Effects of computer-based teaching on secondary school students.

Kulik, James A.; Bangert, Robert L.; Williams, George W.

doi:10.1037/0022-0663.75.1.19

Cited by 343 publications

(139 citation statements)

References 9 publications

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“…A. Kulik, Bangert, and Williams (1983) and by C. C. Kulik, J. A. Kulik, and Cohen (1980a) has shown that although such effects have confounded findings at the secondary school level, this problem is not evident in studies involving college students.…”

Section: Discussionmentioning

confidence: 92%

The effects of computer-based instruction on college students’ comprehension of classic research

Welsh

Null

1991

Behavior Research Methods, Instruments, & Computers

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Our purpose in this research was to determine the extent to which computer-based instruction can replace conventional teaching in experimental psychology. In Experiment 1, students from an advanced cognition and thinking course participated in a simulation of Schallert's (1976) study of the role of context in prose comprehension and in a simulation of Carpenter and Just's (1975) study of sentence-picture verification latencies. Half of the students completed each experiment with the computer, and half were taught traditionally. Comprehension of the purpose and design of the experiments was tested immediately after the laboratory session and 1 month later during the final examination. There were no significant differences between the groups. Several students in Experiment 1 appeared to rush through the experiments and pay little attention to the explanations. In Experiment 2, we studied the effectiveness of computer-based instruction in experimental laboratory sections that did or did not require a follow-up assignment. The second variable was introduced so that some factor of seriousness or importance of the laboratory exercise could be measured. Results from this study indicated that, regardless of the perceived importance of a laboratory exercise, students who studied classic research in a traditional setting comprehended the purpose and design of the experiment better than did the students who worked on the computer. In addition, the students assigned to write up the experiment performed better than did the students who were given no follow-up assignment.

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Section: Discussionmentioning

confidence: 92%

The effects of computer-based instruction on college students’ comprehension of classic research

Welsh

Null

1991

Behavior Research Methods, Instruments, & Computers

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“…While some researchers have concluded that the use of computers does raise student achievement (e.g., Kulik, Bangert, & Williams, 1983), others have concluded that a computer is a vehicle that delivers instruction but does not in and of itself affect student achievement (Clark, 1983). While computer-assisted instruction is most often used within drill-and-practice situations aimed at memorizing basic facts and increasing the quantity of production, there is hope that an increased use of computer-assisted instruction in more complex learning situations will increase students' ability to apply their knowledge and solve problems.…”

Section: Effects Of Cooperativementioning

confidence: 99%

Effects of cooperative, competitive, and individualistic goal structures on computer-assisted instruction.

Johnson

Johnson²,

Stanne³

1985

Journal of Educational Psychology

169

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The impacts of computer-assisted cooperative, competitive, and individualistic instruction were compared on student achievement and attitudes. Seventy-three eighth graders were randomly assigned to conditions stratified for sex and ability. In all conditions students completed the same computer-assisted instructional unit. The results indicate that computer-assisted cooperative instruction promotes greater quantity and quality of daily achievement, more successful problem solving, and higher performance on factual recognition, application, and problemsolving test items than does computer-assisted competitive or individualistic learning. The girls' attitudes, compared with the boys', were adversely affected within the competitive condition.The instructional use of computers is mushrooming within the United States. The number of personal computers for instructional use in public elementary and secondary schools rose from 31,000 in 1981 to 325,000 in 1983 and is expected to double in each of the next 5 years. This growth of computer technology presents education with several challenges. One is promoting computers' effective instructional use without increasing the isolation and alienation of students. Computer-assisted instruction brings with it the possibility that student interaction with computers may result in less interaction with teachers and classmates. An individualistic assumption has dominated the instructional use of computers. One student to a computer is the usual rule, and computer programs have been written accordingly. Many teachers and software designers automatically assume that all computer-assisted instruction should be structured individualistically. The assumption that

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“…Many studies fail to identify and manipulate specific media attributes and therefore miss the goal of demonstrating their differential effects. Novelty is one important source of confounding effects in past studies, with research showing a decrease in student outcome differences between media and conventional treatments over time (Kulik, Bangert, and Williams 1983). Any technology might improve learning only because it generally requires the instructor to rework and rethink his or her instructional materials, and the novelty might engage learners.…”

Section: Utility and Effectiveness Of Media In Educationmentioning

confidence: 99%