The Effects of Computer Animated Elaboration Strategies and Practice on Factual and Application Learning in an Elementary Science Lesson

1989 ◽  
Vol 5 (4) ◽  
pp. 431-444 ◽  
Author(s):  
Lloyd P. Rieber
Keyword(s):  
Elementary Science ◽  
Learning Outcome ◽  
Science Lesson ◽  
School Students ◽  
Far Transfer ◽  
Text Type ◽  
Computer Based ◽  
Based Instruction ◽  
Animated Graphic ◽  
Factual Learning

The purpose of this study was to examine the effects of animation and practice on factual and application learning in computer-based instruction (CBI). Also studied was the extent to which animation and practice promoted near and far transfer of these learning outcomes. Subjects consisted of 192 elementary school students. The CBI content was an elementary physics lesson in Newtonian mechanics. Two levels of Practice (Relevant Practice, Irrelevant Practice) were crossed with three levels of Graphic Type (Graphic, Animated Graphic, No Graphic) and two levels of Text Type (Text, No Text). No significant differences were found for the between-subjects factors of Practice, Graphic Type, and Text Type. Among the within-subject factors (Learning Outcome, Transfer) a main effect was found for transfer: subjects performed significantly better on far transfer questions than near transfer questions. A significant interaction was detected between Learning Outcome and Transfer: far learning was facilitated for factual learning, whereas no difference in transfer was detected for application learning.

Acquisition and Generalization of Purchasing Skills Using a Video Enhanced Computer-Based Instructional Program

2002 ◽  
Vol 17 (4) ◽  
pp. 15-28 ◽  
Author(s):  
Kevin M. Ayres ◽  
John Langone
Keyword(s):  
Skill Acquisition ◽  
Community Setting ◽  
Instructional Program ◽  
Stimulus Generalization ◽  
School Students ◽  
Post Intervention ◽  
Video Footage ◽  
Computer Based ◽  
Based Instruction ◽  
Purchasing Skills

This study evaluated stimulus generalization of purchasing skills learned in a computer simulation across settings. Three elementary school students with moderate intellectual disabilities used a computer-based instruction package to practice purchasing skills and the dollar plus strategy. The instructional package utilized video footage as an anchor for learning activities and a constant time delay procedure to facilitate skill acquisition. Student progress on the computer-based intervention did not generalize to the community setting; however, changes in purchasing behavior in the community setting were observed from baseline to post intervention probes.

The Effect of Three Instructional Elements on Achievement in Computer-Based Mathematics Instruction of Senior Secondary School Students in Nigeria

2018 ◽  
Vol 4 (1) ◽  
pp. 164-172
Author(s):  
Tayo Omoniyi ◽  
Gisanrin Gbenga
Keyword(s):  
Secondary School ◽  
Mathematics Instruction ◽  
Secondary School Students ◽  
Compact Disc ◽  
School Students ◽  
Senior Secondary School ◽  
Full Version ◽  
Computer Based ◽  
Based Instruction ◽  
Senior Secondary

This study investigated the effect of three instructional elements on achievement in computer-based mathematics instruction. The subjects were senior secondary school students who used four versions of computer-based instruction developed on compact disc to learn about the volume of solid shapes. The four versions of the programme were (1) a full version that had the three instructional elements (2) a version without objectives (3) a version without practice (4) a version without examples. The results indicated that the full package, which included objectives, practice and examples, had a significant effect on students’ achievement in the computer-based mathematics instruction. Furthermore, of the three elements, practice, had the most effect on the learners’ achievement. Implications of the findings on development of computer-based instructions are also discussed.

scholarly journals The effect of computer based instruction on middle school students' ideas about weather events and climate concept

2020 ◽  
Vol 7 (1) ◽  
pp. 178-185
Author(s):  
Ayberk Bostan Sarıoğlan
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Control Group ◽  
School Students ◽  
Computer Based Instruction ◽  
Weather Events ◽  
Computer Based ◽  
Based Instruction ◽  
And Control ◽  
Experimental Group

The concepts of weather events and climate appear to be less studied than other concepts of physics in the literature. The aim of this research is to investigate the effects of computer-based instruction on the concepts of climate and weather events of middle school students. The sample of the research consisted of 19 8th grade students in the experimental group and 23 students in the control group. Computer-based instruction was carried out in the experimental group, and lessons were given in accordance with the middle school science program with the students in the control group. As a data collection tool, a concept test consisting of three open-ended questions was used to determine students' opinions about climate, weather events and the difference between climate and weather events. In the analysis of the data obtained from the answers of the students in the experimental and control groups to open-ended questions before and after the instruction, a rubric consisting of five categories was used. The categories in the rubric are correct answer, incorrect answer, non-coded and no answer categories. According to the findings, it was seen that the scientific responses of the students in both groups increased. Computer-based instruction was found to be more effective in eliminating the misconceptions faced by students about climate, weather events and differences between climate and weather events compared to the courses taught in the program. In the results of the study, it was determined that the students in the experimental and control groups confused the concepts of climate and weather events before instruction and there was a decrease in the misconceptions after instruction. The misconception that climate and weather events were the same was resolved in both groups after instruction. It is suggested that more studies using different instruction methods for teaching these concepts will be conducted. Keywords:  Climate, weather events, computer based instruction, middle school students;

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.

Improving Skills in Senior Secondary Schools for Effective Performance in Computer Based Test and Security.

2019 ◽  
pp. 167-174
Author(s):  
Agu B.G. ◽  
Eya G.M.
Keyword(s):  
Cognitive Abilities ◽  
Computer Literacy ◽  
Literacy Skills ◽  
School Students ◽  
Effective Performance ◽  
Information And Communication ◽  
Computer Based ◽  
Senior Secondary Schools ◽  
Matriculation Examination ◽  
Senior Secondary

Students are accessed using paper and pen on cognitive abilities in Nigeria. This method of assessment encourages different forms of examination malpractices. The threat of examination malpractices on the validity of examination outcomes has resulted in some examination bodies adopting different methods of examination. One of such methods is the computer based test (CBT). Using survey research method, this study investigated the levels of competency in computer literacy skills possessed by senior secondary school students. Three research questions and one hypothesis guided the study. Problems encountered by the students and prospective methods of enhancing computer based test (CBT) acceptance in Nigeria were also documented. A total of 310 copies of the questionnaire were administered to students who participated in the 2015 Unified Tertiary Matriculation Examination (UTME) at Afrihub Information and Communication Technology (CBT) centre, Institution of Management and Technology (IMT), Enugu and Godfrey Okoye University, Enugu and 237 representing 76% were adequately completed and found usable. The findings revealed among others that majority of the respondents confirmed that CBT can curb examination malpractice. Majority of candidates were also found to prefer CBT to the paper and pencil test (PPT). The mean, standard deviation and Pearson‟s Correlation Analysis showed that the respondent is preference for CBT were sensitive across gender. While improving electricity was identified as critical in enhancing CBT examinations, poor ICT skills on the part of students and the invigilators were also identified as the major problems facing the implementation of JAMB CBT examination in Nigeria.

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