The Effects of Instructional Control, Cognitive Style, and Prior Knowledge on Learning of Computer-Assisted Instruction

1994 ◽  
Vol 22 (4) ◽  
pp. 357-370 ◽  
Author(s):  
Gwan-Sik Yoon
Keyword(s):  
Elementary School ◽  
Cognitive Style ◽  
Elementary School Students ◽  
Control Strategy ◽  
Learner Control ◽  
Control Strategies ◽  
School Students ◽  
Instructional Control ◽  
Computer Based ◽  
Based Instruction

Computer-based instruction (CBI) is the powerful tool to teach arithmetic skills for elementary school students. The purpose of this study is to investigate the effects on achievement of instructional control strategies (program control, learner control, and learner control with advisement) and cognitive style (field independence and field dependence) in computer-based instruction. Also, this study attempts to find an optimal type of instructional control strategy based upon students' achievement and learning time. Subjects were eighty-six Dongsung Elementary School students in Pusan, Korea. The possible interactive effects between cognitive style and instructional control strategy on CBI were analyzed. Differences in achievement and time spent on the lessons were compared. A significant interaction effect was found between types of instructional control strategies and types of cognitive styles on and students achievement scores and time-on-task.

Motivational Analyses on the Effects of Type of Instructional Control on Learning from Computer-Based Instruction

1996 ◽  
Vol 25 (1) ◽  
pp. 25-35 ◽  
Author(s):  
Yong-Chil Yang ◽  
Wee-Kyo Chin
Keyword(s):  
Control Strategies ◽  
Motivational Factors ◽  
Instructional Materials ◽  
Program Control ◽  
Computer Based Instruction ◽  
Instructional Control ◽  
Significant Difference ◽  
Post Test ◽  
Computer Based ◽  
Based Instruction

The purpose of this study was to analyze motivational effects of type of instructional control on learning from computer-based instruction, according to Keller's ARCS model of motivational design. Forty-eight sixth graders were randomly assigned to either learner or program control groups. Instructional materials were computer-based instructional programs for teaching four concepts utilized in advertisement propaganda techniques. The post-test with fifteen items for learning and Instructional Motivation Measurement Survey with thirty-six statements for motivation were used. The results showed that the group under program control performed better on the post-test than the group under learner control, but there was not a significant difference in Keller's ARCS motivational factors between two groups. Regardless of type of instructional control, however, the level of satisfaction among the factors was higher than that of confidence in the instruction. Such results suggest that ARCS motivational factors in designing effective instructional control strategies can be considered.

scholarly journals Phonology-Based Instruction for Pre-Literacy Japanese Elementary Students

2021 ◽  
Vol 2020 (1) ◽  
pp. 98
Author(s):  
Naomi Watanabe
Keyword(s):  
Elementary School ◽  
Phonological Awareness ◽  
Elementary Students ◽  
Elementary School Students ◽  
Fourth Graders ◽  
School Students ◽  
Positive Effects ◽  
English Classes ◽  
Study Results ◽  
Based Instruction

This study investigated the following three points regarding the effectiveness of phonology-based instruction on Japanese elementary school students. (1) Does phonology-based instruction have positive effects on improving phonological awareness in Japanese elementary school students?; (2) To what extent does phonology-based instruction enhance letter knowledge in Japanese elementary school students?; and (3) Does phonology-based instruction motivate Japanese elementary school students to learn English? Twenty-nine fourth graders in a public elementary school received phonology-based instruction, such as reciting and singing along with nursery rhymes, detecting rhymes or initial phonemes, and counting syllables. These activities took place during weekly 15-minute modules in English classes. Additionally, letter activities were conducted in English and other subjects to help develop phonological awareness. Study results suggested that phonology-based instruction was effective in improving students’ phonological awareness and attitudes to learn English. 本研究は、日本の小学生に対する音韻指導の有効性について、以下の3点について調べたものである。(1) 日本の小学生の音韻認識の向上にプラスの効果があるか。(2) 日本の小学生の文字知識をどの程度向上させるか。(3) 日本の小学生が英語を学ぶことへの動機付けとなるか。参加者は、公立小学校の4年生29名で、ナーサリーライムの暗唱や歌唱、脚韻や最初の音素の気付き、音節の数などの音韻指導を受けた。これらの活動は、毎週の英語の授業で15分の帯活動で実施され、さらに、音韻認識の発達を促進するために英語および他の教科で文字の活動が行われた。結果として音韻指導が小学生の音韻認識と英語学習に対する態度を向上するのに効果的であることが示唆された。

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