The Effects of Computer-Assisted Instruction on Jordanian College Students' Achievements in an Introductory Computer Science Course
نویسندگان
چکیده
The purpose of this study was to investigate the effects of traditional instruction (TI) plus Computer-Assisted Instruction (CAI) versus TI alone on college students' achievements in an introductory computer science course. This study was conducted at a small government university in Jordan using a Quasi-experimental, nonequivalent control group design. A courseware was developed to investigate the difference between two groups who were given a pretest and a posttest to measure achievement of the course objectives. An analysis of covariance on the posttest scores with pretest scores as the covariate showed that the TI plus Computer Assisted Instruction group performed significantly better than the TI alone group with a small effect size. It was concluded that TI plus CAI format should be considered as a substitute to the TI alone format.
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