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ERIC Number: ED308826
Record Type: Non-Journal
Publication Date: 1989-Feb
Pages: 17
Abstractor: N/A
Reference Count: N/A
Secondary Computer-Based Instruction in Microeconomics: Cognitive and Affective Issues.
Lasnik, Vincent E.
This paper describes the general rationale, hypotheses, methodology, findings and implications of a recent dissertation research project conducted in the Columbus, Ohio, public schools. The computer-based study investigated the simultaneous relationship between achievement in microeconomics and attitude toward economics, level of computer anxiety, and attitude toward learning. Twelfth-grade students (n=155) in regular social science courses at four Columbus senior high schools were randomly assigned to alternative instructional treatments. Each treatment, emphasizing either a problem-oriented strategy or a rule-oriented strategy, consisted of a week-long computer-based unit teaching fundamental economic concepts and principles of supply, demand, and equilibrium. Pre-, post-, and delayed-post measures were given, and appropriate data analyses completed. Results of these analyses indicate that individuals receiving problem-oriented instruction performed at a higher level on all of the cognitive achievement scales, although this difference was significant only for questions on the lower-order subscale of Posttest I. There is also evidence that a problem-oriented strategy may positively influence attitudes towards economics, as well as the degree of sophistication towards economic issues generally. (32 references) (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A