The effects on learning of two methods of instruction in four different combinations of computer-based programs

Jacquelyn Edith Crisman, Purdue University

Abstract

This study investigated the effects on learning of two methods of instruction, computer-based tutorial and computer-based simulation, in four different combinations of computer-based programs: (1) a computer-based tutorial alone, (2) a computer-based simulation alone, (3) a computer-based tutorial followed by a computer-based simulation, and (4) a computer-based simulation followed by a computer-based tutorial. The two methods of instruction differed in their continuing motivational qualities, function to enhance self-regulating behaviors, application of discovery-based learning, role as an advance organizer, ability to promote transfer of learning, and sequence of information presentation. Both methods taught life management skills that included the topics of financial planning, housing, and insurance. All four computer-based programs used in the study included identical demographics, pretest, posttest, and opinionnaire instruments in addition to the lesson content. The results of this study revealed that the computer-based simulation alone was not effective as a method of instruction for the content presented. The posttest scores for the computer-based tutorial alone method and the computer-based simulation followed by tutorial method were not significantly different. This indicated that (1) the simulation was ineffective as an advance organizer and had no effect on learning and (2) the tutorial had continuing motivation that promoted increased time-on-task but lacked the format to facilitate transfer of learning. Posttest results revealed that learning was significantly enhanced by combining the sequence of tutorial followed by simulation when compared with simulation alone. These findings suggest that the sequence of tutorial followed by simulation presented the knowledge in a controlled format that compelled the students to read the content screen by screen throughout the tutorial. The simulation that followed then presented the same information in a discovery-based learning format which allowed the students to reinforce their knowledge. Students who were more motivated utilized self-regulating behaviors and selected more discovery-based learning icons. The tutorial followed by simulation further enhanced learning by providing the students opportunities for transfer of learning through problem solving during the simulation.

Degree

Ph.D.

Advisors

Russell, Purdue University.

Subject Area

Curricula|Teaching|Higher education|Educational psychology

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