ERIC Number: ED408935
Record Type: RIE
Publication Date: 1997-May
Reference Count: N/A
Learner Control over Full and Lean Computer-Based Instruction under Differing Ability Levels.
Schnackenberg, Heidi L.
Undergraduate education majors in a teacher preparation program completed a computer-assisted instructional program for a study designed to examine the effects of type of instructional control and program mode on the achievement, option use, time spent on program, and attitudes of higher and lower ability students. Students were assigned to high and low-ability groups based on Scholastic Aptitude Test (SAT) and American College Testing Assessment (ACT) scores. Four versions of a computer-delivered program on competency-based instruction were created by crossing the two control conditions (learner control, program control) with the two program modes (full, lean). Subjects in the full-program control group were required to complete all questions. Subjects in the full-learner control group were presented with the entire set of questions, but given choices of how many and which questions they wished to complete. Subjects in the lean-program control group were given fewer questions than in the full program, and required to complete all. Subjects in the lean-learner control group were given options to complete fewer questions or to answer additional questions for further practice. Results include: (1) subjects in the full program scored significantly higher on the posttest than those in the lean program; (2) higher-ability students scored significantly higher than lower-ability students; (3) learner-control subjects chose to view 68% of the optional screens in the full program but only 35% in the lean program; (4) subjects spent significantly more time on the full version; and (5) subjects had more favorable attitudes toward learner control than program control. Appendices include the "Teaching for Competence" instructional program and student posttest and attitude questionnaire. (Contains 30 references.) (SWC)
Publication Type: Dissertations/Theses - Doctoral Dissertations; Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, Arizona State University.