The Effects of a Computer-Assisted and Managed Learning Program on Test Outcomes in a Basic Communication Course

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The problem of this investigation was concerned with the effects that a computer-assisted and managed learning program had on the test outcomes of college students enrolled in a basic communication course. The purpose of the study was to determine the effects of participation in a computer-assisted and managed learning on the test outcomes of college students enrolled in a basic communication course. In order to facilitate the experiment, four hypotheses were formulated: 1. There will be significant differences in the posttest scores among the three groups. More specifically (a) the computer-assisted and managed learning (CAML) group will have significantly higher ... continued below

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vi, 146 leaves: ill.

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Sawyer, William Gregory December 1986.

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  • Sawyer, William Gregory

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Description

The problem of this investigation was concerned with the effects that a computer-assisted and managed learning program had on the test outcomes of college students enrolled in a basic communication course. The purpose of the study was to determine the effects of participation in a computer-assisted and managed learning on the test outcomes of college students enrolled in a basic communication course. In order to facilitate the experiment, four hypotheses were formulated: 1. There will be significant differences in the posttest scores among the three groups. More specifically (a) the computer-assisted and managed learning (CAML) group will have significantly higher posttest scores than the teacher-assisted learning (TAL) group and the control group. 2. Computer apprehension will be significantly lower for students assigned to the CAML program, than students assigned to the TAL or control groups. 3. Computer complexity will be significantly lower for students assigned to the CAML group, than the students assigned to the TAL or control groups. 4. Computer utility will be significantly higher for students assigned to the CAML group, than students assigned to the TAL or control groups. Two experimental and one control group was used in the study. The experimental groups consisted of CAML (computer-assisted and managed learning) and TAL (teacher assisted learning). The control group was not treated with assisted instruction or practice testing. There were significant differences found among the posttest scores of the three groups. Students assigned to the CAML and TAL groups did have significantly higher posttest scores than students assigned to the control group. Although there were observable differences in the posttest scores between CAML and TAL, the differences were not statistically significant. Computer apprehension was significantly lower for the CAML group than the TAL or Control groups. Computer complexity was significantly lower for CAML than the TAL or Control groups. Computer utility scores were higher in CAML than the TAL or Control groups. The data supported the hypotheses. Several recommendations were made. A computer assisted and managed learning program should be used as a supplemental instructional, review and testing method in communication. Further research should be conducted in order to design a computer final exam for the basic communication course for purposes of review and CLEP testing. In addition, more terminals need to be employed for maximum efficiency.

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vi, 146 leaves: ill.

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UNT Theses and Dissertations

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  • December 1986

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  • Aug. 22, 2014, 6 p.m.

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  • March 30, 2016, 9:54 a.m.

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Citations, Rights, Re-Use

Sawyer, William Gregory. The Effects of a Computer-Assisted and Managed Learning Program on Test Outcomes in a Basic Communication Course, dissertation, December 1986; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc330966/: accessed September 21, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .