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COMPARATIVE EFFECTS OF ABILITY AND PRESENTATION MODE IN COMPUTER-ASSISTED INSTRUCTION AND PROGRAMMED INSTRUCTION.
FLORIDA STATE UNIV TALLAHASSEE COMPUTER-ASSISTED INSTRUCTION CENTER
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The performance of 64 high and low ability students was compared on an instructional sequence in significant figures, a mathematical concept, which was presented via programmed instruction and computer-assisted instruction. The programmed test consisted of 52 linear frames. The CAI program which was presented on a cathode-ray tube terminal CRT had the same basic frames plus remediation for incorrect responses as well as remedial loops. The results on a posttest, retention test, and learning errors, indicated that high ability students performed better than low ability students students using PI performed significantly better than those using CAI, and in each case there was a significant ability by treatment interaction. The observed differences are attributed to the very poor performance of the low ability students who used the CRT terminal. It is suggested that low ability students may require hard copy memory aids to supplement CAI learning experiences. Author
APPROVED FOR PUBLIC RELEASE