Effectiveness Of Computer-assisted Instruction Research Articles

Effectiveness of Computer-Assisted Instruction and Conventional Instructional Approaches on High School Student Performance in Cellular Respiration

This study examined the effects of computer-aided instruction (CAI) and conventional teaching methods on high school biology performance. He was randomly selected from each of his two schools to take two science courses. An unequal, quasi-experimental, pre-test, and post-test design were used. Students in the experimental group used their CAI to learn cellular respiration (a biological concept), while the control group learned the same cellular respiration using a conventional approach. Independent and paired-samples t-tests were used to analyze pre-and post-test results for both experimental and control groups. Results showed that students taught using the traditional approach performed better on the post-test than those taught using the CAI. However, students in the experimental group performed better after being instructed to use the CAI. The results also showed that underperforming students performed better after being tutored at CAI. This indicates that CAI is more effective in teaching underperforming students.

Effect of Computer-assisted Instruction in Agricultural Science: A Focus on Colleges of Education Students in Ghana

This study examined how computer-assisted instruction (CAI) affected how agricultural science was taught and learned in colleges of education. From the Ashanti and Western North regions of Ghana, two colleges of education were chosen using a purposeful selection technique. 350 pre-service teachers from the chosen colleges made up the study's population. Scores from the pre-and post-tests for the pupils were submitted to a quasi-experimental design. While the students in the control group were taught the same concepts using the traditional method, the students in the experimental group learned agricultural concepts through computer-assisted instruction (CAI). The traditional mode of instruction included lectures, group discussions, and question and answer sessions. The study's results demonstrated that pre-service teachers who received CAI performed better than their counterparts who received traditional classroom teaching. Recommendations about the necessity of creating pertinent CAI packages for teaching agriculture in Ghanaian colleges of education were made based on the research findings.

The Effect of Computer-Assisted Instruction on Piano Education: An Experimental Study of Students of biological sciences

The paper follows the experimental study of "the effect of computer-assisted instruction on piano teaching: An experimental study of students of biological sciences". It analyzes the results, which show a significant increase in practice time and success rate. Scientists from both universities have been working on a project to see if computer-assisted instruction would be useful for music education. They ran an experiment with students to see its effects. They found that it had greater effects on some types of learning than others. The paper summarizes the findings and talks about implications for future research in this field as well as practical applications for computer-assisted instruction in various fields, including education. Evaluation was based on three areas: practice, piano playing, and music appreciation. Students were divided into two groups: computer students and students without computers. The research team had expected that by using the computer, students will be able to practice longer and improve more quickly. The experiment also supposed that the additional practice would affect their concentration and listening skills in playing well-known pieces of music.

Effect of Computer-Assisted Instruction on Students’ Performance in Selected Cell Division Topics: A Quasi-Experimental Study at Adisadel College, Ghana

Effect of Computer-Assisted Instruction on Students’ Performance in Selected Cell Division Topics: A Quasi-Experimental Study at Adisadel College, Ghana

Effect of Computer-Assisted Instruction in Simulation Mode for Learning Mathematics on students at Secondary school level

Effect of Computer-Assisted Instruction in Simulation Mode for Learning Mathematics on students at Secondary school level

The Effect of Computer-Assisted Instruction on Piano Education: An Experimental Study with Pre-service Music Teachers

This study investigated the effect of computer assisted teaching practices in piano courses in Department of Music Education of Faculty of Education on students’ success, piano playing skills and to what extent they provided permanent learning. The research was carried out with the pre-test/post-test research design with a control group, one of quasi experimental designs. In the study, the experimental group was provided computer-assisted piano instruction, while the control group received the regular curriculum instruction. There were 7 female and 6 male students in the control group and 6 male and 7 female students in the experimental group. A computer-assisted piano instruction program was developed for the experimental group. Instruction in the experimental and control groups lasted for 10 lessons. Piano Achievement Test and Piano Observation Form were used as data collection tools. Mann Whitney U test was used to test permanent learning and the success and piano skills of the groups. The results of the research show that computer assisted piano instruction applied in the experimental group is more effective than the regular curriculum instruction in increasing students’ course success and permanent learning. However, no significant difference was found between the post-test levels of the experimental and control groups in terms of piano skills.

The Effect of Computer-Assisted Instruction on Challenging Behavior and Academic Engagement

Students with intellectual and developmental disabilities (IDD) require intensive supports, including those that target behavior, to make progress on literacy goals. In this study, we investigated whether computer-assisted instruction (CAI) may be one effective method to decrease challenging behavior and increase academic engagement. Participants were three students with IDD (7 to 9 years old) who engaged in challenging behaviors during instruction. We used a single-case alternating treatments design to compare levels of challenging behavior and academic engagement during paper-based and CAI (i.e., tablet computer-based) literacy instruction. Results indicated that CAI was associated with decreased challenging behavior and increased academic engagement for two of three participants. In addition, the CAI condition corresponded with higher scores on academic performance assessments for one participant. Although teacher and student measures of social validity were positive, there was limited evidence that results maintained. These findings are described in relation to their limitations, future directions for research, and impact on practitioners.

Effects of computer-assisted instruction on students' achievement in atomic and nuclear physics in Senior Secondary Schools in Rivers State

Effects of computer-assisted instruction on students' achievement in atomic and nuclear physics in Senior Secondary Schools in Rivers State

Effects of computer-assisted instruction on students’ achievement in atomic and nuclear physics in Senior Secondary Schools in Rivers State

The study examined the Effects of computer-Assisted Instruction (CAI) on students’ achievement in Atomic and Nuclear Physics in Rivers state. The objective of the study was to determine the difference in the academic achievement Physics students when taught atomic and nuclear physics with CAI and lecture method. The study adopted pretest-posttest design of quasi-experimental research. The study was carried out in Rivers state senior secondary schools. The population of the study comprised of all senior secondary school 3 physics students in Rivers state. The sample size of the study was drawn using purposive random sampling. The total sample size of the study was one hundred and twenty (120). The sample size was grouped to control (60) and experimental groups (60). The instrument used for the study was an achievement test which was tagged “Atomic and Nuclear Physic Achievement Test (ANPAT)”. The instrument consisted 40 Multiple Choice Question (MCQ). The instrument was sectioned into four parts, each section measured students’ knowledge on the models of atom, energy quantization, photoelectric emission and thermionic emission. The reliability of the instrument was tested using test-retest method which yielded 0.88 reliability coefficient. Mean and standard deviation was used for data analysis while t-test was used to test the hypotheses at 0.05 level of significance. It was found that students that were taught atomic and nuclear physics with CAI (60.5) have higher mean achievement scores than those taught with lecture method (44.1).   This implies that students taught atomic and nuclear physics using computer assisted instruction performed better than those taught with lecture method. The t-test analysis also showed that the differences that exist in the mean are statistically significant at 0.05. Thus, the study recommended that government should assist the schools to make adequate computers available for teaching and learning physics in secondary schools.

Effect of Computer-Assisted Instruction (CAI) on the Academic Achievement in Secondary Physics

The study aims to determine the effect of implementing a Computer-Assisted Instruction on secondary physics students’ academic achievement. The research utilized the quasi experimental pretest-posttest control group design that is participated by 157 Grade 10 students of a private school in the Philippines. The experimental group was taught using the Computer-Assisted Instruction while the control group was instructed using the conventional method of teaching Physics. Mann-Whitney test with a significance level of 0.05 was used in comparing the difference between pretest scores of the control and experimental groups, the difference between the pretest and posttest scores of the control group and experimental group, and Z test with a significance level of 0.05 was utilized in comparing the mean gain scores of both groups to determine the effect of the CAI. The findings of the study show that both CAI and conventional methods of teaching improve the level of performance of students in physics significantly. However, when the effectiveness of the two methods is compared, there is no significant difference between their effects on academic achievement. Therefore, CAI could be used as an alternative teaching method.

The Effect of Computer-Assisted Instruction on Students’ Knowledge about Health Impacts of Cigarette Smoke in Pregnant Women and Newborns

The Effect of Computer-Assisted Instruction on Students’ Knowledge about Health Impacts of Cigarette Smoke in Pregnant Women and Newborns

The Effect of Computer-Assisted Instruction and Initial Knowledge on CNC Machinery Technique Learning

The Effect of Computer-Assisted Instruction and Initial Knowledge on CNC Machinery Technique Learning

Effects of Computer-Assisted Instruction on Secondary School Students' Academic Achivement in the Learning of Government as a Subject

Effects of Computer-Assisted Instruction on Secondary School Students' Academic Achivement in the Learning of Government as a Subject

Retrospect and prospect of computer assisted English language learning: a meta-analysis of the empirical literature

ABSTRACTThe effectiveness of computer-assisted instruction in language learning has been the topic of a long-standing debate. Prompted by this debate, we attempted to provide an updated meta-analysis on the learning effect of computer-assisted English language instruction on a broad range of study features. This meta-analysis of the experimental literature compares computer-assisted English language learning with traditional face-to-face treatments, including 140 computer-assisted learning versus classroom instruction studies, which yield 158 achievement effects. After examining the methodological quality, the overall weighted average effect size for achievement was +0.50, and it was heterogeneous. The results indicated that computer-assisted instruction had an overall medium effect on English language development. Moreover, the mixed effects model for moderator analyses indicated that Web-based instruction yielded a larger mean effect (+0.54) than traditional computer-assisted instruction (+0.47). Further analyses led to the identification of four important moderators of English language learning: type of interaction, communication mode, language learning context, and treatment duration. Insights into the evolution, not only in the technological but also in the sociological context and educational theories, and the future prospects of computer-assisted instruction are discussed.

Playful learning with technology: the effect of computer-assisted instruction on literacy and numeracy skills of preschoolers

ABSTRACTThis study examined the effects of computer-assisted instruction – framed as playful activity and presented via e-tablet – on the literacy and numeracy skills of preschoolers’ enrolled in a private, suburban childcare center in the eastern United States. Two groups [comparison (n = 23) and computer-assisted (n = 24)] participated in this 11-week study. All participants engaged in self-selected, imaginative learning centers. Additionally, the computer-assisted group completed 10 minutes of daily, individualized instruction using interactive, educational software. Scores on achievement tests were collected at the beginning of the study and immediately after the intervention. The groups were compared on achievement of literacy skills (e.g. letter–word identification, picture/definitional vocabulary, phonological awareness) and numeracy skills (e.g. number recognition, counting, sizes/comparisons, applied problems, quantitative concepts, shapes). Results revealed significant differences between the groups on post-achievement tests, indicating that playful learning through educational software may enhance literacy and numeracy skills among preschoolers.

The effect of computer-assisted instruction on students’ achievement in science education

In this study, the effect of traditional and computer-assisted instructon (CAI) methods on 7th grade elementary school students' achievement in the topic of “Journey to the Interior Structure of the Matter” was examined. Experimental design with pre-test and post-test control group was used. The experimental and control group students were taught for 8 weeks. Researchers used CAI (Adobe Flash, Microsoft Office) in the experimental group and traditional learning methods in the control group. The experimental group (N=23) and the control group (N=23) were selected via simple random sampling. "Journey to the Internal Structure of the Matter Success Test" developed by the researchers was used to collect data. SPSS program was used for analysis of research data. In the interpretation of the data, descriptive analyses and t-test were used. Cohen d, also calculated the effect size. Results show that the success of the students in both traditional learning and CAI methods has increased significantly.

Effects of Computer-Assisted Instruction and Demonstration Method of Teaching Automobile Technology in Federal Colleges of Education (Technical) in North-Eastern Nigeria

Effects of Computer-Assisted Instruction and Demonstration Method of Teaching Automobile Technology in Federal Colleges of Education (Technical) in North-Eastern Nigeria

Effects of Computer-Assisted Instruction with Conceptual Change Texts on Removing the Misconceptions of Radioactivity

Training young scientists, enabling conceptual understanding in science education is quite important. Misconception is one of the important indications for whether the concepts are understood or not. The most important educational tools to remove misconceptions are conceptual change texts. In addition, one of the important methods to remove misconceptions is computer-assisted instruction. The goal of this study is to research the effects of the use of computer-assisted instruction (CAI), conceptual change texts (CCT), computer-assisted instruction with conceptual change texts (CAI+CCT), and use of traditional teaching method (TTM) on removing the misconceptions of science teacher candidates on the subject of radioactivity. Research sample was made of totally 92 students studying at four different groups of senior students in Celal Bayar University, Faculty of Education, Department of Science Education in 2011-2012 academic year. A different teaching method was used in each group. Experimental groups were randomly determined; in the first experimental group, computer-assisted instruction was used (23 students); in the second experimental group, conceptual change texts were used (23 students); in the third experimental group, computer-assisted instruction with conceptual change texts were used (23 students); and the fourth group, on which traditional education method was used, was called control group (23 students). Two-tier misconception diagnostic instrument, which was developed by the researcher, was used as data collection tool of the research. “Nonequivalent Control Groups Experimental Design” was used in this research in order to determine the efficiency of different teaching methods. Obtained data were analyzed by using SPSS 21.0. As a result of the research, it was determined that methods used on experimental groups were more successful than traditional teaching method practiced on control group in terms of removing misconceptions on radioactivity.

The Effect of Computer-Assisted Instruction on the Students Acquisition of Science Processes Skills in Chemistry Course

U sing computer in educational field has been classified into three groups: learning from computer, learning about computer, and learning with computer (Jonassen, 2000). It has been argued that there is an urgent need to use different teaching approaches (Al-sheikh, 1973; Bayrak & Bayram, 2010a; Zaiton, 2004). Moreover, utilizing the benefits of instructional technology such as Computer-Assisted Instruction (CAI) has become a topic of interest within the educational field. Computer-assisted instruction and its facilities probably help students to understand the chemical concepts and develop their science processes skills. This study aimed to investigate the impact of computer-assisted instruction in chemistry course on development of science processes skills by ages ranged from (17-18) from secondary school in Saudi Arabia. The study was quantitative in nature and involved (61) students in science section. For data gathering, the experimental research was conducted. The research design was randomized pretest-posttest control group design, and the researchers created science processes measurement including two dimensions namely basic science processes skills (BSPS), and integrated science processes skills (ISPS) the dependent variable was students’ performance on the test of science processes skills. On the other hand, the independent variable was teaching method including two levels; traditional approach, and by using computer- assisted instruction in chemistry course. The findings revealed that the computer- assisted instruction in chemistry increases the students’ performance on the basic science processes skills (BSPS).

Using dynamic software in mathematics: the case of reflection symmetry

This study was carried out to examine the effects of computer-assisted instruction (CAI) using dynamic software on the achievement of students in mathematics in the topic of reflection symmetry. The study also aimed to ascertain the pre-service mathematics teachers’ opinions on the use of CAI in mathematics lessons. In the study, a mixed research method was used. The study group of this research consists of 30 pre-service mathematics teachers. The data collection tools used include a reflection knowledge test, a survey and observations. Based on the analysis of the data obtained from the study, the use of CAI had a positive effect on achievement in the topic of reflection symmetry of the pre-service mathematics teachers. The pre-service mathematics teachers were found to largely consider that a mathematics education which is carried out utilizing CAI will be more beneficial in terms of ‘visualization’, ‘saving of time’ and ‘increasing interest/attention in the lesson’. In addition, it was found that the vast majority of them considered using computers in their teaching on the condition that the learning environment in which they would be operating has the appropriate technological equipment.