The effects of computer-based instruction on the achievement of college students as a function of achievement status and mode of presentation

摘要

Although the efficacy of computer-based instruction (CBI) as compared to “traditional” instruction has been well documented, efforts to determine specific setting, instructional design, and learner variables which maximize CBI effectiveness are of fairly recent vintage. The purpose of the present project was to demonstrate the effects of CBI on the achievement of college students as a function of achievement status and mode of CBI instruction (i.e., CBI tutorials optional or mandatory) in the context of acourse taught under a Personalized Systems of Instruction format. A unique aspect of the study was the use of a “single subject” (i.e., alternating treatments) research design involving frequent measures of performance over time and visual inspection of data. Results indicated that low achieving students benefited more from CBI than did high achievers. Also, results demonstrated the superiority of both CBI modes of instruction over conditions in which CBI was not available.