups. Tentative conclusions were drawn about the use of CAI as means of training phonological awareness skills with at-risk students.

Training the Economically Disadvantaged via Computer-Assisted Instruction: An Experiment by Chrysler Learning, Inc.

1982 ◽  
Vol 10 (4) ◽  
pp. 363-375 ◽  
Author(s):  
Daphne Williams Ntiri
Keyword(s):  
Job Search ◽  
Work Experience ◽  
Training Sequence ◽  
Learning System ◽  
Computer Assisted Instruction ◽  
Control Group ◽  
Computer Assisted ◽  
Educational Training ◽  
Assisted Instruction ◽  
Experimental Group

Computer-assisted instruction was utilized by Chrysler Learning, Inc. to study its impact on economically and educationally disadvantaged youth subjects in basic but specific academic areas within a given time period. The program took the form of an experiment that involved two groups: 1) an experimental group that participated in an educational training sequence with an interactive computerized learning system coupled with traditional classroom instruction and work experience; and 2) a control group that received no structured instruction in basic skills but was exposed to counseling, hands-on industrial experience and job search skills. Comparison of the pre- and post-test scores indicated that the experimental group had made significantly higher gains than the control group in reading and mathematics. Reading in general was more indicative of growth but math was also positively affected.

scholarly journals Using Computer-Assisted Instruction and Developmental Theory to Improve Argumentative Writing

1995 ◽  
Vol 17 (2) ◽  
Author(s):  
Ronald R. Irwin
Keyword(s):  
Intellectual Development ◽  
Developmental Theory ◽  
The Other ◽  
Computer Assisted Instruction ◽  
Control Group ◽  
Computer Assisted ◽  
Developmental Level ◽  
Argumentative Writing ◽  
Assisted Instruction ◽  
Experimental Group

A study is described in which the effectiveness of a computer program (Hermes) on improving argumentative writing is tested. One group of students was randomly assigned to a control group and the other was assigned to the experimental group where they are asked to use the Hermes program. All students were asked to write essays on controversial topics to an opposed audience. Their essays were content-analysed for dialectical traits. Based on this analysis, it was concluded that the experimental group wrote more dialectically effective essays than the control group, and the amount of difference between the control and experimental groups was related to the students' intellectual developmental level, as assessed by the Measure of Epistemological Reflection (MER). It is concluded that argumentative writing, operationalized here as dialectical writing, can be improved by computer-assisted instruction, but that attempts to teach such forms of thinking and writing need to take into account students' capacity to benefit from such instruction. Such capacity is defined here as intellectual development.

Effects of Individual versus Paired/Cooperative Computer-Assisted Instruction on the Effectiveness and Efficiency of an In-Service Training Lesson

1992 ◽  
Vol 20 (3) ◽  
pp. 199-208 ◽  
Author(s):  
Joseph R. Makuch ◽  
Paul D. Robillard ◽  
Edgar P. Yoder
Keyword(s):  
Computer Assisted Instruction ◽  
Interactive Effects ◽  
Cognitive Achievement ◽  
Computer Assisted ◽  
Extension Agents ◽  
Topic Familiarity ◽  
Moderating Variables ◽  
Significant Difference ◽  
Service Training ◽  
Assisted Instruction

Computer-assisted instruction (CAI) has the potential of meeting the in-service training needs of various organizations. This study compared individual CAI with paired/cooperative CAI as a method of providing in-service training. Subjects were twenty-seven Pennsylvania extension agents who participated in an in-service training program. The main effect of CAI method and possible interactive effects of previous CAI experience and topic familiarity were analyzed. Differences in cognitive achievement and time spent on the lesson were compared. No significant difference in cognitive achievement was found between agents using CAI individually and agents using CAI cooperatively in pairs. No interaction was found between the treatment and the moderating variables, previous CAI experience and topic familiarity, on cognitive achievement. Agents who used CAI cooperatively took significantly longer to complete the lesson than did agents who used CAI individually. No interaction was found between the treatment and moderating variables, previous CAI experience and topic familiarity, on time spent on the lesson.

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