This dissertation investigated whether computer assisted instruction improves vocabulary, spelling, style, logical sentences, sentence combining thematic maturity, contextual vocabulary, syntactic maturity, contextual spelling, and contextual style when compared to traditional writing instruction. Two groups were used in the study. One group used computer-assisted instruction and the other did not.
The questions investigated were, did the computer assisted instruction group show a significant improvement and second, was that improvement significantly larger than that of the traditional writing instruction group. The research hypotheses of this study were not supported. There was not sufficient evidence to conclude that the computer-assisted instruction group showed an improvement and that improvement was higher more than that of the traditional writing instruction group. There were possible reasons why the research hypotheses of this study were not supported. The subjects in the computer-assisted instruction group were not proficient at using the keyboard before entering the study. The subjects in the computer assisted instruction group were frustrated from the lack of keyboarding skills. They seemed to have difficulty looking at the keyboard, their hands, and the screen while they were word processing. The subjects ‘eye hand coordination may have limited their keyboarding skills. There may not have been sufficient time to have the desire affect. The study intervention was for a short time. Only 15 hours were planned. During the posttest section of the study, the subjects in the computer-assisted instruction group and the traditional writing instruction group were fatigued from taking The Test of Written Language - Second Edition (Form B), the Clark County School District new version of the Criterion Reference Test, and the Clark County School District old version of the Criterion Reference Test. The fatigue problem may have had an effect or reduced assisted instruction group were frustrated from the lack of keyboarding skills. They seemed to have difficulty looking at the keyboard, their hands, and the screen while they were word processing. The subjects'eye hand coordination may have limited their keyboarding skills. There may not have been sufficient time to have the desire affect. The study intervention was for a short time. Only 15 hours were planned. During the posttest section of the study, the subjects in the computer-assisted instruction group and the traditional writing instruction group were fatigued from taking The Test of Written Language - Second Edition (Form B), the Clark County School District new version of the Criterion Reference Test, and the Clark County School District old version of the Criterion Reference Test. The fatigue problem may have had an effect or reduced
| Identifer | oai:union.ndltd.org:nova.edu/oai:nsuworks.nova.edu:gscis_etd-1918 |
| Date | 01 January 1994 |
| Creators | Wicker-Wright, Debora D. |
| Publisher | NSUWorks |
| Source Sets | Nova Southeastern University |
| Detected Language | English |
| Type | text |
| Source | CEC Theses and Dissertations |
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