The effects of instructional strategies for teaching a computer application on student achievement and learning efficiency with college students
Abstract
This study investigated the effectiveness and efficiency of three instructional strategies for teaching basic uses of the software application Lotus 1-2-3. The study involved 135 undergraduate students, primarily from the Restaurant, Hotel, and Institutional Management Department (RHI) studying "Personnel and Human Resources Management". The strategies investigated were instructor-led presentation, printed handout, and computer tutorial. The objectives for this research were to: (1) modify or develop instructional materials for each method to teach Lotus 1-2-3 to college students, (2) determine if any differences in achievement existed among the three instructional strategies, (3) determine if any differences in efficiency of learning existed among the three instructional strategies, and (4) determine if the instructional strategy had any effect on students' attitudes toward computers and their use. For this research three sets of materials were used. The materials included a computer tutorial for Lotus 1-2-3 produced by Lotus Corporation, lecture materials and a printed handout. The content, sequence of material, and examples were the same for all three sets of materials. The design was a randomized three-group posttest model adapted from Campbell and Stanley's (1963) posttest only control group design. The results of the data analyses revealed that over 90% of the sample had some previous computer experience. While the results of the one-way analysis of variance revealed no difference in attitudes among the treatment groups, a repeated measures analysis of variance revealed that students' attitude across all groups did change in a positive direction. This positive shift in student's attitudes toward computers is attributed to their exposure to the course related computer project. A one-way analysis of variance revealed no significant difference on achievement among the treatment groups. Significant differences in student time on instruction were detected between group-paced (instructor-led presentation) and self-paced (handout or computer tutorial) instructional strategies. No difference was found on instruction time between the two self-paced strategies. A one-way analysis of variance revealed a significant difference on the number of keystrokes used to complete the computer project.
Degree
Ph.D.
Advisors
Lehman, Purdue University.
Subject Area
Curricula|Teaching|Educational software|Higher education
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