The effectiveness of two drill and practice methods, computer-assisted instruction and workbook, was compared using six learning disabled and six normal learning students. Both instructional methods provided highly structured drill and practice of multiplication facts, but differed on several important dimensions: immediacy of feedback, individually-tailored practice of problems, and mode of presentation. A combination group/single-subject methodological approach was employed to determine any idiosyncratic or group performance differences between drill and practice methods or any group differences between learning disabled and normal students. While overall, few differences were found between the instructional methods, they did differ with respect to when learning occurred. Also, individual data suggest that for some of the students, performance varied according to the type of drill and practice employed. The performance of learning disabled and normal subjects was surprisingly similar across measures. / It was concluded that the highly structured nature of both modes of drill and practice eliminated differences in performance between the two groups. Also, while computer and workbook instruction differed on some basic structural features, these characteristics did not have a significant impact on student achievement. / Source: Dissertation Abstracts International, Volume: 44-03, Section: B, page: 0934. / Thesis (Ph.D.)--The Florida State University, 1983.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75089 |
| Contributors | FOSTER, KELLI., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 118 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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