scholarly journals Effect of Computer-Assisted Instruction on Students’ Academic Achievement and Retention of Auto-mechanics Technology in Technical Colleges

2020 ◽  
Vol 8 (7) ◽  
Author(s):  
Titus. I. Eze ◽  
Justina. I. Ezenwafor ◽  
Sylvester Chukwutem Onwusa
Keyword(s):  
Academic Achievement ◽  
Technical Colleges ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Assisted Instruction

scholarly journals Can Computer-assisted Instruction Be Used by Students for Woody Plant Identification?

2000 ◽  
Vol 10 (2) ◽  
pp. 381-384 ◽  
Author(s):  
Anthony W. Kahtz
Keyword(s):  
Academic Achievement ◽  
Woody Plant ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Plant Identification ◽  
Field Independent ◽  
Field Dependent ◽  
Independent Students ◽  
Course Material ◽  
Assisted Instruction

The cognitive learning style theory of field dependence and independence was used to examine the academic achievement of students using a computer assisted instruction (CAI) program in a woody plant identification course. The Group Embedded Figures Test (GEFT) was used to determine the students' level of field dependence and independence. Students were blocked and randomly assigned to experimental or control groups. Participants in the experimental group used a nonlinear drill and tutorial type of CAI program as a partial laboratory substitute. The CAI program had no influence relative to traditional laboratories upon either field dependent or field independent students' long term memory of course material. However, the CAI program was of equal benefit to field dependent and independent students' academic achievement. Qualitative interviews were also conducted to assess the effect of the CAI program. Data indicated that field dependent students benefited from the CAI program as a presentation source of recall cues in the reviewing of course material, but not for the initial acquisition of knowledge. Field independent students may be able to use the CAI program to initially acquire knowledge, but its best usage may be as a method of presenting recall cues to refresh their memory. These results showed that the CAI program could be used as a partial laboratory substitute for traditional woody plant identification laboratories with no adverse effect upon student academic achievement, regardless of their level of field dependency.

Microcomputer-Based Computer-Assisted Instruction within Differing Subject Areas: A Statistical Deduction

1997 ◽  
Vol 16 (3) ◽  
pp. 281-296 ◽  
Author(s):  
Edwin Christmann ◽  
John Badgett ◽  
Robert Lucking
Keyword(s):  
Academic Achievement ◽  
Social Studies ◽  
Comparative Effectiveness ◽  
Traditional Instruction ◽  
Meta Analysis ◽  
Computer Assisted Instruction ◽  
Effect Sizes ◽  
Computer Assisted ◽  
Subject Areas ◽  
Assisted Instruction

This meta-analysis compared the academic achievement of students in grades six through twelve who received either traditional instruction or traditional instruction supplemented with computer-assisted instruction (CAI) across eight curricular areas. From the forty-two conclusions, an overall mean effect size of 0.209 was calculated, indicating that, on average, students receiving traditional instruction supplemented with CAI attained higher academic achievement than did 58.2 percent of those receiving only traditional instruction. The comparative effectiveness of CAI may be seen in the following descending order mean effect sizes: science, 0.639; reading, 0.262; music, 0.230; special education, 0.214; social studies, 0.205; math, 0.179; vocational education, −0.080; and English, −0.420.

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