Download or read book The Effectiveness of Istation when Used for Computer assisted Instruction CAI on the Overall Reading Ability Score of Primary Level Students written by Shira A. Lester and published by . This book was released on 2017 with total page 354 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effectiveness of Computer Assisted Instruction CAI in Teaching Reading Skills written by Pamela Elizabeth McClain and published by . This book was released on 1983 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Relationships Between Student Attitudes Toward Computer assisted Instruction and Training Performance written by Bruce W. Knerr and published by . This book was released on 1978 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt: The attitudes of 90 enlisted personnel toward Computer-Assisted Instruction (CAI) were measured before and after they received instruction presented by CAI. The attitude pretest and posttest were administered on line. The instructional material was divided into four lesson segments, each followed by a review (test) segment. Students who failed to reach the criterion score for any review segment repeated the corresponding lesson segment. A criterion test was administered at the end of the last segment. Measures of student performance used during the course of the instruction were: (a) the total score on the criterion test (total score); (b) the number of errors made during the lesson and review segments (errors); (c) the percentage of responses made during the lesson and review segments that were incorrect (percent errors); (d) the time required to complete the lesson and review segments (time); and (e) the number of review segments failed (review failures). The attitudes pretest did not correlate significantly with any of the performance measures. A significant correlation was obtained between attitude posttest and percent errors (r = -.22). Attitude change was correlated with total score (r = .28), errors (r = -.19), and percent errors (r = -.25). Attitude and attitude change were not related to student ability. (Author).

Download or read book How a Computer Assisted Instructional Program Affects the Reading Fluency of a Selected Group of 2nd Grade Students written by Sharlese Louise James and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the effectiveness of Headsprout Early Reading to augment fluency abilities for second grade students in an urban public school system. Headsprout, a Computer-Assisted Instruction program (CAI), provided internet-based reading instruction based on the National Reading Panel's recommendations. All second grade students were assessed to determine who would use the program. Second grade students who participated in Headsprout sessions were compared with second grade students who did not use Headsprout. All participants were assessed again at the end of the study.Analysis of the students' gains was conducted using a Repeated Measures Analysis of Variance (R-ANOVA). It revealed that the participants showed more growth from their entry benchmark and exit benchmark scores than from their entry benchmark and mid-entry benchmark scores. Results of a Regression-Discontinuity Data design approach analysis showed an observable "discontinuity" between the mean averages for the treatment group and control group. Overall, results were more significant for those studentswho had participated in the program.

Download or read book Assessing the Impact of Computer Based Instruction written by Margaret D Roblyer and published by CRC Press. This book was released on 1988-11-16 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: Can computer applications help improve student performance? For what skills, grade levels, content areas, and type of students are computer applications most effective? Can computer applications improve student attitude toward school and decrease drop-out rates? Discover what the research reveals--in this provocative new book--about these and other crucial questions concerning the impact of computer-based instruction. Assessing the Impact of Computer-Based Instruction provides the most comprehensive and up-to-date summary available on the effects of computer applications on both student achievement and attitudes. Within its pages are also the most extensive bibliography ever prepared on past reviews of research, current reports and articles, and dissertations in the area of computer uses in education. This groundbreaking new book provides educational decisionmakers with the facts they need in order to justify the expense and effort of maintaining and expanding the instructional role of computers in schools. It is also useful as a resource text in the pre-service training of computer educators and for graduate students doing research in instructional computing.

Download or read book A Study of the Long term Effectiveness of Computer assisted Instruction CAI for Compensatory Education written by Marjorie Ragosta and published by . This book was released on 1977 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Facilitative Effect of Computer Assisted Instruction CAI in Raising Retentive Ability of Senior Secondary School Students in Chemical Reaction and Equilibrium written by Emmanuel Edoja Achor and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The adoption of Computer Assisted Instruction (CAI) as a means of instructional technology in Secondary Schools seems to be gaining popularity though rarely used in chemistry especially chemical reaction and equilibrium(CRE) in Nigeria. In this study the researchers employed a pretest, post-test, non-randomized control group experimental design to find out effect of CAI on students' retention in CRE. The study is comprised of 128 males and 112 female students (N=240). Chemical Reaction and Equilibrium Retention Test (CRERET) was used as study instrument. The student's scores from CRERET were collated and analyzed using mean and standard deviation to answer the research questions while ANCOVA was used to test the hypotheses at 0.05 level of significance. The results showed that there is a significance difference between the mean retention of students taught CRE using CAI and those taught using conventional strategy (F1, 239=331.942; P=0.0000.05) as well as in mean retention of male and female students taught chemical reaction and equilibrium using CAI strategy (F1, 127=8.083; P=.0050.05). Based on the findings, the study recommends that both NGOs and government should be encouraged to adequately fund educational sector so as to procure reasonable number of computer sets for Secondary Schools to enhance teaching and learning with CAI strategy which is gaining prominence in technology education especially in facilitation of retentive ability of learners.

Download or read book Efficacy of Computer assisted Reading Programs in a Pennsylvania School written by Leeann Laschenski and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study is about the efficacy of computer-assisted reading programs in a Pennsylvania middle school. This study aims to determine if there is a correlation between using computer-assisted reading programs and students’ reading assessment scores. The study also analyzes the relationship between students’ reading assessment scores and their grade level, gender, and ethnicity. This study pursued to answer the following questions: What is the effect of computer-assisted instruction on students’ reading assessment scores? What is the relationship between students’ reading assessment scores and their grade level, gender, and ethnicity? In the 21st century, schools all around the country engage computer-assisted reading programs. However, schools lack evidence of its effectiveness in student learning. This problem not only affects teachers’ planning but also affects student learning. The intent and spirit of the study will be to provide research evidence highlighting the efficacy of computer-assisted reading programs. The study results answered the two research questions and concluded that computer-assisted reading programs do not have much influence on student learning. Researchers can use this information and evidence for further investigation based on the study’s findings, such as using a larger population, different subject areas, and various computer-assisted learning programs. Computer-assisted learning is still in its infancy, and educators need more evidence to support their decisions to assist students in accessing their education.

Download or read book Effectiveness of Computer Assisted Instruction in Augmenting Students Reading Skills at Sandburg Elementary School written by Keith E. Kincaid and published by . This book was released on 1997 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effectiveness of Using Computer Assisted Instruction to Increase Reading Scores of Chapter I Students written by Shirley Lanthripp Chapman and published by . This book was released on 1989 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Comparative Study to Evaluate the Effectiveness of Computer Assisted Instruction CAI Versus Class Room Lecture RL for Computer Science at ICS Level written by Tayyaba Kausar and published by . This book was released on 2008 with total page 10 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was aimed to evaluate the effectiveness of CAI vs. classroom lecture for computer science at ICS level. The objectives were to compare the learning effects of two groups with class room lecture and computer assisted instruction studying the same curriculum and the effects of CAI and CRL in terms of cognitive development. Hypothesis of this research were based on six levels of blooms taxonomy as there was one major hypothesis: There is no significant difference exist for CAI student in gaining a high cognitive achievement than students of same level having Traditional CRL. The study was delimited to three colleges of Faisalabad city. The research was true- experimental in nature. The research design followed by researcher is The Pre-test - Post test Equivalent groups Deign. The software used for CAI group was basically the combination of Discovery environment and simulation soft wares, however, the time for drilling and practice was given to student. It a designed to cover the all levels of cognitive domain described by B.S. Blooms (1956). A question paper containing 30 items multiple choice test was compiled from the curriculum, with a representative number of questions from each of the cognitive levels. Findings of this research indicate that total gain in cognitive domain by CAI was significantly superior to the total gain in cognitive domain by CRL teaching method. This study concluded that the skills of knowledge, analysis and synthesis assured significant increase. The CAI proved to be very much effective in increasing the evaluation and application skills of students to experimental group. Comprehension skill, however, not much affected by the CAI. According to the results of this study it was suggested that CAI as an effective teaching method should be applied to improve teaching quality and by using CAI it will be possible to eliminate lingual, regional and ethical biases between teacher and student. (Contains 7 tables and 1 figure.).

Download or read book Computer based Instruction Efficacy Related to Struggling Readers in Elementary and Secondary Levels written by Katelyn A. Sroka and published by . This book was released on 2016 with total page 26 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reading is a primary foundation of all learning. Many students face academic hardships when they struggle to read. Computer-based instruction is a relatively newer aspect that teachers use to help students increase their reading skill. A comprehensive literature review was conducted to answer questions designed to address the efficacy of computer-based instruction in reading for students at the elementary and secondary levels. Further, literature comparing the efficacy of computer-based versus face-to-face instruction for struggling readers was examined. Findings indicate computer-assisted instruction can benefit students who may struggle in reading by providing students with immediate feedback on their progress, tracking their reading progress, and allowing students to work at their own pace. Instructional software programs can also be adapted to address different skill levels. More research is needed to determine whether or not computer-assisted instruction or face-to-face instruction is more beneficial for students who struggle with reading.

Download or read book Computer Applications in Reading written by Jay S. Blanchard and published by Newark, Del. : International Reading Association. This book was released on 1987 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: Intended as a reference for researchers, teachers, and administrators, this book chronicles research, programs, and uses of computers in reading. Chapter 1 provides a broad view of computer applications in education, while Chapter 2 provides annotated references for computer based reading and language arts programs for children and adults in classroom and clinic settings, including LOGO, cloze procedure, language experience approach, special education, spelling, Native American education, and English as a second/foreign language. Chapter 3 introduces the reader to software evaluation guidelines and criteria, including references about the development of computer based reading programs and projects. Chapter 4 reviews computer based research on teaching reading, reading assessment, and psychological and physiological aspects of the reading process. Chapter 5 presents references on word processing, writing, and reading, and Chapter 6 offers explanations for the puzzling questions surrounding computer based readability and text analysis. References to computer based activities in reading readiness and beginning reading are presented in chapter 7, while chapter 8 discusses computer managed reading instruction. Chapter 9 details advances in computer based speech technology and reading instruction and the focus in chapter 10 is on text legibility and computers. Chapter 11 provides references about recent developments with CD ROMs (Compact Disk Read Only Memory) and CDIs (compact disk interactive), and chapter 12 summarizes by speculating on the importance of other emerging applications in computer based reading, such as simulations, artificial intelligence, programming and authoring systems, telecommunications and satellite communications, and robots. Two appendixes list companies that produce software and describe integrated learning systems that contain reading and language arts software. (SKC)

Download or read book EFFECT OF COMPUTER ASSISTED INSTRUCTION CAI ON READING ACHIEVEMENT A META ANALYSIS ED443079 U S DEPARTMENT OF EDUCATION written by United States. Office of Educational Research and Improvement and published by . This book was released on 2001* with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Computer Assisted Instruction in Higher Order Skills for Mildly Handicapped Students written by Douglas Carnine and published by . This book was released on 1987 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report summarizes a series of eight research studies related to the use of computer-assisted instruction (cai) with mildly handicapped students at the junior high or high school level. Through videodisc and cai the studies isolated the effects of the following design variables: (1) review cycles; (2) size of teaching sets; (3) explicit strategies; and (4) correction procedures. Studies involved three different kinds of CAI--drill and practice, tutorials, and simulations. Results indicated that properly designed cai can be effective as an instructional medium if attention is paid to the academic task, the stage of instruction, and the role of the teacher. Detailed reports are presented in the form of preprints or reprints of journal articles with the following titles:"Applying Instructional Design Principles to cai for Mildly Handicapped Students: Four Recently Conducted Studies" (John Woodward et al.); "Effects of Instructional Design Variables on Vocabulary Acquisition of ld Students: a Study of Computer-Assisted Instruction" (Gary Johnson et al.); "Elaborated Corrective Feedback and the Acquisition of Reasoning Skills: a Study of Computer-Assisted Instruction" (Maria Collins et al.); "Teaching Problem Solving through Computer Simulations" (John Woodward et al.); "The Effectiveness of Videodisc Instruction in Teaching Fractions to Learning-Disabled and Remedial High School Students" (Bernadette Kelly et al.); and "Closing the Performance Gap in Secondary Education" (John Woodward et al.). References accompany each paper. (Db)

Download or read book Computer assisted Instruction CAI written by Jennifer Walter and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Buffalo State College Master's project in Elementary Education and Reading, 2004.

Download or read book The Impact of Computer assisted Instruction on Ninth and Tenth grade Students written by Melanie May McNeely and published by . This book was released on 2014 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: With over 60 years of education reform, including the National Defense Education Act (NDEA) in 1958, Individuals with Disabilities Education Act (IDEA) in 1975, and No Child Left Behind (NCLB) in 2002, the achievement gap still existed at the beginning of the 21st century, and the effectiveness of the U.S. public school system continued to be questioned. This study was conducted to examine the effect of the use of a computer-assisted instruction curriculum, Achieve 3000®, among select secondary reading students in a central Florida school district and their implications for student achievement. This study showed significant difference existed in the type of students rather than the reading program. The ANCOVA performed on all students and the ANOVAs performed for exceptional education students, males and females, free/reduced lunch and ethnic subgroups did not show a significant statistical difference in the 2012-2013 reading achievement scores. The Achieve 3000® reading program did not close the achievement gap any more than the non-Achieve 3000® reading program. Conversely, the ANOVA performed for English language learners did show a significant statistical difference between the 2012-2013 reading achievement scores. However, the effect size each question was small indicating the practical implication was also small. Ultimately, this study made a strong argument for the need for further research.