A study of the effects on achievement of supplemental computer-aided instruction versus supplemental reading in the instruction of micro-economics

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Richard Simon Ellis (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Keith Wright

Abstract: The purpose of this investigation was to assess the effectiveness of computer aided instruction in the achievement of students in undergraduate microeconomic classes. The procedures were to use a quasi-experimental pretest-posttest, non-equivalent control group design. Two forms of the Test of Understanding of College Economics and a questionnaire were administered to the students in order to test three hypotheses dealing with differences in achievement among the groups based on type of instruction, keyboard familiarity, GPA, socioeconomic background and teacher effects. The analysis of data confirmed the hypotheses that there would be a significant difference between the posttest scores of the control groups and the treatment groups. The hypothesis that the CAI group would score significantly higher than the reading group was not confirmed. The chosen variables to explain the differences in achievement were not significant although GPA, family income, and number of prior economic classes displayed a trend towards significance. The trend of the data analysis appeared to confirm the beneficial effects of CAI and the theory of operant conditioning.

Additional Information

Language: English
Date: 1987
Microeconomics $x Study and teaching (Higher)
Computer-assisted instruction

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