The Affective and Cognitive Effects of Microcomputer Based Science Instruction

1981 ◽  
Vol 9 (4) ◽  
pp. 329-355 ◽  
Author(s):  
Ronald E. Anderson ◽  
Daniel L. Klassen ◽  
Thomas P. Hansen ◽  
David C. Johnson
Keyword(s):  
Computer Use ◽  
Computer Literacy ◽  
Science Instruction ◽  
Science Lesson ◽  
Computer Assisted ◽  
Attitudes Toward Computers ◽  
Student Knowledge ◽  
Different Types ◽  
Assisted Instruction ◽  
The Impact

Computers are used with increasing frequency to deliver and enhance instruction in science. The impact of such experiences on students has not yet been extensively investigated. In particular, there are little data on what students learn indirectly about computers. A number of studies have examined the effect of computer use upon attitudes toward computers, but few have assessed the impact of computer use upon cognitive computer literacy; i.e., student knowledge about computers. We designed an experiment to investigate the impact of a brief computer assisted instruction (CAI) experience on the attitudes, beliefs, and knowledge of different types of students. A 20–30 minute science lesson on water pollution was administered to approximately 350 students by APPLE II micro-computers. Comparison of pretest with post-tests and tests six months later reveal some important impacts of exposing students to CAI for science instruction.

scholarly journals Deployment of Computer Assisted Instruction in Higher Educational Organization

2021 ◽  
Author(s):  
N.P. Chougale ◽  
K.G. Kharade ◽  
S.K. Kharade ◽  
S.R. Ghatage ◽  
Mallappa G. Mendagudli ◽  
...  
Keyword(s):  
Higher Education ◽  
Educational Achievement ◽  
Educational Process ◽  
Computer Assisted ◽  
Quality Of Higher Education ◽  
Reading Abilities ◽  
Education In India ◽  
Assisted Instruction ◽  
The Impact

The current study looked at how computers help students of different reading abilities. Studies have been conducted on the effect of computers on educational achievement and attitudinal levels. During this study, we have gone through the impact of Bloom’s taxonomy over the conventional system and then focused on integrating CAI in higher education. This research is branching out to encompass the use of computers in the education system. The paper aims to outline and elaborate on the way computers aid every department of life, including education. Information is much more valuable when presented within the context of education or training. Teaching to reflect well is known as “advance” teaching. This research paper is concerned with the educational faculties, facilities, and the organizational structure of the educational process. This study aims to focus on CAI to improve the quality of higher education in India. We have also discussed the areas where we can implement this technology

Can U.S. Developed CAI Work Effectively in a Developing Country?

1994 ◽  
Vol 10 (1) ◽  
pp. 41-61 ◽  
Author(s):  
James M. Royer ◽  
Barbara A. Greene ◽  
Stephen J. Anzalone
Keyword(s):  
Negative Impact ◽  
Positive Impact ◽  
The United States ◽  
Computer Assisted ◽  
Conventional Instruction ◽  
Reading Tests ◽  
Reading And Math ◽  
Lower Ability ◽  
Assisted Instruction ◽  
The Impact

The study examined the impact of computer-assisted instruction (CAI) developed in the United States on the reading and math performance of students enrolled in the Grenada school system. Over a three year period students in standards one through five substituted CAI instruction in reading and math for part of their conventional instruction. These students were compared to students from three control schools thought to be comparable to the CAI school, and to a school in an urban area that had the reputation of being one of the better schools in the country. The results of reading tests indicated that an initial negative impact of CAI during the first two years of the study turned into a positive impact during the third year. The impact of CAI instruction in mathematics was uniformly positive over the three years of the project. The study also produced evidence that lower ability students may have benefited more from CAI instruction than higher ability students.

Microcomputers in Perspective

1982 ◽  
Vol 49 (2) ◽  
pp. 115-121 ◽  
Author(s):  
Alan M. Hofmeister
Keyword(s):  
Special Education ◽  
Computer Technology ◽  
Computer Literacy ◽  
Poor Quality ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
The Poor ◽  
Assisted Instruction ◽  
Primary Contribution

Although microcomputers will undoubtedly make a contribution to special education, educators face problems because of the poor quality of some of the available computer-assisted instruction (CAI) software and the limited supply of hardware. The primary contribution of computers may occur through other applications such as computer literacy and computer-managed instruction. The potential for inappropriate applications of the computer exists, and some special education pupils may suffer because of poorly conceptualized computer projects. Careful implementation of the strengths of computer technology is necessary. The existing research base should not be ignored in planning for the application of microcomputers in special education.

Gender and Learning Style Interactions in Students' Computer Attitudes

2003 ◽  
Vol 28 (3) ◽  
pp. 231-244 ◽  
Author(s):  
Pat C. Ames
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Computer Attitudes ◽  
Assessment Instrument ◽  
Computer Assisted ◽  
Attitudes Toward Computers ◽  
Computer Based ◽  
Students Attitudes ◽  
Assisted Instruction ◽  
The Relationship

University students' attitudes toward computers were assessed as a function of learning style. Analyses of responses provided by 232 students to a learning style assessment instrument and a computer attitude survey revealed that specific learning styles were associated with an affinity for (liking of), confidence in, and anxiety about the use of computers. Within those learning styles, gender differences were discovered when students manifested a clearly dominant style. The findings indicate that computer-based or computer-assisted instruction may not be appropriate for all students and that curriculum modifications to account for learning style differences may increase the effectiveness of and reduce the aversion to computers in the classroom. Additional research into the relationship between learning styles and computer attitudes may also provide assistance relative to increasing the enrollment of females in technology-oriented courses of study.

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