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>

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 Effectiveness of Computer-Assisted Instruction in Teaching Tennis Rules and Strategies

1989 ◽  
Vol 8 (2) ◽  
pp. 170-176 ◽  
Author(s):  
Mary-Margaret Kerns
Keyword(s):  
Repeated Measures ◽  
Interaction Analysis ◽  
Group Analysis ◽  
Computer Assisted Instruction ◽  
Learning Performance ◽  
Control Group ◽  
Computer Assisted ◽  
Significant Difference ◽  
Written Test ◽  
Assisted Instruction

This study assessed the effectiveness of computer-assisted instruction in teaching tennis rules and strategies. The subjects were enrolled in two beginning tennis classes at The Pennsylvania State University. The control group (n=24) received instruction by traditional means. The experimental group (n=19) received no instruction on tennis rules and strategies during regular class periods but did interact with computer-assisted tutorials during two scheduled classes. A written test was used to measure learning and was administered during pretest, posttest, and retest. A two-factor analysis of variance with repeated measures on one factor (ANOVR) was employed to determine significant differences between mean performances. The between-groups analysis and the interaction analysis were not significant, but the within-group analysis revealed an F ratio of 99.72 (p<.001). It was concluded that both groups learned tennis rules and strategies significantly from the pretest to the posttest, their learning performance on the retest differed significantly from pretest administration but not from posttest to the retest, and there was no significant difference between the performance of either group on all three testing occasions.

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. 

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 )

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.

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.

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