Unit 2 – Planning for Research
Discussion Board
Effectiveness of Computer Aided Instruction in Learning Process
Computer – Aided Instruction or CAI or also known as computer-assisted instruction is considered as a diverse and rapidly expanding field of computer technologies that support the teaching and learning process (Arnold, 2008). However, there are ongoing debates and discussions regarding its effectiveness, in the entire process of learning. Primarily, the study of Wiksten, Antonio and Buxton about The Effectiveness of an Interactive Computer Program Versus Traditional Lecture in Athletic Training Education and investigation by Barrow, Markman and Rouse regarding the Technology’s Edge: The Educational Benefits of Computer-Aided Instruction. Both of the said researches are connected to my chosen topic regarding the benefits of computer aided education.
The study by Winsten et al. uses data and information gathered from 66 subjects. All of them are selected and are randomly assigned to three different groups which pertain on the: traditional lecture, IATEC and control. The traditional group that is composed of 22 subjects, received 50-minutes lecture and demonstration, which cover the same instructional content using the Q-angle model of the IATEC program. On the other hand, the IATEC group, which is consists of 20 subjects worked independently for 50 to 65 minutes using the same module, while the control group that is consists of 22 subjects received no instruction at all. The study was conducted by using 9-point multiple choice examinations in order to determine the cognitive knowledge of the Q-angle. In addition, a 12-point yes-no checklist was used in order to determine whether or not the subjects were able to correctly measure the Q-angle. Aside from that, the Allen Attitude Toward Computer-Assisted Instruction Differential Survey was used in order to asses the student attitudes toward the 2 methods of instruction. The result of a 1-way ANOVA on the cognitive knowledge of the Q-angle exposed that the traditional lecture an IATEC groups performed vitally compare to the control group and the traditional lecture group performed significantly better compare to the IATEC group. Furthermore, the result of a 1-way ANOVA regarding the practical skill performance revealed that the traditional lecture and IATEC groups performed importantly better than the control group, however there were no important differences between the traditional lecture and the IATEC groups regarding the practical skill performance. Based on that result, it can be said that the test is more favorable towards the traditional lecture group, compare to IATEC group for comfort, creativity and function. Above all, it show that the use of IATEC computer module is an effective approach of teaching or training, but its application alone is not enough to educate the student in the cognitive knowledge (Winsten et al., 1998).
On the other hand, the study by Barrow et al. focuses on the study of a well-defined use of computers for pre-algebra and algebra. The study used randomized sampling in order to gather their sample group, by selecting the classroom in random manner. The researchers study the effectiveness of computer-aided instruction by focusing on a group of computer programs I Can Learn or Interactive Computer Aided Natural Learning that is composed of software and hardware computer package that is designed in order to deliver instruction through technology on one-on-one basis to each and every student. The study was done in three large urban school districts, where in, each of which had a superintendent or technology director who approached the researchers regarding the evaluation of CAI programs that are already used in their respective district. All of the randomly selected classes were grouped into two: the treatment classes (uses CAI) and the control classes (traditional). The result shows that the two groups show small difference in terms of performance (Barrow et al., n.d.).
In general, the studies used the control group study or a model of evaluation where in the performance of the cases that experience an intervention is being compared to the performance of the cases that did not experience the intervention in question (PredictionWorks, n.d.). The advantage of the said method is that it enables the researcher to have a point of comparison between the different cases, therefore it enable to analyze in detailed manner the cause and effect relationship. On the other hand, the said approach is expensive and in great need of time.
The main similarities of my chosen topic and these two studies are the way they gathered data, which is by means of questionnaire and interview. It also focuses on the actual happenings and events inside the learning vicinity, particularly in the issue of application of CIA. However, the main difference pertains on the characteristics of the sample frame, in my study, I will use older subjects or participants in the study, and I will not use the control group study model in gathering data and information from my selected subjects or respondents. My study will be using focus group in order to communicate with my older respondents.
References
Arnold, D. (2008). Computer-Aided Instruction. Retrieved February 11, 2009, from MSN Encarta website: http://encarta.msn.com/encyclopedia_761553343/computer-aided_instruction.html
Barrow, L., Markman, L. & Rouse, C. E. Technology’s Edge: The Educational Benefits of Computer-Aided Instruction. Retrieved AEA website: http://www.aeaweb.org/aej/pol/accepted/2007-0082.pdf
PredictionWorks. Control Group Study or Randomized Controlled Study. Retrieved February 11, 2009, from PredictionWorks website: http://www.predictionworks.com/glossary/ControlGroupStudy.html
Winsten, D. L., Antonio, K., Buxton, B. (1998). ‘The Effectiveness of an Interactive Computer Program Versus Traditional Lecture in Athletic Training Education’. Journal of Athletic Training. 33(3), 238 – 243, Retrieved February 11, 2009, from PubMedCentral website: http://www.pubmedcentral.nih.gov/picrender.fcgi?artid=1320430&blobtype=pdf
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