The purpose of this study was to assess the achievement of older learners when using computer-assisted-instruction tutorials with no time limits and to compare this achievement with that of other older students who were taught by the conventional lecture method of instruction. The effects of prior formal education, physical limitations, socioeconomic status, and sex were also identified. Students in the age categories fifty-five to sixty-seven and sixty-eight and over were placed at random in either a control group that would receive instruction in the conventional lecture method or a treatment group that would receive computer-assisted-instruction. Each of the students in the study completed a demographic data form, received instruction, and was tested over the topics which had been covered. The test scores and demographic data were summarized and analyzed using two-way analysis of variance. The purpose of the analysis was to determine (1) if there was a significant difference in the effectiveness of the two methods of instruction, (2) if there was a significant difference in the performance of the two age categories, (3) if there was a significant interaction between the age levels and the methods of instruction, and (4) if the test scores were affected by past formal education, physical limitations, socioeconomic status, or sex. It was determined that students in the computer-assisted-instruction groups scored as well as those in the conventional lecture method of presentation groups. There were no significant effects from past formal education, physical limitations, socioeconomic status, or sex. However, there were trends in the data that warrant further study. It was recommended that educators be encouraged to use computer-assisted-instruction tutorials when working with older students. CAI was found to be at least as effective as the more conventional lecture method, and the growth and expansion of computer technology makes this a viable option for future educational programming.

No description available.

No description available.

The problem of this study was an analysis of results obtained by a computer-assisted instructional approach and a lecture-demonstration instructional approach of teaching mathematical concepts in the area of office machines at the community college level. The purposes of this study were as follows: (1) to determine which method, the lecture-demonstration or computer assisted instruction, will produce the better mathematical skill in office machines; (2) to determine the effectiveness of computer-assisted instruction as compared to the lecture demonstration approach on the student’s attitude toward office machines, as measured by the Purdue attitude scale; (3) to compare the correlation between attitude and achievement for the computer-assisted instruction group and the lecture-demonstration group; and (4) to compare the correlation between attitude and achievement for high-ability students and low-ability students, based on scores obtained from the Otis-Lennon Mental Ability Test. The findings in this study indicate that there were no significant differences in mathematical achievement, attitude scores, or the correlation between attitude and achievement between students in the computer-assisted group and students in the lecture-demonstration group. The following conclusions were formulated from an analysis of this study. 1. Based on the mathematical achievement scores and the statistical analysis presented in this study, it is concluded that there are no demonstrated differences between the computer-assisted instructional approach and the lecture demonstration approach for teaching applied mathematical concepts to business machines students. 2. Based on the attitude scores presented in this study, students in both groups appear to have a favorable attitude toward the business machines course. Attitude scores for students in the computer-assisted group were not significantly different from scores for students in the lecture-demonstration group. 3. The integration of business machines and applied mathematics, in addition to developing speed and accuracy on electronic calculators and adding machines, produces increased achievement in mathematics.

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The purpose of this study was to explore the variables of I.Q., sex, instructional organization, classroom instructional time, and time in computer-assisted instruction (CAI) in the third and fifth grades in order to determine which of these variables or combinations of variables were the best predictors of mathematics computation and concepts achievement. The study used a one-group pretest-posttest design.

No description available.

No description available.

This study describes two efforts: (1) the development of a learning environment that includes a hypermedia data base about Mesoamerica, and (2) an observational study of middle school students using the system within a framework of problem-based learning for mastering content and thinking skills. The goal was to create a learning environment influenced by metacognitive strategies, hypermedia interface design, and problem-solving scenarios preceded by discrepant events. Participants consisted of 25 seventh-grade social studies students. They were divided into four groups, each having access to a microcomputer with the hypermedia data base. They also had additional resources such as books and magazines dealing with Mesoamerican civilizations. Data collection included direct observations from four facilitator/evaluators, audiotape, videotape, student products, software routines, and questionnaires. Findings suggest: · the hypermedia data base navigation was usable and easy to learn for these students · a discrepant event inquiry model was among the factors contributing to sustained student activity · embedded problem-solving strategies facilitated higher-order thinking only when coupled with teacher support. The key in the environment appeared to be teacher-student interactions which allowed the teacher to dynamically assess students' abilities, then provide necessary support for independent action. The computer's role was that of a tool which mediated between the teacher and students. / Ph. D.

This thesis, an autoethnography, explores my own, personal experiences using technology in various writing situations: my writing process, collaborative publishing, my M.A. internship, online tutoring, and my first experience teaching college English composition in a computer classroom.