The Effectiveness of Computer-Assisted Instruction and its Relationship to Selected Learning Style Elements

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The problem was to assess the effectiveness of computer-assisted instruction (CAI) in reading and math and to determine the relationship between achievement using CAI and selected learning style elements. Learning style elements were limited to motivation, learning alone or with peers, auditory, visual, tactual, and kinesthetic perceptions. The Learning Style Inventory provided learning style data and The Iowa Tests of Basic Skills measured achievement. Both tests were administered in the classroom. Three hundred (300) fourth-grade students in six suburban schools were divided into experimental and control groups. The treatment was CAI in reading or mathematics for fifteen minutes per day ... continued below

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vi, 164 leaves: ill.

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Williams, Gladys L. (Gladys Lucille) August 1984.

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  • Williams, Gladys L. (Gladys Lucille)

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The problem was to assess the effectiveness of computer-assisted instruction (CAI) in reading and math and to determine the relationship between achievement using CAI and selected learning style elements. Learning style elements were limited to motivation, learning alone or with peers, auditory, visual, tactual, and kinesthetic perceptions. The Learning Style Inventory provided learning style data and The Iowa Tests of Basic Skills measured achievement. Both tests were administered in the classroom. Three hundred (300) fourth-grade students in six suburban schools were divided into experimental and control groups. The treatment was CAI in reading or mathematics for fifteen minutes per day and regular instruction. The nonequivalent control group design allowed for testing and treatment conditions for intact groups. Pre- and post-test achievement measures were administered to all subjects. An analysis of covariance was computed for the achievement measures. A correlation coefficient was calculated to determine the relationship between achievement and each learning style element. The Manova multiple regression procedure was used to determine which combination of selected learning style elements could predict achievement. The pre-test and time on task were used as covariates to control for initial differences between groups. The findings were: (1) the experimental groups gained significantly higher scores (.05 level) than the control groups in math achievement; (2) the control groups made significantly more reading gain (.05 level) than the experimental groups; (3) there was no significant relationship between achievement and selected learning style elements; (4) there was no significant relationship between any combination of selected learning style elements and achievement.

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vi, 164 leaves: ill.

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  • August 1984

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  • Aug. 22, 2014, 6 p.m.

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  • Jan. 5, 2018, 2:49 p.m.

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Williams, Gladys L. (Gladys Lucille). The Effectiveness of Computer-Assisted Instruction and its Relationship to Selected Learning Style Elements, dissertation, August 1984; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc332252/: accessed December 18, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .