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1990-1991 Dissertation Abstracts: Part 5
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ORDER NO: ABA91-04886
THE INDUCTION, USE, AND EFFECTIVENESS OF MENTAL IMAGERY AS AN INSTRUCTIONAL VARIABLE Author: HODES, CAROL LYNN Degree: PH.D. Year: 1990 Corporate Source/Institution: THE PENNSYLVANIA STATE UNIVERSITY (0176) Adviser: PAUL W. WELLIVER Source: VOLUME 51/09-A OF DISSERTATION ABSTRACTS INTERNATIONAL. PAGE 3017. 172 PAGES Descriptors: EDUCATION, PSYCHOLOGY; EDUCATION, CURRICULUM AND INSTRUCTION; EDUCATION, HIGHER There is support in the research literature that the use of visual imagery facilitates learning and is heavily utilized both for problem solving and the retrieval of complex information. Visual mental imagery was investigated as a strategy hypothesized to increase the amount of interaction with the content material and therefore the level of information processing and acquisition, and assist information retrieval on a posttest. Four treatments were used in a completely crossed, completely randomized two by two factorial design. The two independent variables were imagery instructions embedded in the text and visual illustrations related to the text. The instructional material was a 2000-word script on the human heart and congruent criterion posttests. Dependent measures taken were a drawing test, and three multiple-choice tests of 20 questions each, designed to measure factual learning, identification of parts, and comprehension learning, respectively. A posttreatment questionnaire assessed the subjects' perceptions of the effect of the imagery instructions and their use of imagery. Significant differences were noted on the ANOVA tests for many of the dependent measures. Both factors produced significant results on the drawing posttest. The visual illustration factor produced significant main effects on the identification test. The group with the treatment containing both visuals and imagery (group TVI) consistently had the highest means for all test measures. The group having text plus imagery (TI) had the lowest multiple-choice test score means of all groups. Imagery instructions produced significantly higher drawing test scores and accretion time means. Heavy task use of imagery had a significant negative correlation to faster testing (retrieval) time; however, the self-reports of imagery use during the treatment showed homogeneous imagery use among the groups. Among this sample, imagery was found to be a prominent cognitive process for the retention of information in all learning situations. It is not used exclusively of other strategies to retain information during accretion. Also, there is some evidence that imagery instructions interact with instructional visuals when embedded in text. The function of imagery instructions is discussed.
ORDER NO: ABA91-03519
The purpose of this study was to describe the in-service education needs for developing instructional skills of part-time business faculty. The population included part-time business faculty teaching credit courses at 24 community college campuses in Virginia, North Carolina, South Carolina, Georgia, and Florida during fall 1988. A total of 138 (63.9%) respondents returned a 62-item questionnaire. The average age of the respondents was 44.7 years, and 59.2% had a master's degree or higher. The average number of years of full-time teaching experience was 1.6 years, and the average number of years of part-time teaching experience was 5.5 years. Respondents were classified according to Tuckman's Taxonomy of part-time faculty. Sufficient numbers of respondents could be placed only in three of the seven classifications for analysis purposes. In-service education needs were analyzed within the three classifications of part-time business faculty for the six categories of instructional skills. Respondents in all three classifications expressed a need for 2 of the 57 instructional skills in the top 10 ranking of statements. When analyzing the differences within the three classifications, one significant F-value of 5.11 with a probability of significance at.0001 resulted for the full-mooners. They had a statistically significant higher need for instructional skills in the Miscellaneous and Students categories but no practically different needs. In addition, significant relationships between characteristics of the respondents and the need for instructional skills in categories were found. First, the lower the level of education, the more the respondents had a need for in-service education for skills in the Planning to Teach category. Second, the lower the age, the more the respondents had a need for in-service education for skills in the Planning to Teach category. Third, the lower the age, the more the respondents had a need for in-service education for skills in the Miscellaneous category. Outcomes from these analyses revealed statistically different but not practically different needs. Those planning in-service education for part-time business faculty should offer activities found among the top 10 ranked instructional skill statements for each classification. In-service education activities should not be based on instructional skill categories or part-time business faculty characteristics of educational level, years of full-time and part-time teaching experience, or age.
ORDER NO: ABA90-32660
Alcohol use/abuse among college students is a serious concern for higher education. Despite efforts to address this problem student use/abuse of alcohol continues. The purpose of this study was to determine which of three alcohol education instructional approaches more significantly impacted students' attitudes regarding the acceptance of alcohol use/abuse. Three hypotheses were tested to determine the impact on students' knowledge about alcohol, attitudes toward the use/abuse of alcohol and the relationship between knowledge and attitude. A review of the literature found there were three instructional approaches most commonly used in college alcohol education programs: responsible drinking, values clarification and disease concept. Three alcohol education programs were developed, each with an identical information component, but with a different motivational component which focused on either responsible drinking, values clarification or disease concept. A sample of 543 first term, freshmen, residence hall students was drawn from three regional colleges in Southern Oregon and Northern California, resulting in 267 usable questionnaires. To measure student knowledge and attitudes an instrument consisting of demographic questions, questions from a portion of the Claydon College Drinking Questionnaire and the Torabi-Veenker Alcohol Attitude Scale was administered at the end of each program. A 3 by 3 by 2 randomized blocks design was used in this study. The dependent variable was "instructional approach". The two independent sequential blocking variables were "college" and "sex". Three professional alcohol and drug counselors were trained and presented a different alcohol education program at each college so a complete crossing over of the instructor influence among all treatment groups was attained. Analysis of variance determined that there was no significant difference among the three instructional approaches regarding students' knowledge about alcohol. Analysis of variance determined that there was a significant difference among the three instructional approaches regarding students' attitudes, with the values clarification approach resulting in significantly less accepting attitudes for women regarding alcohol use/abuse. There was no significant correlation between knowledge about alcohol and attitudes toward alcohol use/abuse.
ORDER NO: ABA91-01644
The purpose of this study is to identify some issues encroaching upon the efficiency and relevance of Guinea-Bissau's educational system. The study has attempted to answer the following questions: (1) What approaches have dominated educational reform in Africa? (2) What factors are behind Guinea-Bissau's educational problems? (3) What are the alternatives, including language policies, that would help Guinea-Bissau break with neo-colonialism and intellectual dependency? The study was divided into five areas: The first area presented an overview of Africa's educational problems. The next area of emphasis examined traditional education in pre-colonial Africa, including its philosophy, the curriculum and methodologies of teaching and learning. It also examined African educational development during independence. Educational policies were seen as primarily determined by the imperatives of resource constraints, manpower needs, and by pressures from both national and international interest groups. The third area explored the special educational problems and requirements of Guinea-Bissau's educational system. Guinea-Bissau's educational problems were seen as determined by lack of financial resources. Other categories of problems were the result of planning and coordination inefficiencies and lack of the necessary indigenous skills to redirect the development of educational system after independence. It is assumed that none of the borrowed educational traditions, be it Portugese, French or English, are adequate to the solution of Guinea-Bissau's problems. The fourth section presents an interdisciplinary framework to the analysis of issues considered essential in designing an autochthonous educational system for Guinea-Bissau. The last area of emphasis explored alternative techniques and methods which could accelerate educational development in Guinea-Bissau. The results of a research study on the relevance and efficiency of Guinea-Bissau primary education suggests that the structures and values of both the modern and the traditional African society, would have to be incorporated. The proposed reforms recognize the existence of degrees of interdependence between traditional and modern values. It is a proposition that sees latitude for compromise and synthesis. An educational system designed with this in mind might be able to cater to the particular learning needs and circumstances of Guinea-Bissau.
ORDER NO: ABA90-31687
The purpose of this study was to determine if a relationship existed between evaluation methods and effective teaching characteristics in public two-year colleges. In particular, this study proposed to fill a gap of knowledge by conducting a national investigation of current evaluation systems and instruments. Additionally, the study sought to determine if the age and size of a two-year institution affected the evaluation of these characteristics. Following an extensive review of the literature dating back to the 1960's, a composite theoretical literature model of teaching characteristics and the requirements of an effective evaluation system was developed. A survey instrument consisting of thirty questions was distributed to determine if two-year colleges were meeting the requirements for effective faculty evaluation. Surveyed institutions were also asked to submit their evaluation instruments for analysis. Two hundred and thirty-four public two-year colleges, representing approximately 24% of the membership of the American Association of Community and Junior Colleges during the 1987-88, were requested to participate in the study. This sample was stratified into large and small based upon student population and old and young based upon the date of founding. Survey respondents for the sample colleges were the Chief Academic Officers. The survey was conducted during the fall months of 1989 and had a response rate of 77% with 66% returning evaluation instruments. Differences between college evaluation systems and the assessment of the teaching characteristics were cross tabulated and tested using the Chi-square test of independence. It was found that regardless of size and age the majority of the sample were at best assessing only 63% (10 of 16) of the theoretical model's is teaching characteristics. In the assessment of specific model teaching characteristics significant differences (p $<$.05) were attributable to age and size differences. This suggests a tendency toward bureaucratic behavior in the evaluation of faculty in larger and older colleges.
ORDER NO: ABA90-30485
A study of middle grade teaaHJI+ ucation by Alexander and George (1981) and McEwin (1981) provided a strong indication that a disparity exists between what is recognized as being important for middle level educators and what institutions of higher education are actually providing. Recent reports on the state of education in the public schools have focused attention on the middle grades. Research (Fenwick, 1987) indicated that middle grades are critical in shaping the basic attitudes and values of adulthood. Many teachers and administrators need to review the characteristics and needs of middle grade students: others need to be made aware of the ten to fourteen year old pupil's needs and characteristics for the first time: and both the experienced and inexperienced educator of the emerging adolescent need to be aware of current research related to this age group. Colleges and universities must prepare prospective teachers for the middle grades (Henson, 1987). However, because middle grade education is a relatively recent phenomenon, there has been little time to design preparation and certification programs specifically for the middle grade teacher. The purposes of this study were to review the historical data related to the middle grades; to identify teacher competencies for those assigned to these grades; and to synthesize current research related to the transescent; and to determine which topics to include in a course of study in preadolescent teacher education called Project P.A.T.E. (Preadolescent Teacher Education). Descriptive survey methodology was used to gather information from over 500 middle grade educators. A Likert-type-instrument was used to validate middle grade teacher competencies, and open-ended questions were used to collect data related to the middle grades. The competencies were rank ordered and the responses to the open-ended questions were clustered and evaluated by an expert panel to determine the data to be developed and included in Project P.A.T.E. Specific findings related to this study include the following: (1) There should be a course related to the middle grade student that is offered by colleges and universities that grant teaching certificates. (2) The prospective middle grade educator should be made aware of the unique characteristics of the middle grade pupil. (3) Middle grade education is an entity that deserves equal recognition with the elementary and secondary schools. (4) A university/college-level course should be offered that addresses the pedagogical techniques and teacher competencies that are associated with middle grade education. (5) Educators who work at the middle grade level must know what can be done to help emerging adolescents pass through a difficult period of development. This study and Project P.A.T.E. will serve as a benchmark in assisting colleges and universities to prepare educators for teaching in the middle grades.
ORDER NO: ABA90-30145
Technical-preparation education programs (tech-prep) are now in the forefront of vocational education with a legislative emphasis focused on the development and implementation of tech-prep education programs. This focus has been initiated without a solid research base and without a thorough investigation into the implications of the tech-prep movement. The purpose of this study were to generate and compare the perceptions and attitudes toward tech-prep. The population for this national survey consisted of vocational teacher education department chairs whose institutions were members of the University Council for Vocational Education, or met the criteria for membership, and deans of instruction who were members of the National Council for Occupational Education. A total of 170 survey instruments were sent: 138 to the postsecondary institutions and 32 to the universities involved in the study. The overall response rate for the study was 87.6 percent. An analysis of three issue areas of tech-prep education, administrative, curriculum, and philosophy, was conducted using a t-test. Administrative issues involved an examination of tech-prep programs from a management viewpoint including financial, enrollment, and facility concerns. Curriculum issues involved concerns about the development and implementation of tech-prep as a course of study, and philosophical issues examined beliefs about the objectives, affects, and outcomes of tech-prep programs. There was a significant difference (p $<$.05) in attitudes of the two respondent groups in the administrative and curriculum categories. Significant differences (p $<$.01) were found for three items within the administrative category and five items within the curriculum category. Although there were areas of disagreement, both the university and postsecondary respondents agreed that tech-prep programs shoull ce implemented. Advantages included: preparation of students for jobs for the future, articulation program benefits, cargEd ath options, and meeting students' needs. Disadvantages were: inflexible career tracking of students, limited acceptance of tech-prep, turfdom, costs, and difficulties of implementation.
ORDER NO: ABA90-29843
A significant segment of all university undergraduate courses in Imdrican higher education are taught by graduate teaching assistants. They typically teach important initial courses for both liberal arts and specific content majors in a variety of disciplines. While they are content specialists, teaching assistants frequently lack training in instruction and classroom teaching experience. Surveys (Ervin and Muyskens, 1982) of teaching assistants reveal that they consider themselves to be inadequately trained as teachers and that they want and need training on basic strategies related to instruction. Reviews of studies conducted with graduate teaching assistants during the 1970's and the 1980's indicate that training and assessment can positively change the instruction of graduate teaching assistants. This study reports on a study of graduate teaching assistants and an intervention provided to change their instruction. The study was conducted with non-native English speaking graduate teaching assistants in the biology department of a large state university in the Southwest. Directly observed low-inference measures of classroom instruction (fixed category classroom observation and teaching assistant self-analyzed audiotape analysis) and teaching assistant and student perceptions (needs assessment, teaching assistant and student structured interviews, descriptive classroom observation, and student questionnaires) were gathered in three rounds (pre-feedback, post-feedback, and follow-up) as a basis of comparison to be studied and for indications of needs to be addressed in the intervention. The combination of both quantitative and qualitative design, methodology and analyses provides an understanding of the instructional change evidenced by the subjects with a high degree of internal validity. Analysis of both quantitative and qualitative data indicate that change was noted in both directly observed measures as well as in the perceptions of the teaching assistants and their students. The study outlines the design, procedures, methodology, analyses, conclusions, implications, recommendations and a proposed model for a graduate teaching assistant training program which implements the training and assessment elements found to be effective with teaching assistants in the research literature and this study.
ORDER NO: ABA90-28660
The purposes of this study were: (1) to develop an Interview Survey Instrument based upon the recommendations of the Committee on Professional Training of the American Chemical Society as the guidelines apply to the first two years of undergraduate education in chemistry, as well as upon selected aspects of a quality education that had been identified by recent nationwide studies; (2) to develop an Interview Perceptions Instrument to determine the perceptions held by practicing professors of chemistry about the quality of instruction in chemistry; and (3) to use these instruments to identify the similarities/differences in the curricula in chemistry in Michigan state-supported colleges and universities that offer a minimum of two years of courses in professional chemistry. The survey items and responses were written to reflect a wide range of unique curriculum situations. The Interview Survey Instrument was validated by an expert panel; the reliability determined by the Kuder-Richardson Formula #20. The Interview Survey Instrument and the Interview Perceptions Instrument was administered randomly to a stratified-by size selection of six state-supported two-year colleges and six state-supported universities in Michigan. Significant differences were found in aspects of the faculty and in the organization of the instructional unit; no significant difference was found between the overall instructional programs. A wide range of contact hours in lecture and laboratory were reported by the institutions in the study. Reported tuition ranged from a high of $193 per semester hour and a low of \$20.50 per semester hour. ASSET scores were favored by the state-supported two-year colleges while the state-supported universities favored the use of the ACT scores in course placement. The Interview Survey Instrument could be used to identify weak features in institutional instructional programs.
ORDER NO: ABA90-27999
Dropping out is a problem at all levels of education. Many students do not stay until program completion and therefore do not benefit from instruction. Although much is known about those dropping out of regular high school and college programs, little is known about dropouts from nontraditional programs. This study sought to explore one nontraditional program to examine how the system of instruction influenced students' decisions to stay in school or leave. A vocational school using self-paced, individualized instruction as its primary teaching methodology was selected as the study site. Case study method was employed with data gathered over 5 months from interviews, observation, and analysis of artifacts such as attendance and progress records. Eleven participants were selected from adults entering business education-courses and were followed until they either withdrew from school, or the bounds of the study were reached. General findings were: (a) student's prior education background appeared to influence their ability to perform in self-paced instruction, (b) participants demonstrated differing strategies for coping with the bulk of materials and built-in redundancy of information, and (c) dropouts were characterized from the very beginning by a pattern of low unit completion rates and erratic attendance patterns. Additional factors suggested as important but requiring further study included: (a) the impact on students of the lack of a social system or other means to develop school identification, (b) the relation between the instructional system's lack of higher order learning activities and student motivation and performance, and (c) the impact of the apparent incongruity between the educational purposes of the institution and the educational goals of students.
ORDER NO: ABA90-20174
The problem. The purpose of this study was to profile the instructional needs of adult graduate students in a school of education. Method. A survey packet which (1) collected demographic data, (2) utilized the Instructional Dimensions Instrument to rank order various aspects of instruction, and (3) incorporated a Likert-type scale Adult Education Survey reflecting adult education principles was used with 183 participants enrolled in master and doctoral level coursework. Qualitative data were collected from two open-ended questions. Results. The first two questions, how graduate students rank ordered dimensions of instruction and if there were items of significant difference between the groups, were answered by both groups rank ordering the first five items the same. Significant difference in average mean scores as determined by t-value was found for five of the 22 total items. The second two questions, how closely the sample population agreed with adult educational practices and if there were items of significant difference in their responses, indicated a 4.133 overall level of agreement (5.0 Strongly Agree). Students agreed slightly more with the effective facilitation of adult learning items at 4.185 than with the theoretical frameworks of adult learning (4.080). Significant difference in average mean scores as determined by t-value was found for nine of the 37 items. A content analysis of the qualitative data provided the information for the last question of the study regarding what is important to adult graduate students' learning needs. Many of the suggested improvements by those who desired better instruction included principles of adult education. Needing more time and working less hours constituted nearly half the students' responses for how they could personally improve their learning.
6/5/103
01119184 ORDER NO: ABA90-27448
The call for improvement in faculty evaluation systems to upgrade the quality of instruction comes from many sources. The development of an evaluation procedure which improves instruction by providing timely feedback to faculty members would aid in this endeavor. Small Group Instructional Diagnosis (SGID), an evaluation procedure conducted at midterm, elicits student opinions of faculty member's instructional practices. This study investigated the attitudes and perceptions of faculty members and students who participated in SGID. Specifically, the study centered on two aspects of SGID; first, the attitudes of faculty members and students about the procedure; and second, p(YPperceptions of faculty members and students on the effects that SGID had on the class. The study sample consisted of 15 faculty members and 267 students enrolled in their classes. Faculty members were randomly selected from a study population of 56 faculty members who met the study criteria and who volunteered to participate. Each of the 15 faculty members selected one class they were currently teaching to use for the SGID procedure. Three faculty members, trained as SGID facilitators, conducted the procedure at midterm. Four questionnaires were developed for this study. Two questionnaires, designed to measure the attitudes of faculty members and students about SGID, were administered to faculty members and students as soon after the SGID procedure as possible. Two questionnaires, designed to measure perceptions of faculty members and students on the effects SGID had on the class, were administered to faculty members and students during the last week of the term. Results of the analysis indicated that faculty members expressed positive attitudes about the SGID procedure and perceived that SGID had a positive effect on their classes. Students expressed positive attitudes about the SGID procedure but perceived that SGID did not have a positive effect on the class. Faculty members and students both perceived SGID to be a useful procedure and did not change their perceptions about the usefulness between midterm and the end of the term. SGID is a midterm conversation between faculty members and students. It provides faculty members with information for immediate improvement of instruction with a particular class.
ORDER NO: ABA90-27040
Attempts to change student learning approach from a rote or surface approach to a more meaningful orientation have in general not been successful in short term interventions (Marton, 1978; Dahlgren, 1975). This research report deals with a direct teaching attempt in a laboratory course to begin such a transition. 750 students in an introductory biology course received computer tutorial instruction in a heuristic based on a constructivist view of knowledge. They were required to use this heuristic, the Vee, (Gowin, 1981) as a method of analysis for several laboratory sessions. Two in particular, dealing with enzyme kinetics and photosynthesis were used for detailed investigation of student understanding and use of the Vee. Thirty-one students were selected for interview on the basis of their scores on a learning approach questionnaire administered early in the semester. In general, the group categorized as having a deep approach to learning gave more comprehensive responses to the novel problems posed in the interview than students in the group identified as surface approach learners. The qualities which distinguished their responses to the novel problem were also seen in the Vees which the two groups constructed for the laboratory exercises. In a repeat administration of the questionnaire at the end of the semester, statistically significant differences were detected in the learning approach orientation of the class. There was a shift toward a surface approach for both males and females, though in the earlier survey females had been identified more in the deep approach style. The interpretation offered is that the underlying epistemology of the discipline of science as supported by the grading and teaching practices exerts a more powerful influence than an isolated attempt to alter students' basic views on the construction of knowledge. The accommodation of students to such governance factors is indicated in their shift in learning approach used.
ORDER NO: ABA90-25654
This study examined how word processors affected each phase of the writing process for community college freshmen taking English composition. Whether the word processor improved the attitudes of these writers and their collegiate grade point averages was examined. The study described the evolution of computer-assisted composition (CAC) in the United States to the present. Finally, it explored student perceptions of the effects of CAC instruction on four behavioral categories within the writing process: socialization, spontaneity, recursiveness, and frequency of revision. The literature review showed the three waves of the CAC movement: text editors used on mainframe computers in the early 1970s; heuristic-based software and word processing applications installed on personal computers; and the use of computer networks and the emergence of hypermedia. A 48-item questionnaire used to study the effects of CAC was given to a sample of 71 computer-assisted writers and 67 traditionally taught students. The CAC students received instruction on the word processor while enrolled in a three-credit freshman composition course; the traditionally taught students received no word processing instruction. Four hypotheses and several subordinate hypotheses were tested to determine if using a computer changes student writing styles. The conclusions were that students who learned to write with word processors had positive attitudes about using the devices, but their grades in subsequent English courses were not affected. Student writers using computers became more solitary, less spontaneous, and linear in their writing. They saw themselves as revising more frequently than before they received computer assistance. There was little difference in writing styles between the computer-assisted and traditionally taught students after they completed the composition class.
ORDER NO: ABA90-24283
Analogies were used to teach introductory statistical methods to a class of adults (n = 29) in the workplace as part of lectures, and as active learning tools in the completion of assignments. A control group of subjects received the same curriculum and same classroom tests, but received traditional teaching techniques and assignments. The researcher (1) designed the curriculum, assignments, tests and student course evaluation form; and (2) taught 14 sessions each to the control group and to the two sections of the treatment group. Three classroom tests were administered, one on nonparametric statistics, one on parametric statistics, and a comprehensive final. Transparencies carried lecture material so that consistency of material and time for lectures was maintained among treatment and control groups. Background information about the subjects' previous experience with mathematics and statistics courses was collected. Pretests were established instruments: Stecklein's Statistics Proficiency Test, Kolb's Learning Style Inventory (LSI), and Wesmangs;Personnel Classification Test (PCT, Form A). The LSI (same form) and PCT (Form B) served as posttests. The learning styles were: Diverger, Assimilator, Converger, and Accommodator. The PCT had a numerical section of 20 mathematics problems to solve, and a verbal section of 40 analogy items to complete. Significant differences were found between two of the treatment groups, between those who remained in the course and those who dropped out, and between pre- and posttreatment scores on the PCT for both the treatment and control groups. The two treatment groups performed differently on the Statistics Proficiency Test, but were similar on all other background variables so were combined into one treatment group for purposes of statistical analysis. Subjects who remained in the treatment group tended to have had previous statistics courses. That background made no difference for the control group. Changing learning style, from any type to another, seemed to be related to achieving a course total score that was above the mean. No significance was found between experimental groups in achievement, interaction of learning styles with achievement, or changes toward an Assimilator learning style.
ORDER NO: ABA90-23660
Concern about the quality of computer-assisted instruction (CAI) software has dramatically increased as the number of computers on college campuses has grown. This concern is based on the belief that CAI adoption increases as software quality improves. This study investigated the relationship between the quality of one CAI software and the extent to which it was actually used for teaching. The software studied was a typical commercially published set of simulations and tutorials for introductory undergraduate psychology courses. Hypotheses predicted that adoption intensity should be positively related to the users' assessments of software quality. Quality was defined as having operations, design and content attributes. Measures were derived from the evaluation instrument used for the EDUCOM/NCRIPTAL Annual Software Awards Contest. Adoption intensity was defined on a continuum ranging from marginal to extensive use. Measures were derived from teaching routines such as the degree of student involvement and the extent that the software was integrated into the syllabus. Data were gathered from the entire population of faculty who received the software. One hundred and eleven recipients were interviewed. Twenty six faculty had adopted the software. The study found two distinctly separate user subgroups: low-intensity and high-intensity adopters. High-intensity CAI adopters were significantly sensitive to software quality and the degree of use. These users comprised half of the adopters and a fifth of all faculty capable of adoption. Differences between institutions where the software was received and where it was used were insignificant. Adoption may hold value for less empowered groups of faculty. Slightly larger percentages of women, minorities, and professors with lower rank adopted the software in comparison with all recipients. Faculty expertise with computers may not be a good predictor of adoption. The adopters were about as familiar with computing as all recipients. Faculty who did not use the software rejected it primarily because of disinterest in the technology, the nature of available resources, or the time of receipt. Rejections due to the software's assessed quality were quite rare.
ORDER NO: ABA90-22601
This study was designed to determine the effects of curriculum specific computer aided instruction on student achievement in a College Algebra course. Curriculum specific software is microcomputer software which provides both computerized instruction and practice for each topic in the accompanying textbook and is now available for many college mathematics texts. Using methods outlined by Diem (1982) in a previous study, College Algebra students were randomly assigned to one of four groups. Six hypotheses were formulated and tested by comparing both post-test scores and growth quotients for various appropriate groups. At the.05 level of significance the following hypotheses were rejected: There is no significant difference in achievement in learning mathematics between College Algebra students who study linear inequalities using curriculum specific microcomputer drill and practice with traditional lecture and College Algebra students who study linear inequalities using a traditional lecture-homework approach. There is no significant difference in achievement among those receiving curriculum specific microcomputer aided instruction as a result of students' score on the pretest, whether placed in the upper, middle, or lower third of the pretest scores. Implications of the study included the following: (1) The use of curriculum specific computerized drill and practice can significantly increase the mathematics achievement of those students receiving a traditional lecture. (2) There is a significant relationship between a student's pretest score and their level of success when using curriculum specific microcomputer aided instruction. Recommendations for further study included the following: (1) Replication of this experiment investigating different factors such as: (a) Differences related to age, (b) attitude toward computer aided instruction, (c) type of text and software, and (d) differences related to previous computing experience. (2) Research which compares various forms of curriculum specific drill and practice. (3) Development of computerized tutorials which significantly increase student achievement.
ORDER NO: ABA90-17830
This study explored how instruction and information resources affect high school students' college decisions and college preferences. Specifically, it sought to determine how group instruction influence college selection and how computer and print information resources for college exploration influenced college selection. Subjects comprised 200 high school students who participated during their junior and senior years. The students were from five high schools, spanning five states, and including a variety of socioeconomic status levels and ethnic profiles. Criterion measures collected included the students' college preference inventories and their lists of colleges. The experiment was a 2 x 2 factorial design--the two treatment factors being group instruction on college selection, and media for college selection. The two levels of group instruction were (a) instruction given and (b) placebo given. The two levels of information resources were (a) print- and (b) computer-based materials. During the student's junior year, a pre-treatment questionnaire was administered. Next, the group instruction treatment was administered--with students assigned to receive either instruction or a placebo. The group instruction treatment was followed by the media treatment--where students used either print or computer resources for college selection. Afterwards, a post-treatment questionnaire was administered. Finally, near the end of their senior year, students completed the follow-up questionnaire. Data regarding students' college decisions and college preferences were analyzed. Specifically, an Index of Congruence between preferences and decisions was computed. This index measured the degree to which students' colleges matched their preferences. An important finding was that students at the low achievement, low socioeconomic status, minority school benefited from the instruction. Those who did not receive the instruction were less able to apply to or be admitted to congruent colleges than were students at the other schools. Equivalent minority school students who received the instruction were as able as students at the other schools to apply to and be admitted to congruent colleges. Group instruction may be an effective and economical mett'd for helping special populations find colleges congruent with their preferences. A secondary finding regards information resources for college selection. Information resources, on the basis of medium, did not differentially affect students' ability to apply to, be admitted to, nor attend a college that met their preferences. In this regard, the use of computer software is neither a more nor less effective medium for college exploration than is print information.
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