Year: 1977
Type: dissertation
Study design: Clinical Trial
Abstract: ttio¡t, ttr thc NATIoNAL LltsRAtiv <¡F (:ANADA to nricrofilm this dissertatit.rnand to lencl or scll copics of the l'ilnt, and UNIVERSITY MlClìOFILMS to publish alt abstract of this dissertatit¡n.The auttro¡' reserves other ¡rublicatiorr rights, ancl ¡reitltor tlte dissertatiolt ¡tor extcnsive cxtracts lio¡u it muy be printetl or otl¡er- wise reprodtrced without thc ar¡tl¡or's writtc¡r ¡rertttissitttr- ABSTRACT This thesis investigates comouter-assisted learning (C.A-.L. ) as applied to Junior high puoils that have a r,+ide variety of l-earning diso¡.rlers.Drill and practice programs were used as a means of teaching basic eomputation and spel.Iing skiLls.Three random groups were randomly assigned.to C.A.L. arithmetlc¡ C.A.L. speLl-ing, and Nor¡-C.Â.L, treatments, AlL three groups continued.to recei-ve regular classroom lnstnrction.Ttre experímental treatment continued for a three month period on an alternate day basis.the subJects were glven the Stanford Achievenent Test ín Ariühnetic and Spe3.lÍng before (pretest I and pretest 2), after (post test)r æd three weeks after the treatment period.The results of the study showed.thatthere were no significant d.ifferences between the three groupso However, siqnificant díffere¡ces were fomd.over time for both ariihmetic and spelling, fn arithm"tfc, differences r.¡ere found between: 3-) oretest 2 and both the post test and retention üest (p<,OI)r and 2).oretest l and both the post test and retentlon test (p<.05).Similarly, Ín soelling, dlfferenees r.rere found between: 1) preiest 2 and both the post test and retention test, and 2) pretest I and the post test, both at the .O1 l-eve1 of significanee.An i¡rteraction effect was obsen¡ed, for arithmeti", Oo, not for spelling, Further tests confirrned that the significant differences over time í¡ arithmetic were attributable to'the gains made by the C.A.L. arithmetíc group.SimíIarl-y¡ in spelling the gains over time +rere analyzed for descriptive purposes and.found to be attributable to the gains made by the C.A,L.spell-ing group.i i,:,1.:lr'..:, .':-.-ì l-t-LThe resul-ts of this study, therefore, indieated some statistieal signifi.cancear¡d were considered encouragíng and significant in the context of speeial education.For examole, in arithnetic from pretest 2 ,, to the retentÍon test, there was a 5.3 month gain for the C.A.L.i.,,,, : ..:t :. ; arÍthmetic group compared to a 2.0 month gain for the C.A.L. soelling ,,i spelIing, the C.A"L.spelling group gained lr,9 months cornpared to ,,., ,., " tt" tt: ', aI.7 month gaÍn for the C.A.L. arithmetíc group and a 1.0
Source: Mspace (University of Manitoba)
Author: Onofrio P. L. Fiorentino
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2792228564