A pretest-treatment-posttest experimental comparison of three individual study support environments for an introductory Management Information Systems course indicated a positive trend in student achievement on structured examinations. The three environments studied include a textbook and class notes presentation method, and two Computer Instructional Support Environments (CISE), drill and practice, and tutorial. Of these, the drill and practice individual study support method displayed a consistently positive effect on examination achievement within each of seven MIS topics. Each topic examined could be classified on the basis of the level of learning objective, and further statistical analysis results indicate a strong correlation between the CISE drill and practice method and attaining a learning objective level of knowledge. Previous research in CISE implementation has been limited by the assumptions of single learning objective levels and single presentation methods, when in fact, the environment is highly complex. A series of experimental observations for introductory MIS topics, in which the learning objective level for each is identified, compares three support environments for individual study. Separate statistical analyses, performed on individual topics, indicate a higher level of achievement by student participants in the CISE Drill and Practice environment for score improvement and improvement in the time required to complete the posttest activity. Two ANOVA models examined the relationships between individual study support methods and topics within two classifications of learning objectives. These results indicate a strong relationship between study support method and learning objective level for text score improvement. The pretest-treatment-posttest experimental design used in this analysis may be replicated across additional topics within the Introductory MIS course to increase the number of topic observations in each learning objective classification. In addition, the experiment can be performed using the same topics to increase the sample size and further clarify the statistical results.

D.Ed. (Media Science) / The education system in South Africa is at the moment in a state of flux and various strategies are being investigated to address and redress inequities in the system. Many persons would see the computer as playing a significant role in this process. The problem, however, is not whether but how to use the computer effectively and appropriately in the classroom. Should the computer merely be used as a recordkeeping facility, a tool to assist the teacher or as an instrument for assisting learners to develop their full potential as human beings (Schostak, 1988:147; HSRC, 1983a:38; HSRC, 1983b:163). Computer-assisted learning environments have variously been described as the best of learning environments and the worst of learning environments. No doubt, opinions as to the value of such environments can be found at every point along the continuum that joins these two contradictory viewpoints (Doulton, 1984; Hart, 1984; Roach, 1984; Merrill, Tolman, Christensen, Hammons, Vincent & Reynolds, 1986:279). It is the purpose of this study to systematically examine the literature regarding one of these computer-assisted learning environments and to describe its underlying theoretical assumptions in order to assess its significance for education and to provide guidelines for the development and evaluation of software that can be used in the learning environment...

This study compared three instructional approaches-- computer assisted instruction, cooperative learning, and teacher directed instruction--to determine their relative effectiveness in improving math performance of low achieving students. Additional information was collected on student time on task behavior to determine the relative impact of these treatments on this variable. An experimental research design was used. Ninety-nine rising sixth grade students were randomly assigned to one of the three instructional delivery groups for a five week summer remediation program. Classroom teachers self selected the treatment approach they used based on interest and personal experience. Additional training in the use of these strategies was provided prior to the beginning of summer school. Fourth grade students' scores on the math subtest Iowa Test of Basic Skills (ITBS) served as the baseline data for assigning students to one of the treatment groups. A subsequent ITBS math score was obtained on the same students as fifth graders with the latter score serving as the pretest measure. At the end of the summer program the ITBS math subtest was readministered to students to obtain posttest dependent measures on math concepts, math problems, math computations and math total. These data were analyzed with an ANCOVA with the fifth grade ITBS math total score serving as the covariate. While substantial academic growth was reported for all groups on the math total measure, it was found that no significant difference existed between the three groups on improving student performance on math concepts, math problems, math computations, or math total. On the time on task measure, students’ off task behavior observed was minimal and differences reported were not found to be significant. / Ed. D.