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ERIC Number: ED343582
Record Type: RIE
Publication Date: 1991-Dec
Pages: 45
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The CAI/Cooperative Learning Project. First Year Evaluation Report.
Beyer, Francine S.
This report presents a first year evaluation of the Computer Assisted Instruction (CAI)/ Cooperative Learning Project, a 3-year collaborative effort by two Pennsylvania school districts--the Pittston Area School District and the Hatboro-Horsham School District--and Research for Better Schools (RBS). The project proposed to integrate advanced integrated learning system technology with cooperative teaching in the classroom and collaborative learning in the home. The integrated learning system included inquiry-based, hypermedia learning and cooperative learning techniques. It was anticipated that the project could potentially serve as a model for effective CAI that could be nationally validated, disseminated, and adopted by school districts across the nation. The project was to include the acquisition of computer hardware and software, initial and on-going teacher training, achievement and attitudinal data collection and analysis, and dissemination. The evaluation of the study was designed to determine the extent to which the program: (1) enhances mathematics and language arts achievement for the students; (2) produces an increase in time-on-task behavior for the students; (3) enhances student and parent attitudes toward learning, the school, and education in general; and (4) enhances positive teacher and administrator attitudes toward the integrated learning system and cooperative learning. Data for the first year evaluation were gathered via administrator, teacher, and parent questionnaires; however, a pretest-posttest control group design will be used for years 2 and 3 to enhance the validity of the findings. The introductory section of the report provides background information on the project and the evaluation questions addressed by the study. Later sections describe the evaluation design and procedures, preliminary findings, and some conclusions and implications based on these findings. Appended copies of the questionnaires for each of the three groups include tallies of the responses. (DB)
Publication Type: Reports - Evaluative; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Research for Better Schools, Inc., Philadelphia, PA.
Identifiers: Integrated Learning Systems