Individual Versus Paired Learning of an Abstract Algebra Presented by Computer Assisted Instruction.

Autor/in	Love, William P.
Institution	Florida State Univ., Tallahassee. Computer-Assisted Instruction Center.
Titel	Individual Versus Paired Learning of an Abstract Algebra Presented by Computer Assisted Instruction.
Quelle	(1969), (215 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Tests; Algebra; Computer Assisted Instruction; Course Content; Curriculum Development; Digital Computers; Grouping (Instructional Purposes); Individual Instruction; Instructional Materials; Interaction; Learning Theories; Mathematics Instruction; Secondary School Students; Small Group Instruction; Time Sharing + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Computer based training; Computerunterstützter Unterricht; Kursprogramm; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Grouping; Gruppenbildung; Individuelles Lernen; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Interaktion; Learning theory; Lerntheorie; Mathematics lessons; Mathematikunterricht; Sekundarschüler
Abstract	A nine-day study was designed to investigate the learning achievement differences between paired and individual high school students in a Computer Assisted Instruction course in Boolean Algebra. Within the format of five 40-minute lessons (including preview frames, instruction, examples, practice problems, criterion frames, and daily quizzes), 23 concept units were developed. Thirty-six of the 54 participating students were paired for all activities except the final examination; the remaining 18 students participated individually. Data collected included results of various pre-course algebra knowledge tests, preview questions, criterion questions, daily lesson quizzes, the final examination, and attitude questionnaires. Analyses (which included reliability estimates, the F test, and correlation coefficients) of results showed no significant differences between the two groups in post-course achievement or in individual concept unit scores, indicating that paired instruction using CAI techniques is as effective as individual instruction. Further investigations are indicated as a result of the study into paired versus individual achievement, the pairing variable, student controlled instruction, task difficulty, and pair-individual alternation. (SP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC