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

• 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
• ISSN: 0735-6331; 1541-4140
• DOI: 10.2190/KM67-TXK3-0NNY-N063

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.