ASSESSING THE TEACHING EFFICACY OF COMPUTER BASED INSTRUCTION COVERING EXCESS POST- EXERCISE OXYGEN CONSUMPTION

Abstract

47 Computer-assisted instructional materials (CAI) are in high demand. However, it is not known whether CAI fulfill student learning needs. The manner in which they are implemented may be a primary determinant of their teaching efficacy. The teaching efficacy of one CAI was assessed at two universities that offer bachelor of science degrees in Physical Education. Experimental and control groups completed traditional laboratory and lecture experiences. In addition, the experimental group included CAI in their study materials whereas the control group did not. The CAI, which would require between five and six hours to complete in its entirety, was designed to completely replace a traditional laboratory experience. However, experimental subjects accessed it for an average of only 23.83 minutes. Analysis of variance (ANOVA) for data from both schools revealed that mean test scores for questions pertaining to EPOC were not significantly different for students who used the CAI compared to control students that did not use it (p = 0.7697). Analysis of covariance (ANCOVA) revealed that subject demographic variables did not have a significant influence (p < 0.05) on mean test scores for those questions pertaining to EPOC at either school. Not surprisingly, this minimal exposure to the CAI did not result in significant test score improvements.