PDF pending restoration
ERIC Number: ED146893
Record Type: RIE
Publication Date: 1976
Reference Count: 0
Does Computer-Assisted Instruction Reduce Individual Differences? Report No. 6.
The interrelationship of computer assisted instruction and individual differences was investigated. Two hypotheses were tested: (1) Bloom's hypothesis of decreasing individual differences under a mastery-learning strategy, and (2) the random walk interpretation of simplicial correlation matrices. Stanford's Computer-Assisted Instruction Math Program was run with 723 first to sixth graders in three States. Neither of the two hypotheses was supported by the data. For the first hypothesis a compensation effect of slow and fast learner variance components as well as an aptitude treatment interaction interpretation are discussed. The second hypothesis has been restated as a restricted random walk hypothesis. (Author)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Swiss National Fund for Scientific Research.
Authoring Institution: Stanford Univ., CA. Inst. for Mathematical Studies in Social Science.
Note: Best copy available