ERIC Number: ED034403
Record Type: Non-Journal
Publication Date: 1969
Reference Count: N/A
Individual Versus Paired Learning of an Abstract Algebra Presented by Computer Assisted Instruction.
Love, William P.
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)
Descriptors: 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
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Naval Research, Washington, DC.
Authoring Institution: Florida State Univ., Tallahassee. Computer-Assisted Instruction Center.