Closing the Performance Gap: CAI and Secondary Education for the Mildly Handicapped

1988 ◽  
Vol 4 (3) ◽  
pp. 265-286 ◽  
Author(s):  
John Woodward ◽  
Douglas Carnine ◽  
Maria Collins
Keyword(s):  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Skill Levels ◽  
Resource Room ◽  
Complex Information ◽  
Quasi Experimental ◽  
Academic Competencies ◽  
Assisted Instruction ◽  
Experimental Group ◽  
Experimental Comparisons

Secondary mildly handicapped students are frequently expected to pass a set of academic competencies in order to graduate from high school along with their non-handicapped peers. Typically, resource room instruction for these mildly handicapped students involves considerable practice on elementary facts and concepts and relatively little time devoted to more complex information and problem-solving activities. Well designed computer assisted instruction can not only teach the latter, but it can lead students to perform at skill levels commensurate with their non-handicapped peers. This article describes three studies involving the use of CAI with secondary mildly handicapped students. Experimental comparisons were conducted between mildly handicapped groups and quasi-experimental comparisons were made between the experimental group in each study and non-handicapped peers. The studies consistently indicate that well designed CAI can have a significant effect on learning.

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>

scholarly journals Effect of Computer Assisted Instruction on Pre-Service Teachers’ Conceptual Change of Chemistry Concepts at St. Ambrose College of Education in Bono Region, Ghana

2020 ◽  
Vol 1 (2) ◽  
pp. 179-192
Author(s):  
James Osei Kwabena ◽  
Vitus Samlafo ◽  
Eric Appiah-Twumasi ◽  
Mark Kwasi Acheampong
Keyword(s):  
Conceptual Change ◽  
Science Teachers ◽  
Reaction Rate ◽  
Teaching Strategy ◽  
College Of Education ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Quasi Experimental ◽  
High Level ◽  
Assisted Instruction

The study examined the effect of computer-assisted instruction (CAI) on pre-service teachers' performance in reaction rate concepts. The research employed the quasi-experimental design of a one group pretest-posttest type. A sample of one hundred and fifty (150) pre-service teachers were selected from an accessible population of level hundred (L100) students from the St. Ambrose College of Education at Dormaa Akwamu in the Bono Region of Ghana. Reaction Rate Concept Test (RRCT) was used to gather data for the research. Percentages and Means were used to answer research questions. The results show that the CAI strategy has a positive effect on pre-service teachers' performance on reaction rate concepts. The study again shows that the use of CAI can improve learners' performance in science and can help learners in high-level cognitive performance. CAI strategy proved to be an effective conceptual change teaching strategy in science. Based on the results obtained, it is recommended that science teachers should adopt the CAI and other ICT related strategies in teaching for improved learning outcomes in Chemistry.

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.

The Impact of a Year of Computer Assisted Instruction on the Development of First Grade Learning Skills

1998 ◽  
Vol 18 (4) ◽  
pp. 369-386 ◽  
Author(s):  
Ruth Ann Erdner ◽  
Rebecca F. Guy ◽  
Andrew Bush
Keyword(s):  
Reading Skills ◽  
First Graders ◽  
First Grade ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Significant Treatment ◽  
Main Effect ◽  
Quasi Experimental ◽  
Assisted Instruction ◽  
The Impact

This study seeks to examine the effects of computer assisted instruction on the reading achievement of first graders. Two hypotheses were tested. The first is that computer assisted instruction improves first graders' development of reading skills as measured by the CTBS Form U Level B. The second is that this development depends upon student sex. A quasi-experimental design was used to compare one group of first graders whose reading lessons were supplemented with CAI to a group of first graders whose reading lessons were not. A treatment by sex ANOVA on change in reading skills demonstrated a significant treatment (CAI versus control) main effect. Results from planned comparisons of treatment differences by sex demonstrated that statistically significant gains were sex specific with only males exhibiting a significant average increase when exposed to CAI. Although females exposed to CAI also tended toward greater gain in the sample, the magnitude of their gain was not statistically significant. The implications of these findings are discussed.

scholarly journals The Effectiveness of Computer Assisted Instruction in Modifying the Alternative Perception of Geometry Concepts among 7th Grade Students in Jordan

2014 ◽  
Vol 8 (2) ◽  
pp. 258
Author(s):  
Ahmed M. Al Duwair ◽  
Abdelsalam M. Adili
Keyword(s):  
The Other ◽  
Computer Assisted Instruction ◽  
Control Group ◽  
Computer Assisted ◽  
Reliable Test ◽  
Geometric Concepts ◽  
Group A ◽  
Assisted Instruction ◽  
Academic Year ◽  
Experimental Group

This study aimed at investigating the effectiveness of computer assisted instruction in modifying alternative perception of geometry concepts among 7th grade students in Jordan. The subjects of the study consisted of (72) students from Mafraq during the second semester of the academic year 2010/2011, They were already distributed into two groups (36) who were considered as experimental group while the other (36) were considered as the control group. A valid and reliable test to probe the alternative perception in geometric concepts was distributed on the two groups twice, before the treatment and at the end of the experiment. The study revealed the following findings. There were eleven alternative perceptions of geometric concepts among the students; also there were statistical significant differences between the average of the experimental group and the control group in the alternative perception test to the benefit of experimental group students. Furthermore, the percentage of alternative perception of geometry concepts were decreased due to the computer assisted instruction. 

scholarly journals Pengaruh metode pembelajaran drills terhadap hasil belajar ditinjau dari motivasi belajar siswa di SMKN 1 Seyegan

2013 ◽  
Vol 3 (1) ◽  
Author(s):  
Muhammad Yusuf Darmawan
Keyword(s):  
Student Learning ◽  
Teaching Method ◽  
Learning Outcome ◽  
Instructional Method ◽  
Learning Motivation ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Quasi Experimental ◽  
High Motivation ◽  
Assisted Instruction

Penelitian ini untuk mengetahui perbedaan hasil belajar KKPI antara siswa yang diajar dengan metode pembelajaran Computer Assisted Instruction (CAI) format drills dengan siswa yang diajar dengan metode pembelajaran demonstrasi ditinjau dari motivasi belajar siswa. Penelitian ini merupakan penelitian eksperimen semu. Sampel penelitian sebanyak 63 siswa, yang terdiri dari 31 siswa kelas eksperimen dengan diberikan perlakuan metode pembelajaran CAI format drills dan 32 siswa kelas kontrol dengan diberikan perlakuan metode pembelajaran demonstrasi. Teknik analisis data menggunakan analisis varians (ANAVA). Hasil penelitian 1) terdapat perbedaan hasil belajar KKPI antara siswa yang diajar dengan metode pembelajaran CAI format drills dengan siswa yang diajar dengan metode pembelajaran demonstrasi; (2) tidak terdapat interaksi antara metode pembelajaran CAI format drills dan metode pembelajaran demonstrasi dengan motivasi belajar terhadap hasil belajar KKPI siswa; (3) terdapat perbedaan hasil belajar KKPI antara siswa yang diajar dengan metode pembelajaran CAI format drills dengan siswa yang diajar dengan metode pembelajaran demonstrasi ditinjau dari siswa yang memiliki motivasi tinggi; 4) terdapat perbedaan hasil belajar KKPI antara siswa yang diajar dengan metode pembelajaran CAI format drills dengan siswa yang diajar dengan metode pembelajaran demonstrasi ditinjau dari siswa yang memiliki motivasi rendah. THE EFFECT OF DRILLS INSTRUCTIONAL METHOD ON LEARNING OUTCOME VIEWED FROM STUDENT LEARNING MOTIVATION IN SMKN 1 SEYEGANAbstractThis research aims to find out the differences in learning KKPI outcomes between students who are taught using Computer-Assisted Instruction (CAI) format drills method and those taught using the demonstration method in terms of students’ learning motivation. This research is a quasi experimental. The subjects were 63 students, consisting of 31 students in the experiment class using CAI format drills method and 32 students in the control class using demonstration method. Data analyze techniques used the analysis of variances (ANOVA). The result of this research: (1) There are differences in learning KKPI outcomes between the students who are taught using CAI format drills method and those taught using the demonstration method. (2) There is no interaction between CAI format drills method and demonstration method and the students’ motivation on their learning KKPI outcomes. (3) There are differences in learning KKPI outcomes between the students who are taught using CAI format drills method and those taught using the demonstration method in terms of the high motivation of students. (4) There are differences in learning KKPI outcomes between students who are taught using CAI format drills method and those taught using the demonstration teaching method seen from the low motivation of the students.

Effects of Computer-Assisted Instruction on Mathematics and Locus of Control

1989 ◽  
Vol 18 (2) ◽  
pp. 143-149 ◽  
Author(s):  
Gary L. Reglin
Keyword(s):  
Locus Of Control ◽  
Mathematics Achievement ◽  
Minority Students ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Teacher Education Programs ◽  
Mathematics Scores ◽  
Group Design ◽  
Assisted Instruction ◽  
Experimental Group

This study investigated the effects of computer assisted instruction on basic skills mathematics achievement, and locus of control of minority students seeking admission to teacher education programs. A pretest/posttest experimental group design was used. CAI increased the mathematics scores and resulted in a more internal orientation.

scholarly journals THE EFFECT OF COMPUTER ASSISTANT INSTRUCTION ( CAI ) ON ADVANCED READING

2021 ◽  
Vol 4 (1) ◽  
pp. 27
Author(s):  
Aprillia Widya Lestari ◽  
Fenny Thresia
Keyword(s):  
Significant Influence ◽  
Computer Assisted Instruction ◽  
Average Score ◽  
Control Group ◽  
Computer Assisted ◽  
English Department ◽  
Post Test ◽  
Assisted Instruction ◽  
And Control ◽  
Experimental Group

 The study was conducted to find out the significant influence of Computer Assisted Instruction (CAI) on advanced reading at fourth semester of English Department Muhammadiyah University of Metro. Computer Assisted Instruction (CAI) is a technique to give instruction by using computer to the students and instructional approach where a computer is used to evaluate the learning outcomes. This research is an experimental research and the subject of the research are 40 students at fourth semester of English department. There are two 20 students for control group and 20 students for experimental group. The result of average score of pre-test at experimental group and control group are 1.36 and 1.39. It shows that the control group is higher than the experimental group. However, the result of the post test of the experimental group is higher the control group, they are 1.71 for the experimental group and 1.41 for the control group. It can be conclude that, there is significant influence in students’ reading comprehension after being taught by using Computer Assisted Instruction (CAI )

Computer-Assisted Instruction as a Supplement to Lectures in an Introductory Psychology Class

1996 ◽  
Vol 23 (3) ◽  
pp. 175-181 ◽  
Author(s):  
Everett L. Worthington ◽  
Josephine A. Welsh ◽  
C. Ray Archer ◽  
Erica J. Mindes ◽  
Donelson R. Forsyth
Keyword(s):  
Introductory Psychology ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Introductory Psychology Class ◽  
Educational Benefits ◽  
Domain Specific ◽  
Psychology Class ◽  
Quasi Experimental ◽  
Teaching Psychology ◽  
Assisted Instruction

Educational benefits of computer-assisted instruction (CAI) were investigated. A quasi-experimental design contrasted learning outcomes of students in an introductory psychology class that incorporated CAI exercises to students in a lecture-only introductory psychology class. A number of potential mediating variables, such as instructor, size of class, textbook, and year in school, were controlled. Analysis of students’ final examination scores indicated that students in the lecture-plus-CAI section obtained higher scores than students in the lecture-only section, and these higher scores were due to their better performance on concepts that were taught in both lecture and CAI exercises. These findings offer modest support for the use of CAI as a supplement to lecture in teaching psychology, particularly for domain-specific learning.

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