Analysis of the Effect of Curriculum Structure on Student Performance Measures in a Computer-Based Instructional Environment
AIR FORCE INST OF TECH WRIGHT-PATTERSON AFB OH SCHOOL OF SYSTEMS AND LOGISTICS
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Recent experiments emphasize the need for further research to determine how to design and use computer-based instruction CBI with maximum effectiveness. This research addresses that need by investigating the differences caused by top-down or deductive and bottom-up or inductive curriculum lesson structuring in self-paced CBI. Three research variables were measured to investigate these differences student learning measured by performance testing, CBI course completion time, and student attitude toward the learning experience. Computer programs, written for each curriculum structure using BASIC programming language, were administered to students at the Air Force Institute of Technology in post-test randomized design experiments. Descriptive statistics and nonparametric tests were used to analyze these results. The nonparametric tests showed that the data was not statistically significant for any of the three variables. This key finding indicated that CBI educators can use either curriculum structure with almost equal effect. Keywords Theses, Computer aided instruction, Statistical tests.
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