Computer-Assisted Instruction in Concept Development of Six-Year-Old Children

2009 ◽  
Vol 104 (3) ◽  
pp. 853-860 ◽  
Author(s):  
Aynur Bütün Ayhan ◽  
Neriman Aral
Keyword(s):  
Basic Concept ◽  
General Information ◽  
Concept Development ◽  
Kindergarten Children ◽  
Computer Assisted Instruction ◽  
Control Group ◽  
Computer Assisted ◽  
Regular Instruction ◽  
Assisted Instruction ◽  
Experimental Group

Effects of a 15-wk. computer-assisted course or regular instruction on concept development by 6-yr.-old kindergarten children in Ankara ( M age of sample = 66.0 mo., SD = 4.6; M age of girls = 65.0 mo., SD = 4.4; M age of boys = 66.0 mo., SD = 4.5). Children were assigned to two groups of 40 (Experimental group: 18 girls and 22 boys; M girls' age = 65.3 mo., SD = 3.7, M boys' age = 67.1 mo., SD = 4.1; Control group: 21 girls, 19 boys, M girls' age = 64.9 mo., SD = 5.01, M boys' age = 66.7 mo., SD = 5.1). All were given the Bracken Basic Concept Scale–Revised and a general information form. Mean posttest scores in concept development for the group given computer-assisted training were statistically significantly higher.

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.

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 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 )

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>

Achievement Gains of Low-Achieving Students Using Computer-Assisted vs Regular Instruction

1998 ◽  
Vol 83 (3) ◽  
pp. 834-834
Author(s):  
L. David Weller ◽  
Shawn Carpenter ◽  
C. Thomas Holmes
Keyword(s):  
Traditional Instruction ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Regular Instruction ◽  
Achievement Gains ◽  
Grade 5 ◽  
Low Achieving Students ◽  
Assisted Instruction

One school used computer-assisted instruction for 63 low-achieving students in Grade 5. Another school used traditional instruction for 48 low-achieving students in Grade 5. Higher posttest scores for the former were attributed to daily computer-assisted instruction.

Computer-Assisted versus Teacher-Directed Teaching of Community Living Skills in People with a Mild Learning Disability

1997 ◽  
Vol 60 (11) ◽  
pp. 498-502
Author(s):  
M M Nicol ◽  
A Anderson
Keyword(s):  
Learning Disability ◽  
Computer Assisted Instruction ◽  
Community Living ◽  
Control Group ◽  
Computer Assisted ◽  
Living Skills ◽  
Assisted Instruction ◽  
Intermediate Amount ◽  
Community Living Skills

An experiment was carried out in which adults with a learning disability of the mild type undertook either computer-assisted or teacher-implemented instruction in community living skills, with a third group acting as a control group. All groups were pre-tested on a standardised psychometric measure of community living skills (the HANC 2 subscale of the Hampshire Assessment for Living with Others test), after which the experimental groups received one half-day per week training in such skills as money handling and budgeting for 3 months, when all groups were reassessed. It was found that both the teacher-led and computer-assisted instruction groups appeared to gain more than the control group, but only the teacher-led group differed significantly from the control group. The computer-assisted group improved in their scores by an intermediate amount, with their gains being non-significantly different from either the control or the teacher-led groups. The strengths and weaknesses of the software used in the study are discussed.

Uses of Feedback in Computer-Assisted Instruction in Developing Psychomotor Skills Related to Heavy Machinery Operation

1978 ◽  
Vol 20 (4) ◽  
pp. 415-423 ◽  
Author(s):  
Jeffrey R. Phillips ◽  
Jan Berkhout
Keyword(s):  
Relative Effectiveness ◽  
Computer Assisted Instruction ◽  
Control Group ◽  
Computer Assisted ◽  
Psychomotor Skills ◽  
Learning Abilities ◽  
Male And Female ◽  
Road Speed ◽  
Performance Patterns ◽  
Assisted Instruction

A study was performed to determine the relative effectiveness of different formats of computer assisted instruction (CAI) in teaching a psychomotor performance task. A control group combining male and female subjects received instruction based on the study of written materials and unstructured practice sessions on a heavy transmission gear-shifting task. No significant differences were found between male and female performance patterns and learning abilities under control conditions. Two experimental groups, both restricted to males, were trained under similar practice conditions with the addition of computer monitoring of performance and feedback of supplemental information to the students. One group received terminal feedback of numerical performance quality scores following each trial. The other group received continuous feedback of an analytic display (a display of nominal road speed against elapsed time in the form of an X-Y plot) concurrent with each trial. Both experimental groups were tested for retention of skills after transitioning to a non-feedback performance environment. Both forms of computer assisted instruction proved to be significantly superior to the control teaching procedure.

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