Correlation of using computer aided instruction in

University of North Texas Description This research sought to determine what relationship exists between time-on-task in computer-aided instruction CAI using Destinations courseware and progress in reading ability of developmental reading students as indicated by the reading portion of the Texas Academic Skills Program TASP test. Time-on-task is the time during which a student actively works on Destinations activities, as recorded by the software management system.

Correlation of using computer aided instruction in

CAI Computer-assisted instruction CAIa program of instructional material presented by means of a computer or computer systems. The use of computers in education started in the s. With the advent of convenient microcomputers in the s, computer use in schools has become widespread from primary education through the university level and even in some preschool programs.

Instructional computers are basically used in one of two ways: If the computer has a tutorial program, the student is asked a question by the computer; the student types in an answer and then gets an immediate response to the answer. If the answer is correct, the student is routed to more challenging problems; if the answer is incorrect, various computer messages will indicate the flaw in procedure, and the program will bypass more complicated questions until the student shows mastery in that area.

There are many advantages to using computers in educational instruction. They provide one-to-one interaction with a student, as well as an instantaneous response to the answers elicited, and allow students to proceed at their own pace.

Computers are particularly useful in subjects that require drill, freeing teacher time from some classroom tasks so that a teacher can devote more time to individual students.

Correlation of using computer aided instruction in

Finally, because of the privacy and individual attention afforded by a computer, some students are relieved of the embarrassment of giving an incorrect answer publicly or of going more slowly through lessons than other classmates.

They are generally costly systems to purchase, maintain, and update. There are also fears, whether justified or not, that the use of computers in education decreases the amount of human interaction.

One of the more difficult aspects of instructional computers is the availability and development of software, or computer programs. Courseware can be bought as a fully developed package from a software company, but the program provided this way may not suit the particular needs of the individual class or curriculum.

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A courseware template may be purchased, which provides a general format for tests and drill instruction, with the individual particulars to be inserted by the individual school system or teacher. The disadvantage to this system is that instruction tends to be boring and repetitive, with tests and questions following the same pattern for every course.

Software can be developed in-house, that is, a school, course, or teacher could provide the courseware exactly tailored to its own needs, but this is expensive, time-consuming, and may require more programming expertise than is available.

Learn More in these related Britannica articles:Relationships among Learning Styles and Motivation with Computer-Aided Instruction in an Agronomy Course Gina M. McAndrews,* Russell E. Mullen, and Scott A. Chadwick was a significant positive correlation between student’s motiva-tion to use CIMPLE and the use of several components of CIM-.

2 problem. The problem of this study was to determine if the use of the computer assisted instruction enhanced the performance of students in Algebra 1.

Correlation of Using Computer-Aided Instruction in C# Programming Language - New York Essays

This study was undertaken to determine the effects of computer-aided instruction on mathematics performance of pupils at the Grade 4 level in Region 5. This focus was due to the trend of poor performances in mathematics at the National Grade 4 assessments for the past 5 years.

Four intact Grade 4 classes in two primary schools were used in this study. actually use the computer-aided instruction. In addition, we test for heterogeneity in treatment effects by a student’s baseline math achievement and attendance record in the prior year, as well as by the size of the student’s class, the.

in computer-aided instruction (CAI) using Destinations courseware and progress in reading ability of developmental reading students as indicated by the reading portion of the Texas Academic Skills Program (TASP) test. This research sought to determine what relationship exists between time-on-task in computer-aided instruction (CAI) using Destinations courseware and progress in reading ability of developmental reading students as indicated by the reading portion of the Texas Academic Skills Program (TASP) test.

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