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 Instruction

2013 ◽  
Vol 9 (1) ◽  
pp. 70-79
Author(s):  
Jared Keengwe ◽  
Farhan Hussein
Keyword(s):  
English Language Learners ◽  
Achievement Gap ◽  
English Language ◽  
Classroom Instruction ◽  
Traditional Classroom ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Traditional Lectures ◽  
Traditional Classroom Instruction ◽  
Assisted Instruction

The purpose of this study was to examine the relationship in achievement gap between English language learners (ELLs) utilizing computer-assisted instruction (CAI) in the classroom, and ELLs relying solely on traditional classroom instruction. The study findings showed that students using CAI to supplement traditional lectures performed better than the students relying solely on traditional classroom instruction. In addition, using CAI to supplement traditional lectures helped the charter schools to close the educational achievement gap of their students. Based on the findings, there is need for teachers to move past traditional learning, and learn new technology skills in order to incorporate sound technology-enhanced instructional strategies to support student learning.

Brief Reports: Using a Computer Game to Reinforce Skills in Addition Basic Facts in Second Grade

1981 ◽  
Vol 12 (2) ◽  
pp. 152-155
Author(s):  
William H. Kraus
Keyword(s):  
Computer Game ◽  
Computer Assisted Instruction ◽  
Second Grade ◽  
Computer Assisted ◽  
Programmed Instruction ◽  
Immediate Feedback ◽  
Basic Facts ◽  
The Cost ◽  
Assisted Instruction ◽  
Drill And Practice

Early work in computer-assisted instruction (CAl) involved using the computer to present drill-and-practice exercises to the student (e.g., Suppes, Jerman, & Brian, 1968; Suppes & Morningstar, 1972). Since the computer can provide immediate feedback to the student and can control the sequence in which the exercises are presented, such CAl has generally proven to be effective, although the cost-effectiveness of such systems of programmed instruction bas been questioned (Vinsonhaler & Bass, 1972).

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.

A workshop on computer-assisted instruction in elementary mathematics

1969 ◽  
Vol 16 (3) ◽  
pp. 193-197
Author(s):  
Max Jerman ◽  
Patrick Suppes
Keyword(s):  
Social Sciences ◽  
Elementary Mathematics ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Phone Line ◽  
School Year ◽  
Single Room ◽  
The Social ◽  
Assisted Instruction ◽  
Drill And Practice

During the 1967/68 school year the Stanford project in computer-assisted instruction in elementa ry mathematics was expanded to include schools in Iowa, Kentucky, and Mississippi, in addition to schools in California. As many as 78 students were able to take arithmetic lessons simultaneously on instructional terminals operated by phone line from the computer of Stanford's Institute for Mathematical Studies in the Social Sciences. The instructional terminals (teletype machines with modified keyboards) were located one to a classroom in some schools and grouped in a single room in other schools. Before describing the workshop held at Stanford for Mississippi teachers, a brief description of the drill-and-practice program in arithmetic skills and concepts will be given.

Learning Disabled Students' Engaged Time and Classroom Interaction: The Impact of Computer Assisted Instruction

1986 ◽  
Vol 2 (2) ◽  
pp. 189-198 ◽  
Author(s):  
Charles A. Macarthur ◽  
Jacqueline A. Haynes ◽  
David B. Malouf
Keyword(s):  
Classroom Interaction ◽  
Learning Disabled ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Disabled Students ◽  
Teachers And Students ◽  
Assisted Instruction ◽  
Drill And Practice ◽  
The Impact ◽  
Academic Content

The affective, social, and behavioral responses of learning disabled students to computer assisted instruction are important both as significant outcomes themselves and as variables that may influence achievement. This study investigated two sets of variables that might influence achievement differences between computer assisted drill and practice (CADP) and independent seat-work: engaged time and interactions with teachers and peers. Twenty-four learning disabled students in six self-contained classrooms were observed during CADP and seatwork. During CADP, students spent significantly more time attending to academic content (engaged time) and waiting and significantly less time off task. Total time interacting with teachers and peers did not differ, but the type of help students received from teachers and the amount of time teachers and students spent watching were different. Implications for research and implementation of microcomputers in special education settings are discussed.

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.

scholarly journals Library Instruction for Freshman English: A Multi-Year Assessment of Student Learning

2011 ◽  
Vol 6 (4) ◽  
pp. 88 ◽  
Author(s):  
Susan Gardner Archambault
Keyword(s):  
Student Learning ◽  
Online Instruction ◽  
Research Question ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Library Instruction ◽  
Blended Instruction ◽  
Freshman English ◽  
Significant Difference ◽  
Assisted Instruction

Objective – The objective of this study was twofold: 1) to assess the effectiveness of curriculum changes made from the 2009 freshman English library instruction curriculum to the 2010 curriculum at Loyola Marymount University (LMU); and 2) to evaluate the effectiveness of library instruction delivered via a “blended” combination of face-to-face and online instruction versus online instruction alone. Methods – An experimental design compared random samples of student scores from 2009 and 2010 worksheets to determine the effects of a new curriculum on student learning. A second experiment examined the effect of delivery method on student learning by comparing scores from a group of students receiving only online instruction against a group receiving blended instruction. Results – The first component of the study, which compared scores between 2009 and 2010 to examine the effects of the curriculum revisions, had mixed results. Students scored a significantly higher mean in 2010 on completing and correctly listing book citation components than in 2009, but a significantly lower mean on constructing a research question. There was a significant difference in the distribution of scores for understanding differences between information found on the Internet versus through the Library that was better in 2010 than 2009, but worse for narrowing a broad research topic. For the study that examined computer aided instruction, the group of students receiving only computer-assisted instruction did significantly better overall than the group receiving blended instruction. When separate tests were run for each skill, two particular skills, generating keywords and completing book citation and location elements, resulted in a significantly higher mean. Conclusions – The comparison of scores between 2009 and 2010 were mixed, but the evaluation process helped us identify continued problems in the teaching materials to address in the next cycle of revisions. The second part of the study supports the idea that computer-assisted instruction is equally or more effective than blended instruction.

scholarly journals Effect of Computer Assisted Instruction on Teaching of Self Reliance Skills for Sustainable Entrepreneurship Development among Undergraduate Social Studies Students in Kaduna State

2019 ◽  
Vol 1 (1) ◽  
pp. 61-72
Author(s):  
Uthman Shehu Lawal ◽  
Yunusa Abdullahi
Keyword(s):  
Social Studies ◽  
Undergraduate Students ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Sustainable Entrepreneurship ◽  
Entrepreneurship Development ◽  
Self Reliance ◽  
Significant Difference ◽  
The Mean ◽  
Assisted Instruction

This study explored the effect of Computer Assisted Instruction (CAI) on the teaching of selfreliance skills for sustainable entrepreneurship development amongst undergraduate Social Studies students in Kaduna State, Nigeria. Three (3) research objectives, questions and null hypotheses guided the study. A quasi-experimental research design was employed. The Self Reliance Skills Performance Test (SERSIT) was used for data collection. Mean, standard deviation, t-test and two-way ANOVA statistics were used. The findings revealed that a significant difference exists between the mean academic performance and retention scores of undergraduate students taught self-reliance skills using CAI and those taught using conventional methods. No significant difference was found between the mean academic performance scores of undergraduate students taught self-reliance skills using CAI in relation to gender and ownership. Based on the findings, it was recommended, amongst others thing, that subsequent curriculum review in Social Studies should accommodate the dynamism of CAI atall levels. This will promote a student-centred instructional approach, autonomy in knowledge acquisition and self-discovery learning to ensure sustainable entrepreneurship development in Kaduna state.

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