ERIC Number: ED042321
Record Type: Non-Journal
Publication Date: 1969-Sep
Reference Count: N/A
A CAI Study of Learning Geologic Time and Evolution.
Young, James P.; Stolurow, Lawrence M.
Twenty-two college students in science education were given an adjunctive computer-assisted instruction (CAI) program by means of typewriter consoles and computer-controlled colored slide presentations of critical information. Students were pretested, told how to respond at the student console, taught by the Harvard CAI System, and posttested. The time spent by each student was recorded, as were all errors. Performance on CAI was related to: (a) scores on a standardized biology test, (b) the Welch Science Process Inventory (SPI) Test, (c) the first semester biology course grade, and (d) an attitude questionnaire. Instruction reduced the range of errors subjects made on a test of knowledge from 18 (2 to 20) to 14 (1 to 15) points. However, the range of correct responses increased from 6 (2 to 9) to 9 (7 to 16). Students who took longer made fewer errors (r = -.56). No relationship was found between gain made in knowledge from the lesson and the time a student spent to make that gain (r = -.03). Those students who had high Welch SPI test scores and biology test scores took more time to learn than those whose scores were lower. Attitude toward content and number of errors made while learning were significantly related (r = -.60); however, attitude and gain were not correlated significantly. (Author)
Descriptors: Audiovisual Instruction, Biology, Computer Assisted Instruction, Educational Attitudes, Error Patterns, Evolution, Geology, Science Instruction, Sequential Approach, Sequential Learning, Slides, Time Factors (Learning)
Clearinghouse for Federal Scientific and Technical Information, Springfield, Va. 22151 (AD-696 007, MF $.65, HC $3.00)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Naval Research, Washington, DC.
Authoring Institution: Harvard Univ., Cambridge, MA. Computer Aided Instruction Lab.