Impact Of Computer-assisted Instruction Research Articles

DESCRIBING SCIENCE MOTIVATION AND ACHIEVEMENT OF SENIOR HIGH SCHOOL SUBANEN LEARNERS USING COMPUTER-ASSISTED INSTRUCTION

This research delved into the impact of Computer-Assisted Instruction (CAI) on enhancing science education among Senior High School (SHS) Subanen learners. The incorporation of CAI revealed a significant surge in motivation (mean score of 4.80) and a noteworthy improvement in academic achievement (14% increase in Mean Percentage Score in post-tests) among SHS Subanen students. The study identified a substantial correlation between science motivation and academic achievement among senior high school Subanen learners utilizing CAI. Furthermore, a notable difference in the academic performance of SHS Subanen learners emerged between the pre-test and post-test results when employing CAI. According to SHS Subanen learners, the integration of CAI in their science classes rendered lessons more engaging and comprehensible, attributing this to the incorporation of images, videos, and other interactive learning resources. Despite the positive outcomes, SHS Subanen learners faced challenges during the integration of CAI, including power interruptions, an extensive curriculum, and headaches due to prolonged computer exposure. To overcome these difficulties, students employed strategies such as reviewing topics through computer browsing, approaching challenges with a love for learning, and incorporating relaxation techniques into their study routines.

The Impact of Computer-Assisted Instruction on Student Performance: Evidence from the Dual-Teacher Program

The Impact of Computer-Assisted Instruction on Student Performance: Evidence from the Dual-Teacher Program

Impacts of Computer-Assisted Instructions on Students' Academic Performance of Biology within Secondary Schools

Computer-assisted instructions (CAI) not only motivate students to learn but also enable learners to learn by interacting with instructional tools that allow learners to react the way they would react in real situations. This study sought to investigate the impact of computer-assisted instruction on learners' achievement of biology with a focus on cell division topics. The study adopted a quasi-experimental design. The population of this study was all upper secondary students that have Biology in their learning subjects within the Nyagatare district. To get a sample, researchers purposively selected three schools on the condition that they are equipped with smart classrooms having connected computers. The researchers took one class at each school. Thus, we got a total of ninety (90) senior five learners. The researchers split these learners into two groups composed of 45 learners in the experimental group, and 45 students in the control group. Learners in the experimental group were subjected to computer-assisted instructions while learners in the control group went through the traditional lecturing instructions. To collect data, a biology performance test (BPT) was used. The reliability coefficient (Cronbach’s coefficient Alpha) calculated for the instrument was 0.704. Pre and post-tests were given to all students in both groups. We used the inferential statistics t-test to analyze the data. The results showed [t (88) = -6.640, p = .000; p<.05] indicating that there is a statistically significant difference in mean scores between groups. The findings from the study allowed us to conclude that computer-assisted instruction enhances students' performance in biology, especially in cell division. Therefore, we recommend the integration of computer-assisted instructions into teaching and learning to enhance learners’ performance in biology.

Enhancing University Students’ Achievement in Physics using Computer-Assisted Instruction

Twenty-first century classrooms have come with a lot of changes in instructional delivery at various levels of education. However, most lecturers in Nigerian universities still adopt the traditional method of instruction not minding the demands of the twenty-first century classrooms. As a result of this, there is a dearth of empirical evidence on the impact of computer-assisted instruction on the students’ achievement in physics. This study, therefore, sought the efficacy of computer-assisted instruction (CAI) on students’ achievement in physics. A randomized controlled trial experimental design was adopted for the study using a sample of 120 participants. Physics Achievement Test (PAT) was used to collect data for the study. Analysis of covariance was used to analyze the data. It was found that Computer-Assisted Instruction (CAI) had a significant effect on students’ achievement in physics at posttest and follow-up assessments. Thus, Physics education lecturers should be trained on how to design and use CAI package for effective twenty-first century classroom instructional delivery in Nigerian university.

A Meta-Analysis Examining the Impact of Computer-Assisted Instruction on Postsecondary Statistics Education

The present meta-analysis is a comprehensive investigation of the effectiveness of computer-assisted instruction (CAI) on student achievement in postsecondary statistics education across a forty year period of time. The researchers calculated an overall effect size of 0.566 from 70 studies, for a total of 219 effect-size measures from a sample of n = 40, 125 participants. These results suggest that the typical student moved from the 50th percentile to the 73rd percentile when technology was used as part of the curriculum. This study demonstrates that subcategories can further the understanding of how the use of CAI in statistics education might be maximized. The study discusses implications and limitations.

Impact of Computer-Assisted Instruction in Hydrogeology on Critical-Thinking Skills

Although studies demonstrate that computer-assisted instruction (CAI) can be effective for enhancing basic cognitive skills such as rote memory, the role of CAI in developing higher-order critical-thinking skills such as problem solving remains uncertain. Using principles from cognitive psychology, the impact of a hydrogeological CAI laboratory on student problem-solving skills is assessed. Problem-solving skill is measured by statistical analyses of the ability to transfer concepts across disciplinary domains. Results suggest that in comparison to traditional instruction, the CAI laboratory focuses student attention on fundamental principles and is effective in developing problem-solving skills, particularly for students with stronger backgrounds in math and science.

Student Study Choices in the Principles of Economics: A Case Study of Computer Usage

Principles of Economics students at Mississippi State University were provided the opportunity to use computer assisted instruction (CAI) as a supplemental study activity. Students were free to choose the extent of their computer work. Throughout the course, weekly surveys were conducted to monitor the time each student spent with their textbook, computerized tutorials, workbook, class notes, and study groups. The surveys indicated that only a minority of the students actively pursued CAI. Probit and OLS models were estimated to identify the factors which determined the probability of computer use and the mean weekly time spent in CAI. The results indicated that black students spent significantly less time engaged in CAI but older students spent more time with the computer. Students with greater physical access to computers and students who had taken a formal course in computer operations spent more time each week in CAI. Further, students who highly rated the importance of CAI to their learning were more likely to be computer users and spend more time on task. The impact of CAI on student performance was estimated within the context of a “treatment effects” model which controlled for the self-selection of students into two categories of computer users. The results indicated that CAI did significantly improve end-of-course test performance, holding all else constant. Given the negligible use of CAI, the authors conclude that students failed to perceive the expected return to computer time or were willing to bear the opportunity cost of pursuing other study activities.

"Assessing the Impact of Computer-Assisted Instruction (CAI) in Undergraduate Latin American Studies Courses"'

This article uses several approaches to assess the impact that using computerassisted instruction (CAI) had in several undergraduate courses taught at American University (Washington, DC). The various CAI materials are first described (Part II in general, and Part III in greater detail for one program which was authored in-house) as part of an evolutionary process from conventional teaching of several courses to increasingly heavy use of CAI. The principal focus is a General Education survey course for first and second year college students, "Latin America: History, Art, Literature". Part IV describes the methodology of the assessment process, along with the various sets of data developed. The data are then analyzed in Part IV, and discussed in Part V, with an emphasis on possible reasons for the success (or lack of) in using CAI in these courses, along with some limitations and problems observed. Conclusions are reached in Part VI. In examining the literature on CAI, one is struck by the generally accepted premise that CAI has a strong positive impact on teaching, especially at the K- 12 and lower university levels.2 Understandably, this premise is enthusiastically echoed by those involved in developing and selling the hardware and software labeled as "educational".

Can U.S. Developed CAI Work Effectively in a Developing Country?

The study examined the impact of computer-assisted instruction (CAI) developed in the United States on the reading and math performance of students enrolled in the Grenada school system. Over a three year period students in standards one through five substituted CAI instruction in reading and math for part of their conventional instruction. These students were compared to students from three control schools thought to be comparable to the CAI school, and to a school in an urban area that had the reputation of being one of the better schools in the country. The results of reading tests indicated that an initial negative impact of CAI during the first two years of the study turned into a positive impact during the third year. The impact of CAI instruction in mathematics was uniformly positive over the three years of the project. The study also produced evidence that lower ability students may have benefited more from CAI instruction than higher ability students.

Computer-assisted instruction. An overview.

The development of computer-assisted instruction (CAI) is discussed and definition of major concepts is presented. The three major types of CAI (drill and practice, tutorials, and simulations) are defined and examples given for each. The impact of CAI in nursing is discussed and several CAI systems are described.

The Impact of Computer-Assisted Instruction on Disadvantaged Young Adults in a Non-Traditional Educational Environment

This paper summarizes the results of an experiment to assess the impact of introducing computer-assisted instruction (CAI) into an individualized educational program that previously used only print media. Participants were young adults (ages 16 to 22) enrolled in the Job Corps, a Federal vocational and educational program for the economically and educationally disadvantaged. An experimental group, with CAI added to their curriculum, was compared to a control group on pretest and posttest gains in reading and mathematics achievement. Multiple regression analysis yielded significantly greater reading achievement gains for the experimental group compared to the control group when adjusted for the effects of several covariates. No statistically significant differences were found in mathematics.

Computer-Aided Instruction in Law: Theories, Techniques, and Trepidations

Legal education is only beginning to make use of the technological capabilities of computers as a medium for instructional design. In this article the authors show the applicability of computer-assisted instruction to law through programmed instructional techniques. They trace the two decades of development of computer-assisted instruction (CAI) in law, the use and misuse of the computer's capabilities, the impact of CAI on law student attitudes and performance, and the positive student endorsement. They carefully analyze the computer's capacity for use in memory drills, tutorial sessions, and simulation exercises. They do not offer an unrestricted endorsement of the computer's capabilities but hope for the continuing development of CAI in the legal education process.

Impact of computer-assisted instruction on student attitudes.

Impact of computer-assisted instruction on student attitudes.