CAI Program

(2) Tutorials: The CAI tutorial is knowing to adduce students to new material. Mandell and Mandell (1994) describe this form of CAI instruction as follows:

The new concepts are followed by questions that test the student's understanding of the material and get along toward a certain goal. A careful sequence of questions end lead to discovery and new behavior. Tutorials are more surd to write than drill-and-practice programs beca persona they must teach a skill as well as judge the results. (p.48)

An interesting example of the use of a tutorial CAI program can be seen in a study conducted by Smith-Gratto (1992). The purpose of this study was to check into the differences in exertion between seventh grade students who had absolute a programmed instruction tutorial and a systematically designed tutorial that integrated programmed instruction and Gestalt learning possibleness.

Smith-Gratto felt that the importee of the study extended beyond this, in that CAI materials were developed which systematically used programmed instruction and systematically integrated Gestalt learning theory into a programmed instruction package. The author stated that these materials could serve as the basis for more extensive studies which can modify the prefatorial techniques used to create the combination software.

The study used a pretest-posttest design. Subjects were drawn from eight seventh grade classes at dickens dif

Kinnaman, D.E. (1991). Strategic planning for a new generation of American schools: or how to turn a very large supertanker into a very small harbor. engineering science and Learning, 12(1), 20-29.

Hertzke, E.R. (1989). Computer-assisted instruction in the classroom: selecting a system. T.H.E. Journal, 17(3), 87-91.

Findings of the study indicated that students' achievement scores--neither the pretest or the posttest scores-- were homogeneous; however, computers were found to foster effective compensatory education. CAI similarly showed superior instructional achievement delivered in a efficient fashion. Survey results of instructional personnel confirmed this finding. Resource and vicinity variables explained a significant portion of achievement variation.

Instructional time was found to be positively related to but non a linear predictor of achievement. The impact of time similarly depended on the level of achievement.

The positive effects of CAI are not limited solely to academic areas. This can be seen in Hertzke's (1989) discussion of Washington's Central Kitsap School District which decided in 1984 to integrate technology into its regular instruction programs. Following military rank of CAI programs, the district selected a system from Education Systems Corp that include K6 lessons in reading and mathematics.

Sample subjects were 930 mere(a) students (471 males and 459 females) in grades two and five. The students were given twenty minutes of CAI per twenty-four hours in either mathematics or language humanities during the first and second semesters of the school year, establishing concurrent experimental and learn groups, counterbalanced by semester.

Menn, D. (1993). Multimedia in education: arming our kids for the future. PC World, 11(10), M52-M56.

Lemonick, M.D. (1992). Tomorrow's lesson: learn or perish. Time, 140(27), 59-61.

ferent middle schools. Students were randomly assign to the control and treatment groups. One group used a programmed ins
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