THE EFFECTS OF COMPUTER-ASSISTED INSTRUCTION AND LOCUS OF CONTROL UPON PRESERVICE ELEMENTARY TEACHERS' ACQUISITION OF COMPUTER LITERACY AND THE INTEGRATED SCIENCE PROCESS SKILLS
Abstract
The purpose of this study was to determine the effects of computer-assisted instruction (CAI) versus a text mode of programmed instruction (PI), and the cognitive style of locus of control, on preservice elementary teachers' achievement of the integrated science process skills and computer literacy. Eighty-one female preservice elementary teachers in six sections of a science methods class were classified as internally or externally controlled. The sections were randomly assigned to receive instruction in the integrated science process skills via a microcomputer or printed text. The study used a pretest-posttest control group design. Before assessing main and interaction effects, analysis of covariance was used to adjust posttest scores using the pretest scores. Statistical analysis revealed that main effects were not significant. No differences were found between achievement of the integrated science process skills or computer literacy of individuals receiving the CAI and printed PI treatments. Additionally, no differences were found between internally and externally controlled individuals in their achievement of the integrated science process skills or computer literacy. However, a significant (p < 0.05) aptitude by treatment interaction was found. Differences in adjusted posttest scores of externally controlled individuals favored the CAI mode. There were no differences between treatments when internally controlled subjects were considered.
Degree
Ph.D.
Subject Area
Science education
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