The Effects of Computer-Assisted Learning-Strategy Training on the Achievement of Learning Objectives

This study investigated the effects of comprehension-directed and memory-directed computer-based learning-strategy training on the achievement of learning objectives. The subjects were sixty undergraduate students enrolled in an introductory computing course. Learners completed a tutorial about micr...

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Bibliographic Details
Published in:Journal of educational computing research 1994-03, Vol.10 (2), p.153-160
Main Authors: Cardinale, Loretta A., Smith, Charles M.
Format: Article
Language:English
Subjects:
Analysis of Variance
Behavioral Objectives
Comprehension
Computer Assisted Instruction
Evaluation Methods
Higher Education
Hypothesis Testing
Instructional Design
Learning Strategies
Memory
Microcomputers
Old Dominion University VA
Research Needs
Theoretical Analysis
Undergraduate Students
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Summary:This study investigated the effects of comprehension-directed and memory-directed computer-based learning-strategy training on the achievement of learning objectives. The subjects were sixty undergraduate students enrolled in an introductory computing course. Learners completed a tutorial about microcomputer components on the first day of the study. Two treatment groups completed a strategy-training tutorial focusing on comprehension or memory. The control group received extra time on the microcomputer-components tutorial and no strategy training. One week later, all subjects completed two separately administered tests including cued recall and recognition. The strategy training effects were significant on the fifty-item cued recall test, however, group mean scores were at or below 50 percent. Group mean scores on a recognition text suggested that comprehension-directed training was the most effective. All treatment group mean scores were significantly higher than the control group. The findings of this study provide a basis for further research into the design of computer-based learning-strategy training and assessment.
ISSN:0735-6331
1541-4140
DOI:10.2190/KM67-TXK3-0NNY-N063