Literaturnachweis - Detailanzeige
| Autor/inn/en | Judd, Wilson A.; und weitere |
|---|---|
| Institution | Texas Univ., Austin. Computer-Assisted Instruction Lab. |
| Titel | An Investigation of the Effects of Learner Control in Computer-Assisted Instruction Prerequisite Mathematics (MATHS). [Report No.: TR-5 |
| Quelle | (1970), (71 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | College Mathematics; Computer Assisted Instruction; Course Evaluation; Exponents (Mathematics); Individualized Instruction; Input Output Devices; Remedial Mathematics; Student Attitudes |
| Abstract | MATHS is a computer-assisted instruction (CAI) course in remedial mathematics for college level students. The course offers tutorial help in the areas of exponentiation, logarithms, and dimensional analysis, and drill in a number of basic mathematical skills. An attempt was made to allow the student to control his own course of study when using the program. To validate this approach, an experiment was conducted which separated students into five groups, each with different degrees of control over the course flow. An evaluation of course effectiveness and student attitudes was undertaken at the same time. It was concluded that the program is an effective instructional experience for the students who participated and that student attitudes concerning the program are generally favorable. In the area of student control, the results suggest that if students are to be given the option of deciding whether or not to enter a particular instructional segment, they should also be given control options within the instructional segment. If this is not the case, there is a tendency for students who need the instruction to avoid entering the instructional segment. Increased student control failed to improve student attitudes concerning the program. (JY) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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