ERIC Number: ED330826
Record Type: RIE
Publication Date: 1990-Dec
Reference Count: N/A
Effectiveness of Computer Simulation versus Lab, and Sequencing of Instruction, in Teaching Logic Circuits.
Gokhale, Anu A.
The effectiveness of computer simulation versus laboratory procedures in teaching logic circuits was compared. Also investigated was the sequencing of these activities with a reading assignment. Subjects were 96 undergraduates who were tested using different pretests and posttests. An analysis of variance on the data gathered showed that sequence of instruction was a very important factor. Students who performed the activity (laboratory or computer simulation) first, followed by the reading assignment, scored significantly higher on the posttest compared to those who studied identical material in the opposite sequence. The laboratory procedure and computer simulation proved equally effective in teaching logic circuits. When posttest items were classified into "knowledge" and"transfer" categories, only the transfer items contributed to the difference between the two groups. The study concluded that setting up exploratory types of experiential activity prior to formal instruction results in better conceptual learning and better transfer compared to the reverse sequence. (Six data tables and 14 references are included.) (KC)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Logic Circuits
Note: Paper presented at the American Vocational Association Convention (Cincinnati, OH, December 1990).