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The Relationship Of School Achievement To The Frequency Of Computer Assisted Instruction
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Book Synopsis The Relationship of School Achievement to the Frequency of Computer-assisted Instruction by : Robert A. Geisler
Download or read book The Relationship of School Achievement to the Frequency of Computer-assisted Instruction written by Robert A. Geisler and published by . This book was released on 1990 with total page 534 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship Between Computer-assisted Instruction in Reading and Mathematics Achievement and Selected Student Variables by : Ida Long Clayton
Download or read book The Relationship Between Computer-assisted Instruction in Reading and Mathematics Achievement and Selected Student Variables written by Ida Long Clayton and published by . This book was released on 1992 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Assessing the Impact of Computer-Based Instruction by : Margaret D Roblyer
Download or read book Assessing the Impact of Computer-Based Instruction written by Margaret D Roblyer and published by CRC Press. This book was released on 1988-11-16 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: Can computer applications help improve student performance? For what skills, grade levels, content areas, and type of students are computer applications most effective? Can computer applications improve student attitude toward school and decrease drop-out rates? Discover what the research reveals--in this provocative new book--about these and other crucial questions concerning the impact of computer-based instruction. Assessing the Impact of Computer-Based Instruction provides the most comprehensive and up-to-date summary available on the effects of computer applications on both student achievement and attitudes. Within its pages are also the most extensive bibliography ever prepared on past reviews of research, current reports and articles, and dissertations in the area of computer uses in education. This groundbreaking new book provides educational decisionmakers with the facts they need in order to justify the expense and effort of maintaining and expanding the instructional role of computers in schools. It is also useful as a resource text in the pre-service training of computer educators and for graduate students doing research in instructional computing.
Book Synopsis The Relationship Between Computer-assisted Instruction, Instructor-led Instruction, and Learning Achievement for Teaching Statistical Process Control by : Roderick Keane Walsh
Download or read book The Relationship Between Computer-assisted Instruction, Instructor-led Instruction, and Learning Achievement for Teaching Statistical Process Control written by Roderick Keane Walsh and published by . This book was released on 2000 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Relationships Between Student Attitudes Toward Computer-assisted Instruction and Training Performance by : Bruce W. Knerr
Download or read book Relationships Between Student Attitudes Toward Computer-assisted Instruction and Training Performance written by Bruce W. Knerr and published by . This book was released on 1978 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt: The attitudes of 90 enlisted personnel toward Computer-Assisted Instruction (CAI) were measured before and after they received instruction presented by CAI. The attitude pretest and posttest were administered on line. The instructional material was divided into four lesson segments, each followed by a review (test) segment. Students who failed to reach the criterion score for any review segment repeated the corresponding lesson segment. A criterion test was administered at the end of the last segment. Measures of student performance used during the course of the instruction were: (a) the total score on the criterion test (total score); (b) the number of errors made during the lesson and review segments (errors); (c) the percentage of responses made during the lesson and review segments that were incorrect (percent errors); (d) the time required to complete the lesson and review segments (time); and (e) the number of review segments failed (review failures). The attitudes pretest did not correlate significantly with any of the performance measures. A significant correlation was obtained between attitude posttest and percent errors (r = -.22). Attitude change was correlated with total score (r = .28), errors (r = -.19), and percent errors (r = -.25). Attitude and attitude change were not related to student ability. (Author).
Book Synopsis The Impact of Computer-assisted Instruction Upon Student Achievement in a Magnet School by : Olive Westberry Conlin
Download or read book The Impact of Computer-assisted Instruction Upon Student Achievement in a Magnet School written by Olive Westberry Conlin and published by . This book was released on 1989 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Identifying the Relationship Between Feedback Provided in Computer-assisted Instructional Modules, Science Self-efficacy, and Academic Achievement by : Diann Etsuki Mazingo
Download or read book Identifying the Relationship Between Feedback Provided in Computer-assisted Instructional Modules, Science Self-efficacy, and Academic Achievement written by Diann Etsuki Mazingo and published by . This book was released on 2006 with total page 179 pages. Available in PDF, EPUB and Kindle. Book excerpt: Feedback has been identified as a key variable in developing academic self-efficacy. The types of feedback can vary from a traditional, objectivist approach that focuses on minimizing learner errors to a more constructivist approach, focusing on facilitating understanding. The influx of computer-based courses, whether online or through a series of computer-assisted instruction (CAI) modules require that the current research of effective feedback techniques in the classroom be extended to computer environments in order to impact their instructional design. In this study, exposure to different types of feedback during a chemistry CAI module was studied in relation to science self-efficacy (SSE) and performance on an objective-driven assessment (ODA) of the chemistry concepts covered in the unit. The quantitative analysis consisted of two separate ANCOVAs on the dependent variables, using pretest as the covariate and group as the fixed factor. No significant differences were found for either variable between the three groups on adjusted posttest means for the ODA and SSE measures (.95F(2, 106) = 1.311, p = 0.274 and .95F(2, 106) = 1.080, p = 0.344, respectively). However, a mixed methods approach yielded valuable qualitative insights into why only one overall quantitative effect was observed. These findings are discussed in relation to the need to further refine the instruments and methods used in order to more fully explore the possibility that type of feedback might play a role in developing SSE, and consequently, improve academic performance in science. Future research building on this study may reveal significance that could impact instructional design practices for developing online and computer-based instruction.
Book Synopsis The Effects of Computer Assisted Instruction on the Academic Achievement of Students Enrolled in Accounting I Classes by : Carlos Edward Johnson
Download or read book The Effects of Computer Assisted Instruction on the Academic Achievement of Students Enrolled in Accounting I Classes written by Carlos Edward Johnson and published by . This book was released on 1977 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effect of Computer Assisted Instruction on Academic Achievement, School Daily Attendance, and School Library Usage at Margaret Murray Washington Career Center by : Elizabeth Skinner Smith
Download or read book The Effect of Computer Assisted Instruction on Academic Achievement, School Daily Attendance, and School Library Usage at Margaret Murray Washington Career Center written by Elizabeth Skinner Smith and published by . This book was released on 1980 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship of Computer Assisted Instruction to Mathematics Achievement, Student Cognitive Styles, and Student and Teacher Attitudes by : Ann Harland Green Webster
Download or read book The Relationship of Computer Assisted Instruction to Mathematics Achievement, Student Cognitive Styles, and Student and Teacher Attitudes written by Ann Harland Green Webster and published by . This book was released on 1990 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract.
Book Synopsis Development of Multimedia based Computer Animation Courseware and Computer Assisted Instructional Courseware for Integrated Mass and Individualized Instruction in Teaching Biology at High School Level by : Dr. K. K. Rajendran
Download or read book Development of Multimedia based Computer Animation Courseware and Computer Assisted Instructional Courseware for Integrated Mass and Individualized Instruction in Teaching Biology at High School Level written by Dr. K. K. Rajendran and published by Lulu.com. This book was released on with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Effect Of Computer Assisted Instruction On Students Achievement by : Moses Majdoub Bedwei
Download or read book Effect Of Computer Assisted Instruction On Students Achievement written by Moses Majdoub Bedwei and published by . This book was released on 2012-10-12 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship Between Supplemental Computer Assisted Mathematics Instruction and Student Achievement by : Susan Quest Manuel
Download or read book The Relationship Between Supplemental Computer Assisted Mathematics Instruction and Student Achievement written by Susan Quest Manuel and published by . This book was released on 1987 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Short-term Impact of Computer-assisted Instruction on Academic Achievement by : Michelle E. Crocker
Download or read book The Short-term Impact of Computer-assisted Instruction on Academic Achievement written by Michelle E. Crocker and published by . This book was released on 1997 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship Between Computer Assisted Instruction and Mathematics Achievement Scores at the Second Grade Level by : Gary Jones
Download or read book The Relationship Between Computer Assisted Instruction and Mathematics Achievement Scores at the Second Grade Level written by Gary Jones and published by . This book was released on 1989 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Effects of Computer-assisted Instruction on Elementary Sudents' [i.e. Students'] Academic Achievement in Mathematics by : Daphne A. P.-Robinson
Download or read book Effects of Computer-assisted Instruction on Elementary Sudents' [i.e. Students'] Academic Achievement in Mathematics written by Daphne A. P.-Robinson and published by . This book was released on 2008 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Impact of Computer-assisted Instruction on Ninth- and Tenth-grade Students by : Melanie May McNeely
Download or read book The Impact of Computer-assisted Instruction on Ninth- and Tenth-grade Students written by Melanie May McNeely and published by . This book was released on 2014 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: With over 60 years of education reform, including the National Defense Education Act (NDEA) in 1958, Individuals with Disabilities Education Act (IDEA) in 1975, and No Child Left Behind (NCLB) in 2002, the achievement gap still existed at the beginning of the 21st century, and the effectiveness of the U.S. public school system continued to be questioned. This study was conducted to examine the effect of the use of a computer-assisted instruction curriculum, Achieve 3000®, among select secondary reading students in a central Florida school district and their implications for student achievement. This study showed significant difference existed in the type of students rather than the reading program. The ANCOVA performed on all students and the ANOVAs performed for exceptional education students, males and females, free/reduced lunch and ethnic subgroups did not show a significant statistical difference in the 2012-2013 reading achievement scores. The Achieve 3000® reading program did not close the achievement gap any more than the non-Achieve 3000® reading program. Conversely, the ANOVA performed for English language learners did show a significant statistical difference between the 2012-2013 reading achievement scores. However, the effect size each question was small indicating the practical implication was also small. Ultimately, this study made a strong argument for the need for further research.
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