The purposes of this study were (a) to determine if learning to program a computer in either BASIC or Logo improves the problem-solving skills of fifth grade students when compared to a control group that receives no programming instruction, and (b) to determine if learning to program a computer in Logo is more effective than learning to program in BASIC. Subjects were 132 fifth graders from two suburban elementary schools. Subjects in the BASIC treatment group received seven weeks (approximately 35 hours) of computer programming instruction using the Computer Challenge Guide. Subjects in the Logo group received the same amount of instruction using Logo in the Classroom. The New Jersey Test of Reasoning Skills was used as the pretest and posttest measure, and data were analyzed using the analysis of covariance procedure. Results indicated that learning to program in BASIC or Logo does not significantly improve problem-solving abilities of fifth grade students, as measured by the instrument used, when compared to a group that receives no programming instruction.
Forty-four preschool subjects were studied to find if computer assisted instruction could enhance performance on Piagetian classification and conservation tasks. Five two-year-olds, seven three-year-olds, and nine four-year-olds comprised the control group. Five two-year-olds, seven three-year-olds, and eleven four-year-olds, the experimental group, were exposed to the gamut of computer lessons. Age of the child was found to be a significant variable, but so was computer exposure. The study has implications for conceptual development in young children.
This paper identifies student characteristics influencing success in introductory computer science courses at a small four-year liberal arts college. The primary purpose of this study was to build a simple and practical model to predict success, for purposes of advising students wanting to register for introductory computer courses. Characteristics studied in this investigation included previous computer experience, number of years since high school, and mathematics and verbal proficiency. This study developed a model accounting for 82 % of the variation within student performance as measured by final grade. Results from a stepwise multiple regression on these predictor variables contradict previous studies which concluded that success could not be predicted, and support those studies identifying mathematics proficiency as a dominant factor in computer science success. From these results, a simple linear model was constructed that is used to place incoming freshmen into appropriate computer science and mathematics courses.
A meta-analysis of findings from 101 controlled evaluations showed that computer-based education (CBE) has usually had positive effects on college students. CBE raised student examination scores by 0.26 standard deviations in the average study—a small but significant effect. CBE effects were somewhat lower in unpublished studies than they were in published ones, and they were also somewhat lower in the hard and nonlife sciences than in the social sciences and education. In addition, CBE produced small but positive changes in student attitudes toward instruction and computers. Finally, CBE also reduced substantially the amount of time needed for instruction.
Authoring Languages and Systems (AL/S) are being marketed to K-12 educators with hopes that teachers will use them to develop their own CAI. Because the literature has not addressed the use of AL/S in K-12 settings (they only recently have been made available to K-12 educators), there is a need to examine the AL/S and how teachers are using them. This article describes twelve AL/S which are being marketed to K-12 teachers and compares their features. Also included in the article is a discussion of the probability of wide-spread use of AL/S in K-12 settings, the factors affecting the extent of their use, and some new approaches to CAI development tools.
The deployment of computers as devices for instruction in the classroom creates an environment for potential educational malpractice litigation and direct court intervention if educational administrators fail to observe sound leadership practices related to teacher certification, teaching assignments, and the selection of instructional materials. The classical legal immunity for state and local education agencies relative to the “intellectual marketplace” has been successfully and increasingly abrogated by legislative amendments and court actions. The potential for the violation of liberty and property interests of teachers and students alike, as guaranteed under the equal educational opportunity provisions of the 14th amendment of the United States Constitution, provides for the litigious intervention of the courts in terms of “loss of future opportunity” and “tort liability.”
An experiment was conducted to test two methods of teaching introductory COBOL to management majors. The problem analysis method trained students to develop structured designs; the grammatical method trained students to develop structured programs. The objective of the study was to determine whether it is possible to focus exclusively on design issues, leaving students to grasp language details on their own. Findings indicate that it is. Analysis of covariance found significant differences in the ability of students to write programs, both in examinations and on assignments. The teaching method alone did not influence performance; rather it acted in combination with prior experience and instructor to produce performance differentials.
A survey was conducted on the first group of secondary school students taking computer studies in Hong Kong. Stepwise discriminant analysis, contingency table analysis and analysis of variances are applied to investigate the students' responses to the computer studies subject. Topics such as factors causing students to lose interest in the subject, factors affecting students' desires to pursue further computer education or to take computer-related jobs, and the effects of possession of microcomputers at home are studied.
This article describes the use of microcomputer database management systems for facilitating the instructional uses of learning strategies. Two learning strategies (cross classification matrixing and node acquisition and integration) and the proceses of using database systems to mediate them are described. Database systems should make the use of these strategies easier as well as opening up sorting, searching and reporting options not available in normal print form. The intellectual processes involved in defining a data structure and setting up a database are also described. The technique represents a tool or skill application of microcomputers.
A meta-analysis of 43 studies of the effects of computer-based instruction (CBI) in secondary schools showed that CBI programs produce, on average, small but significant improvement in students' scores on achievement tests. Results of the synthesis indicate that computer-based instruction raised the average performance by .32 standard deviation units. Drill and practice programs appear to he relatively less effective with secondary students than tutoring programs which introduce new concepts.
This research is an investigation of the relationship between computer assisted instruction (CAI) and students' performance. A diagnostic model is constructed from evaluative computer-collected data. Scores are generated by a diagnostic function during the use of CAI. It is concluded that built-in continuous analysis and communication, to users and management, of performance data can lead to improved performance and better design.
This paper discusses the difficulties of instituting a campus-wide computer literacy program for faculty at institutions of higher learning. Faculty development strategies are noted, and recommendations are made for implementing a faculty computer literacy program.
It is widely believed that adequate career preparation for college graduates should include a basic understanding of the capabilities and limitations of the computer. This paper describes a computer literacy course for students of agriculture, and reports the results of a survey of students completing that course. Questionnaires were administered at the beginning and end of the course to elicit student attitudes toward computers and toward the course. Results indicate significant changes in attitudes during the course. Beginning attitude and level of apprehension about the course were significant determinants of student performance in and evaluation of the course.
Following a brief overview of the concept of costing and cost analysis, an evaluative framework for program evaluation is presented. This framework focuses attention on the function, use, effect and cost of systems of computer-assisted instruction. Indices of cost and effect are considered and the use of cost-effectiveness data is discussed, relative to implicit and explicit judgments.
Teachers' attitudes toward computers are important to success in implementing computer-related programs in school curricula. This study of 112 teachers enrolled in staff development programs examines the effects of gender and amount of computer experience on the attitudes of computer anxiety, confidence, liking, and usefulness.
A computer survey was used to assess the attitudes and knowledge of 2302 students from grade 7 through university level, 537 teachers, 81 administrators, and 95 library/media specialists. In general, there were significant differences in computer attitudes between students and educators. Attitudes were found to relate to age and computer knowledge, and computer knowledge was found to relate to the age and sex of the respondent. The survey contained several specific questions for each of the respondent groups. The results obtained from these items are discussed.
An automated interview scheduling system has been developed to assist students in arranging on-campus interviews with prospective employers. Interviewees place “bids” for selected time periods and interviewers. Preferred assignments are made to high bidders with the objective of maximizing exposure to selected employers. Experiments with different scheduling algorithms and test data have been performed to characterize the performance of this microcomputer-based system. Recommendations are made for future expansion and enhancement of the existing system.Keywords:: microcomputersadministrative applicationsinterview scheduling Additional informationNotes on contributorsWm. Scott JohnsonWm. Scott Johnson is associated with the Consulting Division of Arthur Andersen and Company where he has worked in system development and analysis in the telecommunications and office automation area. Camille C. Price is an associate professor of computer science at Stephen F. Austin State University, teaching graduate and undergraduate courses, and engaged in independent research and consulting.Camille C. PriceWm. Scott Johnson is associated with the Consulting Division of Arthur Andersen and Company where he has worked in system development and analysis in the telecommunications and office automation area. Camille C. Price is an associate professor of computer science at Stephen F. Austin State University, teaching graduate and undergraduate courses, and engaged in independent research and consulting.
To explore the usefulness of a new instrument, the Computer Attitude Scale, its subsidies (Computer Anxiety, Computer Confidence, Computer Liking) were subjected to two validation studies. The first study examined the reliability and factorial validity of the subscales. The second study analyzed the results of preprogram-postprogram administration of the subscales. The results of the studies suggest that the Computer Attitude Scale is a convenient. reliable and valid measure of computer attitudes, and that it can be confidently and effectively utilized in research and program evaluation contexts.
