CAI-enhanced exam performance in a research design course

Abstract

. InThe efficacy of computer-assisted instruction (CAl) for increasing test performance in an experimental design course was tested using two commercially available programs to supplement course material. CAl was used to supplement course content for one of three examinations. Comparisons were also made with performance on the exams from 2 previous years. The results indicate a significant enhancement of performance by CAL A number of logical, insightful articles have been written on how computers could, theoretically, be effectively used to teach advanced courses in psychology (e.g., Butler, 1988;Castellan, 1986Castellan, , 1988Eamon, 1986;Peterson, 1989). However, only limited research on the efficacy of computer-assisted instruction (CAl) has been published, and the research which has been conducted has yielded mixed results. Some (Belmore, 1983; Goolkasian, 1989;Lowman, 1990;Ware & Chastain, 1989) have found no effect of CAl on performance criteria when compared with that obtained with other methods of teaching. Other investigations have shown an enhanced effect of CAl on performance (Petty & Rosen, 1990Rosen, , 1991, on attitudes toward the course supported by CAl (Goolkasian, 1989;Ware & Chastain, 1989), and on attitudes toward computers (Spivey, 1983). Welsh and Null (1991) found that traditional methods of teaching a laboratory component in a research design course were superior to computerbased methods of teaching.Although a meta analysis on the effectiveness of CAl at the college level found moderate effects (Kulik & Kulik, 1987), the statement by Eamon (1986) that "there is precious little research showing that computer assisted instruction in psychology laboratory courses makes any difference at all," constitutes a valid summary of the present situation.Given the expense and time required to implement CAl, it is imperative that more applied research be conducted to determine its efficacy. The research presented here describes the use and effectiveness of CAl in a laboratory course in research design. METHOD SubjectsThe subjects were 139 junior and senior psychology majors enrolled in an advanced course in research design.This research was partially supported by Grant P120A80053 from the Minority Science Improvement Program of the Department of Education. The author wishes to thank Perry Duncan for his editorial comments and Benton Gardner for assistance in data entry. Requests for reprints should be sent to Nancy C. Duncan, Department of Psychology, Hampton University, Hampton, VA 23668. Software and ApparatusTwo software packages written by Fazio andBackler (1986, 1987) and available from CONDUIT, Power and Main Effects and Interactions, were used to teach concepts of research design. Power, a simulation based on an actual experiment, provides for the manipulation of six design features (increasing sample size, matching, use of aggregate measures, homogeneity of the sample, including an important source of variation as an independent variable and use of a pretest) to demonstrate how the power of an...

Evaluation of instructional software: Design considerations and recommendations

“…In a class on abnormal psychology, Lambert and Lenthall (1989) used a pre-, posttest design to assess the effects of case simulations on computer anxiety. Duncan (1991) attempted to resolve some of these difficulties through the use of CAl in the second of four components of her research design course. Some investigators (Tobias, 1987) have indicated that acquisition of concepts in different sections of the same course may require the utilization of different cognitive strategies or be most compatible with particular cognitive styles.…”

“…It is important to understand the effect of CAl on students' attitudes toward computer-based learning and toward the particular software packages employed. A number of studies (Cordell, 1991;Duncan, 1991;Goolkasian, 1989;Lambert & Lenthall, 1989) have included this outcome measure, and several scales (Heinssen, Glass, & Knight, 1987;Meier, 1988;Simonson, Maurer, Montag-Torardi, & Whitaker, 1987) have been developed to facilitate this process. Most have reported positive attitudes, although Cordell did not include a complete summary of her feedback questionnaire.…”

“…One strategy for evaluating the efficacy of software has been the use of multiple-choice tests covering program content to measure performance (Duncan, 1991;Petty & Rosen, 1990;Welsh & Null, 1991). Test items are chosen from textbook test banks or generated by the investigators.…”

Student Preferences for Electronically Assisted Options in a Community College Introductory Psychology Course

“…PSY 5 Psychology ; WWW 5 World Wide Web. who selected electronic options also performed slightly better on the nal exam, although this is not inconsistent with research (Duncan, 1991;Goolkasian, 1989;Marcoulides, 1990;Worthington, Welsh, Archer, Mindes, & Forsyth, 1996), which suggests computer-based instruction improves test performance. Conversely, students who elected electronic options tended to perform slightly worse on papers and presentations, perhaps indicating that they were initially weaker students whose performance was enhanced by means of computerized instruction.…”

Animal Use in Undergraduate Psychology Programs

“…Duncan (1993) also articulated the controversy over the proper choice of dependent variable. Some argue for domain-specific measures, such as objective indices that focus on the concepts examined in CAl experiences (Duncan, 1991;Petty & Rosen, 1990;Welsh & Null, 1991). Others argue for more generalized measures of learning (Hannafin & Carney, 1991).…”